We previously looked at the importance of having a sustained teacher development programme. Today, we are going to look at implementing a peer-collaborative programme, and over the next few weeks, we will discuss the other principles that can lead to more successful professional development in practice.
‘P for Peer-Collaborative’
In the Cambridge Papers in ELT research paper, Effective professional development: Principles and best practice, we’ve set out some basic principles that provide the foundation for successful CPD programmes. These principles form the handy acronym: INSPIRE.
This week, we show you how the fourth letter: ‘P for Peer-collaborative’, can inspire better practice.
What is peer collaboration?
When you learn a new teaching strategy or approach, it’s usually a fairly complex process to successfully implement it in practice. Throughout this process, regular support and feedback from your teaching colleagues and other experts is crucial. This peer collaboration should be a key component of your institution’s CPD programme.
According to Sparks (2002), effective peer collaboration – that of teachers with other teachers – has been reported to be amongst the highest indicators of effectiveness in teachers’ development. It allows you to learn from your colleagues, transfer that knowledge to your classroom practice, and be reflective about what you’ve learnt.
How does it work?
The best types of peer-collaborative activities involve you and your teaching colleagues solving problems or refining approaches together. Examples are:
- Joint planning in pairs/small groups of teachers who teach the same level or course type.
- Team-teaching, followed by joint evaluation of the planning, teaching and learning achieved.
Another approach that enables successful collaboration is Peer Coaching. Two or more teachers agree to practise a new initiative, while supporting each other in the change process. This may include sharing lesson planning and teaching materials, followed by gathering data about the implementation and its effects on your students’ learning.
For peer collaboration to work, the constraints of your institution need to be taken into account. For example, the operational, staffing and cost implications should be factored in and budgeted for in advance.
Reference
Sparks, D. (2002) Designing powerful staff development for teachers and principals, Oxford, OH: National Staff Development Council.