PCC Faculty Peer Feedback

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Please use this form to provide any feedback you have about your fellow PCC faculty members.

Please submit a separate form for each person. When you select their role you will see a brief description that you can use to guide your feedback if you wish.

Your submission will be sent to the course leader, who will pass it on to the recipient and/or reach out to you if any follow-up feels necessary.

Thank you!

Cohort letter*

Course leader*

Feedback timing*

Faculty member for whom you are providing feedback*

Their role*

The Leader role requires deep intentionality, care, knowledge, skill, wisdom, and consistency, starting from the conception of a PCC and the arrival of each new student. They are able to:

create deep connections and a sense of belonging within a group
constantly evolve, continue to deepen learning of the method and to adjust seamlessly to the developmental needs of the collective of souls (students, faculty, staff) present in the PCC
attune to and offer what’s needed for each student and faculty member to have the widest opportunity to develop and deepen as a human being and as an Integral Coach
manage logistics for the class, including coordination of timeline, tasks, and adjusting constantly to changes remaining grounded and holding a safe container for everyone

The primary role of the Co-Lead is to collaborate with the Leader in holding the overall arc of development of the class through teaching and supporting development conversations, including the leading of a certification panel on Session 4. If the Leader at any point needs to step down, the Co-Lead would take responsibility for the class, so would have to have the same competencies as a Leader of the course, which requires deep intentionality, care, knowledge, skill, wisdom, and consistency, starting from the conception of a PCC and the arrival of each new student. They are able to:

create deep connections and a sense of belonging within a group
constantly evolve, continue to deepen learning of the method and to adjust seamlessly to the developmental needs of the collective of souls (students, faculty, staff) present in the PCC
attune to and offer what’s needed for each student and faculty member to have the widest opportunity to develop and deepen as a human being and as an Integral Coach
manage logistics for the class, including coordination of timeline, tasks, and adjusting constantly to changes remaining grounded and holding a safe container for everyone

The primary responsibility of the Mentor Coach is the individual development of the students in their Mentor Coach group. This requires:

deep grounding in the method and practice, and the ability to hold developmental conversations with the students and clarifying questions about the method
the ability to provide grounded feedback to each student and remain spacious in supporting students when a breakdown occurs
Capacity to facilitate group learning, manage multiple tasks in the year’s schedule, and provide holding for the class with their presence and wisdom

Pod Guides are informed peers collaborating with PCC students on their journey of self-development, learning methodology, and working with clients. Together with the students, the Pod Guide develops a safe container to ask for and offer support to one another in a spirit of equanimity and vulnerability. They communicate with Leaders and Mentor Coaches to make sure each student is well supported when issues arise. They have the capacity to see and name patterns in groups, and bring collective wisdom about the experience of being a student in the PCC.

Please name one example when you have seen this person exhibit any of the qualities and competencies needed for this role. How is this person embodying them in practice?

Do you see any areas for growth for this person in their role? If yes, please describe, providing an example if possible.

Anything else you'd like to say?