Team+2

Purpose of PD Professional Learning to meet the need of teacher focusing on student achievement
 * ongoing, collaborative staff development for teachers

Structure of PD (What is your structure for PD and how does your school or district allocate time for implementation?)

Connection - theory, practice, reflection -Admin support



**School Support = Coaching Success**
How can schools provide a support structure that leads to coaching success? This is a question that needs to be considered prior to implementing the Microsoft Peer Coaching model. Effective peer coaching involves ongoing, collaborative staff development for teachers that requires a support structure that turns a vision into a concrete plan of action. The heart of the model rests on the professional development it provides teachers. Research tells us the impact of professional development is greater when the focus is on theory, practice, reflection and follow up work (Joyce & Showers, 1994; Showers, Murphy & Joyce, 1996). In order to support this plan of action, administrators need to evaluate the resources available. Although schools may face some challenges in supporting this, the level of success of the Microsoft Peer Coaching model rests on not only how support structure challenges are overcome, but also how the structures in place can be maintained or enhanced.

In order for peer coaching to be successful there are some hurdles to overcome. While collaborating with a group of facilitators during a Microsoft Peer Coaching training conducted by Peer-Ed in Apache Junction, time was often mentioned as a challenge during various activities. One team that consisted of three teachers from different levels and districts were asked the following question: What is missing in your school structure that will impede peer coaching? The team responded, “There is a lack of time dedicated to foster this change.” The other issues that were identified were lack of program knowledge and communication. Fortunately there are some resources in Microsoft Peer Coaching materials and resources to address these issues. In Session 1, page 2 there is an article from ERIC Digest, [|Making time for teacher professional development]by Ismat Abdal-Haqq. Another resource that addresses the lack of program knowledge and communication is the Coaching Plan Template. This encourages the principal and coach to collaboratively answer questions about how the program will be implemented. This can later be used to create a product, such as a brochure that defines the program.

When looking at what is already in place to support peer coaching, overall acceptance of the program seems to be one of the most important keys. There are many other types of support that will make the program successful. For example, financial backing that will pay for the training and materials and backing from the administration to assist the trainers and coaches. When asked what was already in place to assist the Peer Coaching Process Kristen Robertson said, “Our schools have shown their support for peer coaching by investing human and financial capital in an effort to cultivate a culture of change.” Other items that were mentioned that are already in place include having a mentoring program because it creates a culture conducive to peer coaching. These areas need to be maintained for peer coaching to be effective.