The document outlines a peer coaching guide for teachers. It defines peer coaching as a process where teachers observe each other and provide feedback to improve instruction. The purposes are to develop a collaborative approach to teaching, acquire new skills, and enhance student achievement. Characteristics include voluntary participation and confidential, non-evaluative feedback. An Instructional Facilitator coordinates the program. Coaches are experienced teachers committed to assisting colleagues. Reasons for teachers to participate include improving instruction and gaining guidance. The coaching process involves pre-observation conferences, classroom observations, and post-observation feedback sessions. Research shows that peer coaching is an effective professional development model that improves teacher skills and benefits students.

1. PEER COACHING GUIDE
Paseo Academy

2. Definition: Peer coaching is a school-based process in which teachers work
together with other teachers to provide descriptive feedback and discussion
about observed teaching or other pertinent instructional issues.
Purposes:
1. Building a school community of teachers who continuously engage in the
study of their craft
2. Developing a shared language and approaches to classroom instruction
through teacher collaboration
3. Teachers acquiring new instructional skills and strategies
4. Enhancing student academic achievement
Characteristics:
1. Voluntary
2. Teacher-to-teacher
3. Non-judgmental
4. Non-evaluative
5. Supplements supervision by administrators
6. Timely
7. Confidential (only teacher and coach will share details of observations)
Coordinator: The Instructional Facilitator shall coordinate the program. He
shall be responsible for:
1. Enlisting, training, and supporting coaches
2. Publicizing the peer coaching process and encouraging teachers to use the
process
3. Maintaining records of pertinent data not confidential among coaches and
colleagues
4. Evaluating the process on a regular basis and making necessary
adjustments
5. Reporting regularly to the Lead Team and to the staff
Coaches:
1. Regarded as possessing strong listening, communication, and
interpersonal skills
2. Committed to own professional development
3. Willing to assist colleagues with instructional goals
4. Dedicated to confidentiality of details
5. Willing to devote time towards facilitating quality teaching
6. Genuinely interested in improving the quality of education for students
and teachers alike
7. Able to meet as a group monthly to discuss the process and instructional
issues

3. Reasons to participate:
1. To discuss teaching and learning in a safe environment
2. To improve the students’ learning experience and the teacher’s
instructional experience
3. To improve student perception of instruction
4. To gain specific counsel on aspects of the teacher’s instructional style
5. To seek guidance on implementation of a new teaching method
6. To establish the teacher’s areas of accomplishment
7. To provide avenues for constructive reflection on teaching and learning
8. To develop concrete short- and longer-term instructional goals
Possible coaching areas:
1. Effective teaching skills
2. Teacher/student relationships
3. Creation of effective learning environments
4. Instructional strategies
5. Assignment and test construction
6. Grading and evaluation techniques
7. Alternative assessments
8. Educational technology application
9. Effective time management skills
Components of a coaching experience: Each coaching experience is custom
designed with the teacher’s needs in mind. Thus the composition of a
coaching experience can be as individual as the instructional style of the
teacher. Nevertheless, the following components should occur in some form if
a classroom visit is to be made:
1. Pre-conference: Coach and colleague meet to discuss specific goal(s) of
coaching experience
2. Observation: Coach visits colleague’s classroom with specific goal(s) in
mind
3. Post-conference: Coach and colleague meet to discuss what is observed in
reference to specific goal(s)
However, coaching experiences do not necessarily mean classroom visits.
Perhaps coach and colleague only need to meet once or twice to discuss:
1. Teaching goals and strategies
2. Brainstorming, problem solving, and developing of strategies
3. Class materials

4. FAQ:
1. Will I be penalized in some way if I do not use a peer coach? No.
Involvement is strictly voluntary. However, if you are concerned about
any deficiency noted on your formal evaluation, using a peer coach is a
good avenue to begin to reach evaluative expectations.
2. How do I find a coach to assist me? The list of trained and available
coaches is public. Talk to one directly or see the Instructional Coach. You
also can use any other colleague to serve as a peer coach for you.
3. Are the details of the coaching experience confidential? Yes. Only the
number of coaching experiences and their general content (ex- classroom
management) are reported to the Instructional Coach.
4. What standards are used in peer coaching? The standards used in the
formal evaluation process as well as the Show-Me Standards are the basis
for peer coaching. However, peer coaches, based on the needs of their
colleagues, may use informal standards that are mutually agreed upon.
5. How is peer coaching different from peer support? Both peer support and
peer coaching have enhanced student learning as their goal, but peer
coaching is a more formal relational process that usually, but not always,
involves goal setting, classroom observations, and feedback sessions.
Summary: Peer coaching can be a source of suggestions for change desired by
the teacher; a forum for discussion, recommendations, and encouragement;
and an opportunity to meet colleagues who share the individual’s desire to
enhance the teaching and learning experience.

