Peer coaching is a confidential, non-evaluative process where professional colleagues work together to enhance teaching practices through reflection, skill building, and problem-solving. It supports collaboration, improves teaching performance, and fosters professional growth in a non-threatening atmosphere. Successful implementation requires careful planning, training, and addressing logistical considerations such as time and administrative support.

1. Peer CoachingPeer Coaching
Angela Higgins
January 2008
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2. Today’s presentation…
Definition
What is it?
◦ Informal
◦ Formal
Benefits
Focus

3. DefinitionDefinition
“Peer coaching is a confidential process
through which two or more professional
colleagues work together to
◦ reflect on current practices;
◦ expand, refine and build new skills;
◦ share ideas;
◦ teach one another;
◦ conduct classroom research;
◦ or solve problems in the workplace.” (Robbins,
1991)
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4. Peer Coaching is...Peer Coaching is...
Confidential
Non-evaluative
Flexible
Voluntary (but encouraged)
Based on trust
Focused on observable behaviours
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5. Why is it used?Why is it used?
Peer Coaching allows…
Teachers to engage in structured discussion
about their own practice
Teachers develop instructional skills in a non-
threatening, non-evaluative atmosphere, and
learn new ideas and approaches from their
colleagues
Casual conversations about teaching move to a
new level
Teachers reflect, innovate and experiment
Increased confidence in teaching
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6. What it’s not…
About advising the teacher how they should
teach

7. Peer coaching activities (1)Peer coaching activities (1)
Informal Peer Coaching
Curriculum Mapping/development
Problem solving
Study groups
Book clubs
Conversations about student work
Video analysis
Storytelling about teaching practices
Lesson study
Interdisciplinary unit planning
Analysing student data and developing learning
experiences
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8. Peer coaching activities (2)Peer coaching activities (2)
Formal Peer Coaching
Co-teaching
Co-planning
Coach as mentor
Coach as mirror
Coach as action researcher
Coach as ‘expert’
Coach conducts a pre-conference; observation
and post-conference
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9. Areas to focus onAreas to focus on
Quality of student work
Essential elements of teaching
◦ Lesson design
◦ Motivation
◦ Active participation
◦ Bloom’s taxonomy
Differentiated levels of instruction
At task behaviour
Interaction analysis
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10. Areas to focus on (cont’d)Areas to focus on (cont’d)
Verbal flow
Class traffic
Teaching Strategies and Methodologies
Classroom behaviour/specific problem
behaviour
Content specific skills
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11. Areas to focus on (cont’d):Areas to focus on (cont’d):
Presentation skills
Flexibility
Use of active learning opportunities
Organisation/time management
Content
Teaching to diversity
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12. Benefits of Peer CoachingBenefits of Peer Coaching
Better understanding of teaching
Improved self-analysis and reflection skills
Improved sense of professional skill
Renewal and recognition
Increased sense of efficacy
Increased collaboration/collegiality
Improved teaching performance
Increased student growth and development
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13. BenefitsBenefits
Gain feedback from colleagues on self-
identified issues in their own teaching
Assist colleagues in enhancing their teaching
and training experiences through observation
and discussion
Learn new teaching and training methods and
strategies
Encourages experimentation
Allows analysis of transactions between
teacher and students
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14. GuidelinesGuidelines
The person being observed has the opportunity to
determine which teaching practice will be
observed
The coaching procedures are negotiated in detail
so that partners trust their agreements
The feedback given is base don specific, objective
data
The practices and consequences of coaching are
examined as thoughtfully as the practices and
consequences of teaching
Adapted from Judith Warren Little and Tom Bird
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15. Guidelines
Advisable for participants to plan the teaching episode
Identify areas for observation in advance
Design observation checklist
The process is about finding ways to help the learner
learn more effectively
The observer provides the teacher with information
about the students’ responses
Communication of analysis to be conducted in a neutral
tone and manner.
‘Dispassionate’ is the catchword!
Negotiate with learners to bring another individual into
the room.

16. Recommendations for implementation
Recommendations
Training and preparation essential
Teachers pair up with a partner (or two – triad)
Initial meeting – details agreed
Observations
Follow-up session

17. Recommendations for implementation
Teachers help one another to evaluate their
own teaching
Observe partners more than once
Pair with someone from another subject area
Observe different types of classes
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18. How is Peer Coaching recorded? - optionsHow is Peer Coaching recorded? - options
Specific form or checklist
Script tape
Audio recording/digital audio
Video
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19. Logistical considerationsLogistical considerations
How will teachers be trained in the techniques of
coaching?
Identification of good practice in coaching
How often will coaching workshops be conducted?
Will they be held outside of delivery time or during
the summer?
What will motivate teachers to participate?
What kinds of tensions and difficulties may emerge
as the peer coaching programme is initiated?
Who will schedule the coaching sessions and who
will cover teachers while they are coaching?
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20. Logistical considerations cont’dLogistical considerations cont’d
Is there administrative support?
How can the programme be designed with
‘built-in flexibility so that it can meet the
needs of various teachers within the same
school?
What will be the time span of the programme?
How will the programme be maintained and
evaluated?
Adapted form Robert Ackland: Journal of Staff
Development, 1990
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21. Setting up a programmeSetting up a programme
 Set up a planning group – assess for support in
school
 Assess school environment – factors for and
against
 Provide information: rationale; what peer
coaching is and isn’t; various forms of coaching
 Solicit input on what the participants want the
programme to be like
 Analyse support and resources available
 Examine demands on teachers’ time and energy –
what is the best time of the school year?
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22. Setting up a programmeSetting up a programme
 Develop plan and provide training for those who
volunteer to participate
 Develop a plan for making time available for
planning, conferencing and classroom
observations
 Develop plan for and provide follow-up
 Develop a plan for bringing new teachers into
programme
 GO SLOWLY – SUCCESSFUL PROGRAMMES ARE
BUILT OVER A PERIOD OF YEARS
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23. Strategies for finding time for PeerStrategies for finding time for Peer
CoachingCoaching
Manager/Principal takes over classes.
Roving substitutes to free up teachers
Teachers form triads
Special events put on to release teachers
Team teaching
Preparation periods used for observations
Conferencing before or after school agreed
Student teachers/classroom assistants take over
classes
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24. Criteria for effective implementationCriteria for effective implementation
Participants receive training in coaching skills
The climate in centre/organisation is
supportive of innovation and change
There is commitment to the coaching process
in terms of time, money, and symbolic support
Participants share a common language about
curriculum and/or teaching practices
Participants select the partner(s) with whom
they will work
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25. ConsiderationsConsiderations
What approach should be taken for small
centres?
Structure;
Workshops to train individuals
Contract
Intervals between workshops
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26. http://www.ericdigests.org/pre-
927/schools.htm
http://books.google.com/books?
id=V4JZvzwC96YC&pg=PA261&lpg=PA261&dq=j
udith+warren+little+and+tom+bird&source=web
&ots=NceYr7mrq-&sig=oQ45dkm6D2_U1VH-
pDVJGlxwuRU
http://webserver3.ascd.org/ossd/peercoachin
g.html
http://www.trngedu.com/peercoch.html
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