Peer Coaching

Paper Summary:

This paper examines the concept of peer coaching as a professional development strategy for teachers. It specifically questions whether peer coaching can lead to professional development in schools. The paper discusses the history and development of peer coaching, as well as how it is carried out. The paper then discusses the development of improved peer coaching programs in the future.

Table of Contents:
The History of Peer Coaching
Current Practice
Barriers to Success
Types of Peer Coaching
Conclusion

From the Paper:

"Successful transition through peer coaching requires that a person look inside themselves and be able to see themselves as others see them. This is the most difficult aspect of the peer coaching experience. The teacher must be able to accept that their way of doing things may need some improvement. They must be able to take criticism without letting it destroy their sense of accomplishment and worth as a teacher. They must accept that their way is not the only way and that the ideas of others are valid as well. These principals go against basic human nature and the teacher must reconcile them within herself in order to allow the transformation to occur."

Sample of Sources Used:

• Bird, T. & Little, J. (1983). An Interim Report of the Application of Research on Faculty Relations to the Implementation of Two School Improvement Experiments. Center for Action Research. ERIC ID 238141: 2-25.
• Browne, L. (2006). Proposing a proximal principle between peer coaching and staff development as a driver for transformation. International Journal of Evidence Based Coaching and Mentoring. 4 (1): 31-44.
• Bruce, C. & Ross, J. (2008). A Model for Increasing Reform Implementation and Teacher Efficacy: Teacher Peer Coaching in Grades 3 and 6 Mathematics. Canadian Journal of Education. 31 (2): 346-370.
• Costa, A., Kalaneo, D, Lipton, H., Lipton, L., & Yorktown, D. (2001). Holonomy: Paradox and Promise. Cognitive Coaching. Retrieved July 31, 2008 from http://www.cognitivecoaching.com/pdf/article4.pdf.
• Courneya, C-A, Pratt, D., & Collins, J. (2008). Through what perspective do we judge the teaching of peers? Teaching and Teacher Education. 24: 69-79.

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