5. Research Appendix:
Education Week
Why peer coaching? Statistical support for peer coaching comes from many
sources. Perhaps the most easily understood data follows:
• 5% of learners will transfer a new skill into their practice as a result of
theory
• 10% will transfer a new skill into their practice with theory and
demonstration
• 20% will transfer a new skill into their practice with theory and
demonstration, and practice within the training
• 25% will transfer a new skill into their practice with theory and
demonstration, and practice within the training, and feedback
• 90% will transfer a new skill into their practice with theory and
demonstration, and practice within the training, feedback, and
coaching
The Effectiveness of Peer Coaching on Classroom Teachers' Use of
Differentiation for Gifted Middle School Students
Caroline Sarah Cohen
University of Connecticut, 1997
The purpose of this study was to examine whether peer coaching was
perceived by participating middle school teachers as a useful professional
development technique for the acquisition of curricular and instructional
differentiation strategies for high ability and high achieving students in the
regular classroom. Qualitative and quantitative methodologies were used to
describe participating teachers' perceptions of the training and supported
practice of peer coaching. Key participants in this study were middle school
classroom teachers; additional participants were district administrators, peer
coaches, students, and parents.
Partial findings:
• Peer coaching is useful for the development of new instructional
strategies.
• Peer coaching is positively perceived by teachers.

6. Peer Coaching: An Effective Staff Development Model
for Educators of Linguistically and Culturally Diverse Students
Paul Galbraith and Kris Anstrom, 1995
The following areas need to be explored because peer coaching is more
complex than it first appears:
• The coaching process
• Coaching vs. evaluation
• Selection of coaching partners
• Training of coaches
• Administrative support
Factors to be considered before implementing peer coaching:
• General perception of teachers that they can always improve
• Reasonable level of trust among people involved
• School climate of caring and helping
Functions of successful peer coaching:
• Companionship
• Feedback
• Analysis
• Adaptation
• Support
Benefits of peer coaching:
• Builds relationships among teachers
• Alternative to one-time staff development workshops
• Pooling of intellectual resources
• Individual professional development
• Improve school climate
• Enhance school effectiveness
Effect of Peer Coaching to Enhance Communication Skills
Janice Klimek and Carol Roever
Missouri Western State College 1998
In this study two faculty members of the Business and Economics
Department researched the effect of peer coaching in regards to oral
presentations. The experimental group had 22 students in a Business
Communication class coaching 22 students in a Managerial Accounting class
for oral presentations. The control group had a Business Communication
class of 20 students and a Managerial Accounting class with 20 students; no
peer coaching was used in these classes.

7. Subjective results:
• Students endorse peer coaching as an effective technique
• Students prefer the coaching method to the lecture method
Objective results:
• Significant correlation between GPA and oral presentation scores
• Insignificant differences between oral presentation scores of coached and
non-coached students
Partial recommendations:
• Schedule coaching efforts immediately preceding presentation dates
• Give students more time for their coaching activities
Training Teachers for Using Technology
Glenn A. Brand
Journal of Staff Development
Winter 1997
Time:
• Teachers must have substantial time if they are to acquire and then
transfer to the classroom the knowledge and skills necessary to effectively
and completely infuse technology into their curricular areas.
• Overwhelming sentiment that schools have yet to create the kind of
training and practice time teachers need in order to learn how to
effectively integrate technology into the curriculum.
• Time required is whatever satisfies a teacher’s need for exploratory
learning.
Individual differences:
• When designing staff development sessions on technology, individual
differences must be addressed and individual strengths supplemented.
• A “one size fits all” philosophy is not a sound basis for developing staff
training programs for the technological development of teachers.
Peer coaching:
• Peer coaching and modeling have been most effective in transforming
workshop application to classroom application and practice.
• Peer coaching is effective because it does a better job of addressing the
unique learning needs of individuals.
• Modeling enables teachers to observe expert performance.

8. Alternate Visions of Practice:
An Exploratory Study of Peer Coaching, Sheltered Content,
Cooperative Instruction and Mainstream Subject Matter Teachers
Lillian Vega Castaneda
California State University, San Marcos
This study describes a secondary staff development program for mainstream
social studies teachers. The staff development program focuses on training
mainstream social studies teachers to use cooperative grouping strategies
and sheltered/ELD techniques in their daily teaching. The model promotes
ongoing interaction between trainers and trainees through the use of non-
evaluative peer coaching processes.
Peer coaching findings:
• Teachers recommended that peer coaching be implemented during the
entire academic year not just in the summer training session of this staff
development model.
• Teachers agreed that peer coaching should be voluntary and non-
evaluative, and that coaches should be “invited” into the classroom.
• Teachers felt that administrators must support peer coaching at the
institutional level.
• Teachers agreed that peer coaching was critical to their training so they
could “try out” theories and instructional strategies and gain immediate
feedback on their performances from unbiased third parties.
• It may be that peer coaching gives teachers a rare opportunity to reflect
upon and analyze their own practice of teaching.