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Pilot study examines the feasibility of a peer coaching model
By Megan Leamon, Julie Q Morrison, Daniel S. Newman and Todd Haydon
August 2024
Peer coaching involves two or more professionals collaborating to reflect on and refine current skills and practices (Yee, 2016). In K-12 education, peer coaching is a collaborative and nonevaluative approach to developing professional expertise of teachers, with a peer coach providing feedback and insight to a fellow teacher (Allison & Harbour, 2009). Research indicates that peer coaching improves classroom instructional practices (Bowman & McCormick, 2000; Hasbrouck, 1997; Shaaban, 2022). Most studies have been conducted with preservice teachers, but some studies among elementary school teachers have found positive changes in instructional practices and routines for collaborative learning (Kohler et al., 1997; Murray et al., 2009). We conducted an evaluation to examine the feasibility of peer coaching for improving teachers’ reading instructional practices in an Ohio elementary
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References
Allison, S. & Harbour, M. (2009). The coaching toolkit: A practical guide for your school. Sage Publications.
Bowman, B.L. & McCormick, S. (2000). Comparison of peer coaching versus traditional supervision effects. The Journal of Educational Research, 93, 256-261.
Folsom, J.S., Smith, K.G., Burk, K., & Oakley, N. (2017). Educator outcomes associated with implementation of Mississippi’s K-3 early literacy professional development initiative (REL 2017–270). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast.
Hasbrouck, J.E. (1997). Mediated peer coaching for training preservice teachers. The Journal of Special Education, 31, 251-271.
Knight, J., Elford, M., Hock, M., Dunekack, D., Bradley, B., Deshler, D.D., & Knight, D. (2015). 3 steps to great coaching. The Learning Professional, 36(1), 10.
Kohler, F.W., Crilley, K.M., Shearer, D.D., & Good, G. (1997). Effects of peer coaching on teacher and student outcomes. The Journal of Educational Research, 90(4), 240-250.
Moats, L.C. & Tolman, C.A. (2019). Language Essentials for Teachers of Reading and Spelling (LETRS) (3rd ed.). Voyager Sopris Learning.
Murray, S., Ma, X., & Mazur, J. (2009). Effects on peer coaching on teachers’ collaborative interactions and students’ mathematics achievement. Journal of Educational Research, 102(3), 203-212.
Ohio Department of Education and Workforce. (2019). Ohio’s model for peer coaching for literacy. Author.
Shaaban, S.S.A. (2022). Video-based reflection and peer coaching in enhancing TEFL student-teachers’ teaching practices of receptive skills. Journal of Education and E-Learning Research, 9(2), 103-109.
Sheehy, K. & Ceballos, L.H. (2018). The expert next door: Lesson observations and peer feedback. Tools for Learning Schools, 21(3), 1-3.
Yee, L.W. (2016). Peer coaching for improvement of teaching and learning. Journal of Interdisciplinary Research in Education (JIRE) ISSN, 2232, 0180.
Megan Leamon (leamonmk@mail.uc.edu) is a postdoctoral fellow in the Department of Psychology at the University of Nebraska Medical Center’s (UNMC) Munroe-Meyer Institute (MMI) for Genetics and Rehabilitation. She earned her doctorate from the University of Cincinnati’s School Psychology Program and has strong interests in the science of reading, systems-level change, and the implementation of evidence-based practices.
Julie Q. Morrison (Julie.Morrison@uc.edu) is a Professor in the School Psychology Program at the University of Cincinnati. Her research interests include evaluating the effectiveness of universal and targeted interventions to address the academic, social, emotional, and behavioral needs of school-age children, program evaluation, and professional accountability.
Daniel S. Newman (Daniel.Newman2@uc.edu) is a professor, and the Program Coordinator for the school psychology program at the University of Cincinnati. His research is focused on consultation and supervision in school psychology. Among numerous service roles, he is current Editor of the Journal of Educational and Psychological Consultation, and past President of the Trainers of School Psychologists.
Todd Haydon (todd.haydon@uc.edu) is a professor at the University of Cincinnati. His current research interests are effective teaching practices, students with behavioral disorders, and mental health supports for students with Autism.
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