Peer coaching involves teachers observing each other's classrooms to provide constructive feedback to improve teaching skills. It works best with a structured process where roles and expectations are clear. Collegial development groups are another form of professional development where teachers lead their own discussions about student work and teaching practices. There are two types: study groups which explore new ideas, and critical friends groups which focus on examining student work and teacher thinking. For collegial development groups to be an effective teacher supervision process, administrators must facilitate with equal participation and use annual reports to analyze impact.

1. Peer Coaching
 In general, peer coaching is a term used to describea process in which
two or more colleagues work together to improvetheir
teaching/learning skills by observing targeted behaviors of their partners
in the classroomand providing constructivefeedback.
How Peer-Coaching can be done?
 Peer coaching can be done in a variety of ways and some develop their
own method. The importantthing is to usea described, structured, well
defined process, so that expectations and roles areclear. An important
feature of coaching is that it gets better with practice. Especially
practice active listening and questioning skills to not bring your own
experience in focus is important if coaching is to work.
Collegial Development Groups
 Professionaldevelopmenthas been unable to makea significantimpact
on schoolchange.
 Effective professionaldevelopment capitalizes on teacher knowledge
and strengths rather than focuses on their shortcomings.
 Effective professionaldevelopment is long-term and sustainable. Typical
professionaldevelopmenthas focused on weaknesses and intervention
strategies.
Types of Collegial Development Groups
 There are Two types of Collegial Development Groups
1. Study groups
2. Critical friends groups (CFG)
Study groups
Study groups defined:
"...aredesigned by participants to explore and study ideas, innovations,
theories, and practices that currently are not widely used in the district or in
Target Area.”
CFGs defined:
“…. are also composed of a small number of voluntary participants. They
control their own agenda and topics of discussion. Thedistinction lies in the
topics. CFGs focus is teacher practice through the examination of student
work. Teachers also can examine their thinking and practice.”
Facilitating Collegial Development Groups as a Teacher Supervision
Process
 Logistics deal with the when, where, who, and how. An administrator
must be cautious with and cognizantof his/her role in CDGs. S/hemust
be an equal participant.

2.  Annual reports arean important data sourceto analyzeimpact and
effectiveness.
Peer Coaching & Collegial
Super vision
Advantages
o Greater senseof community
o Collaboration
o Supportfor one another
o Creativity
o Motivation
o Risk-taking
o Confidence
o Increased self efficacy