Peer Coaches. 39.3.1 Peer Coaches will be selected to work with the following programs:
Peer Coaches. 1. A Peer Coach is a teacher who provides assistance to a Participating PAR Teacher pursuant to the PAR Program requirements. A Peer Coach also coaches VTs and ITs. The qualifications for the Peer Coach shall be set forth in the Review Panel Rules and Procedures, provided that the following shall constitute minimum qualifications;
Peer Coaches. 1. Peer Coaches shall be credentialed classroom unit members with permanent status. Coaches shall have substantial recent experience (at least five years). They shall have demonstrated exemplary ability, as indicated by effective communication skills, subject matter knowledge, and mastery of a range of strategies necessary to meet the needs of pupils in different contexts.
Peer Coaches. 12.2.1 The number of coaches to be released shall be determined by the number of eligible teachers needing induction support. However, should additional coaching support be required, the parties shall negotiate how to provide the necessary support.
Peer Coaches. 3.0.1 The number of coaches shall be determined by the number of eligible participants in the PAR Program and funding available from the State for the program.
Peer Coaches. 40.3.1 A peer coach is a permanent unit member who provides assistance to a participating teacher pursuant to the PAR program. Peer coaches will possess the following qualifications.
Peer Coaches. HCM’s dollars will support the employment of the Peer Coaches. The total number of FTEs devoted to those positions will be determined, annually, during the budgeting process. The qualifications for Peer Coaches will be outlined on the official posting. The content of the posting will be the responsibility of the HCM coordinator. Only Teachers with at least seven (7) years of experience teaching may apply. Postings will be internal only. Peer Coaches will be contracted, licensed Teachers as defined in this Agreement. The Peer Coaches will be paid at a rate commensurate with their current positions as defined in the Master Agreement. Peer Coaches will be evaluated and eligible for the HCM bonus in each of the two (2) years or as long as this document is in effect and at the same rate as the %FTE bonus. Once hired, the District will provide the necessary training. The main tasks of the Peer Coach will be to collaborate with and coach tenured Teachers. Peer coaches may also collaborate with and coach non-tenured teachers so long as ratios are maintained. Other duties and specific requirements associated with the experiences will be defined by HCM’s coordinator. XXX believes that the best situation would be for Peer Coaches to have a 1.0 FTE assignment as a Peer Coach. It is understood, however, that some Teachers would prefer to do this task and remain active in the classroom. Whichever is the case, it shall be an expectation that schedules will be managed to allow for bi-monthly collaboration meetings, in which all Peer Coaches participate at the same time. Further, schedules must provide for on-going training opportunities for all Peer Coaches at the same time. Participating in collaboration and training sessions should avoid the necessity of missing teaching a class. The Assistant Superintendent will work with the schedulers to ensure this flexibility. It shall be the responsibility of the HCM Coordinator to assign Peer Coaches to their district-wide caseloads based on curricular areas, areas of expertise, and personal strengths. The partnerships/relationships between the Peer Coaches and the Teachers must be considered as dominant and crucial to serve the Teachers in their individual and personal growth. The term for a Peer Coach is 5 (five) years. This does not, however, exclude the Peer Coach from reapplying. Peer Coaches who have reached the end of their terms will be guaranteed their previous assignments, if these assignments exist.
Peer Coaches. Each year, the PAR Panel members shall review the PAR budget and shall determine if PAR funds do or do not exist to support the assignment of Peer Coach(s) for that school year. Peer Coach(s) shall have the following minimum requirements: Permanent teacher Have demonstrated exemplary teaching ability Letter of recommendation from Site or District Administrator At the beginning of each school year for which the PAR Panel determines funds exist to support Peer Coach assignments, teachers may apply for a Peer Coach position on a form prepared by the PAR Panel members. Notice of Peer Coach openings shall be posted at each school site for a period of no less than ten (10) working days.
Peer Coaches. Peer coaches, also called peer advisors, community health workers, community health advisors, or promotoras, are people who live in the same community as the targeted population. They have an in-depth understanding of the day-to-day challenges of living with a chronic disease like HTN. They receive training in motivational interviewing, which they use to coach other community members with HTN on how to improve self-management within the context of their own lives, helping them to overcome challenges to achieving a healthy lifestyle and taking medications (Figure 3). First and foremost, they provide social and emotional support and encouragement, but they also assist patients by motivating them to understand which behaviors are increasing risks and to engage in risk management. They link their clients into community resources and back to the practice, encouraging the development of continuous relationships with a usual source of care. The key functions of peer coaching interventions are therefore assisting, supporting and linking into resources and care. By nature, peer coaching interventions are multi-level, since they reach into the community as well as the health system, and multi-component, stepping up as warranted by the individual’s needs. “I can talk to her about anything and she always be nice. I just love working with her, it makes me want to do right. She really understands how hard it can be.” --Comment from a participant about his peer coach. Interacting with a live peer coach is a potent experience because participants have discussions with someone like themselves, building a supportive relationship while the peer coach assists them in carrying out the healthcare team’s recommendations and in understanding educational materials. At the core of peer coaching interventions are the relationships patients forge with the peer coach. In our past programs, 96% of participants were either extremely or highly satisfied with working with their peer coach. Many of our peer coaches continue to speak regularly with their former clients, even years after the formal program has ended. A participant in one of our studies summarized his relationship with his peer coach this way: “She really cared about me. When we first started talking I didn’t really know what to think, but she really helped me. I started growing a garden because of her, and now it’s so plentiful I want to share the vegetables with her.” In preparation for the proposal that led to the current ...
Peer Coaches. (consulting teachers)
