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Wayzata staff report high satisfaction with peer-coaching program; district to embed CEL techniques
Summary
A June 23 work session presentation showed strong staff agreement that peer coaching supports professional growth, with the district proposing to shift to a collaborative inquiry framework and embed Center for Educational Leadership coaching techniques.
At a June 23 Wayzata Public Schools work session, the district showcased its Q-Comp peer-coaching program and survey results showing strong staff endorsement of coaching practices.
Slides presented three-year survey trends: 95% of respondents agreed they had choices in the peer coaching program, 95% said their peer coach provides useful data/feedback, 90% reported trying new teaching practices as a result of coaching, and 92% said peer coaching positively impacted student learning and experience. The presentation included staff verbatims from the survey, for example: "I think the current flexibility is integral to making the time meaningful. I know that collaborative inquiry questions are currently a choice, but I wonder about making them the norm, so that constant evaluation and taking the next right step can become our practice." These comments were shown as representative staff survey responses rather than attributed to individual teachers.
District leaders said the program will deepen system-wide SMART-goal and collaborative-inquiry connections, strengthen collaboration with PLCs, literacy coaches and Family Partnership Leads, and embed Center for Educational Leadership (CEL) coaching techniques into existing cognitive coaching approaches. The slide deck listed next steps: shift to a collaborative inquiry framework, embed CEL into cognitive coaching, leverage district professional learning through coaching, and continue responsiveness to staff needs.
The presentation emphasized the program's goal of "cultivating a culture of continuous self-directed learning and growth among our staff through a coaching partnership that focuses on reflective conversations rooted in collected data, with the ultimate goal of positively impacting student achievement and experience." No individual staff speaker was identified on the slide deck for the peer-coaching presentation; the material was presented as district program reporting.
