Reflective peer coaching: Crafting collaborative self-assessment in teaching |
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| Authors: | Dale J Vidmar |
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| Institution: | Library and Information Science, Southern Oregon University, 1250 Siskiyou Blvd., Ashland, OR, 97520, USA |
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| Abstract: | Reflective peer coaching is a formative model for improving teaching and learning by examining intentions prior to teaching, then reflecting upon the experience. The goal of reflective peer coaching is to promote self-assessment and collaboration for better teaching and ultimately better learning. There are obvious benefits to colleagues collaborating and sharing ideas, thoughts, and observations. However, many models of assessing teaching effectiveness focus on summative evaluation in which colleagues observe each other once or twice a year and fill out institutional evaluation forms. Rarely do colleagues engage in formative conversations about teaching that are guided by the instructor's personal goals and objectives. Reflective peer coaching necessitates a ten-minute planning conversation prior to the actual lesson and a ten-minute reflective conversation after the lesson. These conversations happen regularly and frequently to build self-awareness and self-assessment of the personal craft of teaching. The following article outlines the dynamics of the reflective peer coaching process as a formative assessment model that leads to better learning through improved teaching. |
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| Keywords: | Reflective teaching Reflective thinking Peer coaching Formative assessment Teacher collaboration Faculty development Interpersonal competence Transformative learning Teacher improvement Instructional effectiveness Instructional improvement Peer evaluation Collegiality Trust |
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