This article describes how the findings of a dissertation can be applied in coming up with a plan to develop teachers professionally. Specifically, it deals with professional development for teachers using peer coaching as a tool.
Read on and find out how you can plan for your own professional development by reading the article below.
How can you develop yourself professionally? This can be done by undertaking steps which you can do by yourself.
However, aside from self-directed activity as described in my previous article titled “Reflective Journal: A Sample of Professional Development Plan,” you may also use a school-based activity to come up with your professional development plan. Among those approaches you could use is “peer coaching” since this is a common school activity applied by teachers.
Steps in Peer Coaching to Develop Pronunciation Skills
Since peer coaching falls under the school-based category, how can you make use of this approach? As an example, here are steps in order to improve your pronunciation skills if you find that you need to develop your skill along this line:
1. Look for a partner or a friend who is good at pronunciation and is willing to serve as your coach. If you find one, set a specific time to engage in this activity on a regular basis.
2. During the scheduled time, you may discuss a particular topic or problem in pronunciation and ask for the coach’s suggestions on how to improve on it.
3. You must do the suggestions for a prescribed period of time. Perhaps, the session could last for two weeks, or maybe a month. After practicing for some time, you may request your coach to evaluate your pronunciation skills after using his/her suggested activities.
Example Dialogue of Peer Coaching
Below is an example of a dialogue between an expert (the peer coach) and a group of teachers.
Teachers: Sir, we know that you are good in pronouncing words. Can you help us improve our pronunciation skills?
Peer Coach: Thank you. Yeah, I’m willing to help you, but I am too busy. Anyway, we can schedule it during my free time. Is it okay with you? My free time is every Friday afternoon, from 2-4pm.
Teachers: Yes, Sir. We can meet you up at that time.
During the Meeting with the Peer Coach
Teachers: Sir, we have noticed that we cannot pronounce well the words with /f/. We pronounce father as “pather.” How can we pronounce the word correctly?
Peer Coach: (He can give as many suggestions as he can).
Teachers: (They listen to the peer coach and apply the suggested activities).
During the Evaluation
Peer Coach: Now, let’s try to see if you have improved your pronunciation.
Teachers: (They do the evaluation techniques given by the peer coach).
Basically, peer coaching as a professional development activity is designed to improve student performance. It is in this activity that teachers form small groups in order to share, reflect on, and refine their teaching practices to address their students’ needs.
However, in the Customized Professional Development Model, any professional activity can be used and customized to address the specific needs of the teachers. Therefore, any activity that is originally designed for students can be used by teachers to improve their own professional skills.
Louisiana Department of Education Initiatives: Best Practices (2006). Examples of Job Embedded Professional Development. Retrieved 3 July, 2010 http://www.wbrschools.net/curriculum/sip/LaDOE%20Best%20Practices.ppt
2015 January 25 M. G. Alvior