Peer Mentors in Teaching
"Peer coaching is defined as a collegial process whereby two faculty members voluntarily work together to improve or expand their approaches to teaching. Peer coaching may be reciprocal, with each partner serving as coach to the other, or it may be one-way with one partner serving as the coach and the other as the recipient of the coaching" (Huston & Weaver, 2008). Through a modified peer coaching model, this program will begin to take the steps necessary to improve our own teaching to increase the success of our students.
Huston, T., & Weaver, C. (2008). Peer Coaching: Professional Development for Experienced Faculty. Innovative Higher Education, 33(1), 5-20.
Prerequisites and Eligibility:
- You must have completed 3 FIT or CoAT workshops.
- You must have had teaching experience leading at least half of the lectures in at least one course. Your teaching experience must have included responsibilities beyond providing assistance in a course/lab. Serving as a grader or a proctor for exams is not sufficient.
- You must be able to attend all workshops for this series. These workshops can count as up to 3 of your workshops for the CoAT program. See the syllabus for the workshop schedule.
By the end of this workshop series, participants will be able to:
- Accurately identify teaching behaviors in their teaching as well as the teaching behaviors in their peer’s teaching.
- Conduct pre- and post-observation conferences to prepare for and evaluate data obtained in observations.
- Collect data of teaching behaviors during observations.
- Self reflect on teaching practices.
- Evaluate and synthesize data collected from observations to help improve teaching behaviors to ensure student and teacher success.
Participants who attend all of the workshops, participate in both observations, and successfully complete all assignments will receive:
- Credit for 3 CoAT workshops
- Special recognition on the certificate for the CoAT program and during the CoAT awards ceremony
- Special recognition in the letter of recommendation
Through the course of this program, participants must meet the following expectations:
- Attend a series of 3 workshops and one online session during the spring semester.
- Perform a pre-conference, a data collection cycle, and a post-conference between each workshop session.
- Use a variety of data collection tools to make positive change in the classroom.
- Reflect on the data given to determine what positive changes can be made in teaching.
- Report back to the cohort on your experience.
- Provide support to other members of your cohort.
- Engage in reflective practice after each workshop.
Peer Mentoring Leader: Joe Crain, firstname.lastname@example.org
Joe is a current graduate student in the Curriculum & Instruction program at NCSU. He is also classroom teacher for the Wake County Public School System with 10 years of experience teaching high school Spanish. He is a trained peer coach and mentor for beginning teachers. This program is his vision to provide opportunities for more reflection and support for TAs in their quest to become more reflective and thus, more effective practitioners.
Faculty Leader: Dr. Barbi Honeycutt, Director of Graduate Teaching Programs, The Graduate School, email@example.com