The Design and Implementation of a Peer Coaching Program

Abstract

ABSTRACT Peer was first proposed more than fifteen years ago as an attempt to connect staff development with whole school improvement. We describe the implementation of a program at the high school level that allows groups of two or three to assist each other with their teaching. In the evaluation, report that they improved teaching techniques and overcame feelings of isolation. This study is important because it adds to the demonstration of successful field experiences with It can difficult to harness the instructional talents of a teaching staff in a traditional high school. Barriers to change include a lack of vision, a four wall mentality of isolation, and teachers' doubts about their ability to collaborate. This paper describes a peer-coaching program at the high school level that overcomes these barriers and allows groups of two or three to assist each other in developing more expertise in teaching. We wanted to know if the program would enhance the use of new teaching methods and strategies and overcome teachers' feelings of isolation. WHAT IS PEER COACHING? More than fifteen years have passed since was proposed as an onsite dimension of staff development (Joyce and Showers 1980). Numerous staff development practices are called coaching. These include technical collegial challenge team cognitive and peer coaching (Garmston, 1987). Peer 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). The traditional goal of is to provide positive feedback to instructors. Often, receive negative comments from administrators and students on teaching evaluations. It is important for to realize such comments come with the territory and do mean that they are ineffective as instructors (Munro and Elliot, 1987). Instead, it is more positive to focus on change and personal development. Peer coaches also provide support and companionship for their partners (Joyce and Showers, 1982). Finally, may improve student learning because good instructors teach their students more (Weimer, 1993). Few scholars debate the usefulness of Some believe its success may stem from the importance assigned to reciprocality (Mills, 1994). Others note that its success may result from its focus on improving rather than rating teaching (Munro and Elliot, 1987). There are several qualities that all successful programs have. First, must not confused with, or used for, evaluation of teachers (Showers and Joyce, 1996). It is vital that participants (coaches) must be clear about the nature of the (coaching) relationship, and use it for evaluation or judgment (Costa and Kallick, 1993). Peer models based on evaluation were successful as non-evaluative models since no collaboration or teacher-- initiated change was exercised (Nolan, Hawkes, and Francis, 1993). The second aspect of an effective program is trust among the participants. Only in an atmosphere of trust will peers freely admit their failings to each other and receptive to suggestions for improvement (Koballa et al. 1992). Lack of trust can the downfall of the process. Caccia (1996) emphasized the role trust in the process when he said, Coaching exists in name only unless the coach and the person being coached share trust and a sense of purpose (p. 18). Flexibility should a component of a successful peer-coaching model. There are two general ways to participate in coaching, specific and nonspecific. In specific participation, want help with certain, predetermined issues. …

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