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Benchmark-Clinical Field Experience D - Leading Leaders in Giving Peer Feedback Related To Teacher Performance Gcu-533 SPW

In this clinical field experience, the author coached a colleague through the teacher coaching cycle, drawing on experience from being coached by their own mentor. The author focused on building a strong relationship and providing positive and constructive feedback. The author also reflected on the need for their school to improve distributed leadership through clear delegation of responsibilities and engaging more with families and the community. The coaching cycle helps improve teacher performance and student outcomes when implemented effectively over time.

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829 views5 pages

Benchmark-Clinical Field Experience D - Leading Leaders in Giving Peer Feedback Related To Teacher Performance Gcu-533 SPW

In this clinical field experience, the author coached a colleague through the teacher coaching cycle, drawing on experience from being coached by their own mentor. The author focused on building a strong relationship and providing positive and constructive feedback. The author also reflected on the need for their school to improve distributed leadership through clear delegation of responsibilities and engaging more with families and the community. The coaching cycle helps improve teacher performance and student outcomes when implemented effectively over time.

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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Benchmark-Clinical Field Experience D

Benchmark-Clinical Field Experience D: Leading Leaders in Giving Peer Feedback Related to


Teacher Performance

Grand Canyon University: EAD-533

Shanaye Packineau-Williams

Dr. Hudson

November 24, 2021


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Benchmark-Clinical Field Experience D

In this course I was able to see all perspectives of the coaching cycle, while going

through it as a teacher as well. I saw it from my mentor’s view, a peer, a teacher, and a coach. I

was molded and developed throughout this course by mentor and then was able to put my skills

to work in this field experience. I went through the process for this field experience with a

colleague who is going through the graduate program but not in a teacher position, instead in a

leadership position assisting teacher through what is called West Ed. I was able to help guide and

coach her through the coaching cycle just like my mentor coached me. We were able to go

through this together and use the same guiding questions and check list that my mentor used to

ensure that we were doing it effectively. I felt prepared and was very confident through this

process with my colleague, because of the experience that I have gained throughout this

course/program. I was able to really push the importance of building a positive relationship with

the teacher to ensure that the experience is positive and not intimidating, so that it is effective.

“The single most important quality of a coach is the ability to build strong, collaborative

relationships” (Eisenberg, 2015). I also was able to do this by modeling and sharing how to

provide positive feedback as well as constructive feedback. For one to grow professionally as a

teacher, the process must be comfortable to them, and not stressful or feared for being judged.

This responsibility is the instructional leader’s job. This is done by being transparent, positive,

and providing support throughout to ensure growth. “If you have not explained the purpose of

your coaching, be explicit. Acknowledge what you are trying to do and why. This might include

explaining the professional development tool you're using and how it can help them improve

their teaching practices. It can be hard to buy-in to coaching if the teacher doesn't understand

what it is you're doing and how it benefits them” (Gates, 2020).All teacher, and leaders have

room for improvement, no matter what their experience is, and it is important to let everyone
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Benchmark-Clinical Field Experience D

know that as well. The coaching/observation cycle helps with students and schools’ academic

achievement as a whole. The cycle also allows teachers to maximize their instructional and

organizational time on the student’s learning and a higher quality of school instruction.

Distributed Leadership

Throughout my experience as a teacher and in this program, I feel that the distributive

leadership practice as my school is lacking, and there needs to be a clear delegation of

responsibilities that is consistent. With our school bursting out the seams with students, there

also needs to be interaction with the families and students from our school leaders. “Schools are

more effective and caring places when they are an integral and positive part of the community. This

means enhanced academic performance, fewer discipline problems, higher staff morale, and improved

use of resources. Reciprocally, families and other community entities can enhance parenting and

socialization, address psychosocial problems, and strengthen the fabric of family and community life by

working in partner- ship with schools” (Adelman & Taylor, 2002). This can be done by delegating

responsibilities and certain tasks to leaders within the school, and there should be expectations

set and follow up with feedback that is given to these individuals to establish a strong team.

Also, giving staff and teachers opportunities to assist the leadership team to help with the

delegation of duties. There are many strong leaders in our school, and with opportunity, they can

be a big asset to the leadership team. “Teacher leadership is critical for really helping a school

building build their capacity to increase student learning and student achievement and not only

what that teacher does inside that school building but how that teacher leader works with the

larger community to drive engagement and support for school goals and for increasing youth

success” (Tucker, 2015 pg. 10). With many new students who have joined our school this year,
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Benchmark-Clinical Field Experience D

our focus should be on the students, families, and community needs so that together we can build

upon the academic success of our students focusing on the whole child.

Conclusion

In conclusion, the evaluation process/coaching cycle is done over time, and it takes

practice, patience, and development. Throughout this process, I have gained confidence in my

ability to lead and help teachers continue to strive to reach their full potential. With the guidance

of my principal mentor, I will continue to build upon my experiences to be a strong, effective

leader.
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Benchmark-Clinical Field Experience D

References

Gates, G. (2020). 5 coaching strategies that help coaches ... - teachstone. 5 Coaching Strategies
That Help Coaches Connect with Resistant Teachers. Retrieved November 25, 2021, from
http://info.teachstone.com/blog/5-coaching-strategies-teachers. 

Eisenberg, E. (2015). Ila's Blog. International Literacy Association. Retrieved November 25,


2021, from https://www.literacyworldwide.org/blog/literacy-now/2015/03/18/the-
coaching-cycle-before-during-and-after. 

Adelman, H., & Taylor, L. (2002). Guide 7: Fostering School, family, and community
involvement. Fostering School, Family, and Community Involvement. Retrieved November
25, 2021, from https://www.ojp.gov/pdffiles1/ojjdp/book7.pdf. 

Tucker, T. (2015). Files.ascd.org. Teacher Leadership. Retrieved November 25, 2021, from


https://files.ascd.org/staticfiles/ascd/pdf/siteASCD/wholechild/WSCC_Examples_Publicati
on.pdf. 

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