, 2001, p. 2).
Once the teacher understands how their performance and their teaching ability relate to the outcomes of the school as a whole, they will be able to understand the need for peer observation and coaching. They desire better outcomes for the school, but they are not accustomed to the openness of the peer coaching model, as we will see.
Barriers to Success
Through the course of this literature review, several key barriers to the success of peer coaching programs were discovered, Many of the problems related to logistical problems that could be easily solved through time management or creative scheduling. However, some of barriers to success related to the attitudes of the teachers themselves. This barriers will prove much more difficult to resolve.
One of the key barriers to professional development programs is finding time to conduct the program. Several Solutions are being proposed such as altered school calendars, using permanent substitutes, and scheduling common planning time (Prixotto & Fager, 1998). Several common factors are responsible for the failure of professional development programs. They are: using programs that offer quick-fix solutions to complex problems, using fad programs, overload and competing demands, lack of attention to site-specific conditions, teacher turnover, failure to plan for and learn new strategies, and attempts to manage by central office staff instead of developing leadership skills throughout the staff (Prixotto & Fager, 1998).
Another barrier to success relates to the willingness of the teacher to undergo the scrutiny of another.
A although classroom observation is seen as an indispensable component in both staff development and appraisal, it is not well received by teachers in general," (Lam, 2001, p. 162).
This is a natural reaction, but it will be necessary for the teacher to overcome, if a peer coaching program is to be successful. In order for successful coaching to occur, teachers must feel comfortable reflecting negative as well as positive outcomes in the program (King, 2001). To develop this level of intimacy requires a feeling of collaboration and a sense of one's individuality within the larger organizational structure. It also requires a feeling of confidence in one's ability to disclose such information without risk.
Collective inquiry by teachers is a necessary element of organizational growth. Teachers must be willing to seek out new information and the desire to find ways to improve their own teaching strategies. However, in order to do so, teachers must be willing to make themselves vulnerable to criticism of their job performance. This is difficult to do, but it is necessary in order to improve student outcomes. Convincing teachers of the necessity of the observation and critique process poses a major barrier to the establishment of a peer coaching program.
Three major difficulties undermine classroom observation were: pressure felt by teachers, lack of time, and lack of understanding and experience in classroom observation. (Lam, 2001). All of these barriers can be overcome by presenting research-based evidence that supports the necessity of the peer coaching program. Lack of time can be resolved through administrative actions.
In addition to these barriers, teachers often experience a gap between scientifically based and theoretical educational approaches. In order to be successful, school must be able to bridge this gap and bring students research-based methods that employ the latest in theoretical approach (Little & Houston, 2003).
Understanding about teacher use and acquisition of knowledge and skills is fundamental to our understanding about how and in what circumstances teachers use research and evidence to develop their practice." (Joyce & Showers, 2002, p. 1).
The goal of peer coaching is to increase the usage of knowledge gained through shared ideas. Acquisition of the knowledge is not enough. Teachers must be willing to implement the knowledge into their daily classroom teaching. Leadership can set the tone for the willingness and acceptance of peer coaching to be utilized. Without leadership support, peer coaching will not be likely to be effective. Leadership must be supportive of the concept in order for it to be effective.
Cohesiveness and strong school leadership are also essential to training effectiveness," (Joyce & Showers, 2002, p. 3).
Standards-based reform has caused a serious disconnect between institutional structure, the curriculum, and teaching methods (Elmore, 1999/2000). The key weakness of standards-based education is that it cannot account for the fact that not all students achieve the same level of mastery, and why some do not get that material at all (Elmore, 1999/2000). It can quantify the results of the educational system and can...
Peer Pressure define peer pressure describe how it can be positive or negative describe how negative consequences most important because of the problems describe what will be covered: causes, impact, solutions Causes of Peer Pressure normal part of growing up psychology of adolescence Impact of Peer Pressure describe it as a positive force deviance ( alcohol, drugs, crime, antisocial behavior) pressure is there but only impacts a few and then contributes, rather than causes Emotional Impact of
Peer pressure. Our teachers think about it, our parents worry about it, and we have to deal with it every day. In fact, the words "peer pressure" are thrown about as if it is always a bad thing. I believe, however, that there is a good side as well as a bad side to it. We all know what peer pressure is. It is the influence your friends have over you
Although the teen's parents may be the pillars of good and upright community and society, generally the teen is looking outward for role models. Many good role models can be found within the community in the form of sports coaches, teachers, community leaders and so forth. When a parent sees that a teen admires an individual that is of good character and lives a lifestyle that is upright and
The findings of this study support the view that the effects of peer pressure are related to earlier processes in childhood. This has led to the recognized research imperative to "...include longitudinal data from both peer and family contexts in studies of trajectories leading to adolescent problem behaviors" (p.45). In other words, the study points to the importance of a more holistic approach to understanding the motivational impetus and
Other factors included family problems and family substance abuse. Two common aspects occurred in all three blocks: first, interaction between the individual and the collective perspective; and second, the relationship between the subject's interior (e.g., individual, family) and exterior (e.g., environment and peer pressure) facets (Alvarez, et all 2006)." One of the interviews revealed a combination of peer pressure and family problems as the catalyst for her drug debut. Female, 16 years
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