Peer coaching: A case study
Abstract
This study focused on a peer coaching program at a high school. The study explored two sets of research questions. The first set of research questions examined the effects of a peer coaching program on individuals who participate. The second set of questions focused on the impact of peer coaching on the school. This study examined peer coaching through the eyes of a participant observer. The researcher observed a peer coaching program in terms of how it was established and how it developed at a high school. The study was one year in duration. A case study approach was utilized. The study focused on individuals who volunteered to participate as peer coaches or as teachers working with peer coaches, as well as building level administrators who were involved in initiating, facilitating, and supporting the peer coaching program. Methodology utilized included participant observation, interview, document analysis, videotape analysis, and structured survey. The study found that peer coaching makes teacher participants feel better about themselves and their profession. The peer coaching program fostered collegiality, experimentation, trust, autonomy, and learning. Teachers perceived peer coaching as impacting positively on student learning. The study also found that administrators took specific actions to initiate, support, and institutionalize the peer coaching program. The findings suggest that administrators should provide the necessary training and resources for a peer coaching program. In addition, administrators should exhibit commitment by participating in the program. Administrators should seek a budget line for the peer coaching program, thereby institutionalizing the program. The study indicates that peer coaching is a successful strategy or encouraging professional growth. Peer coaching meets the need of new teachers to develop confidence with a variety of teaching strategies, and the need of veteran teachers to have an identity and sense of purpose. Peer coaching empowers teachers by causing them to take charge of their own professional growth. Peer coaching also results in organizational change. As teacher leadership develops, the administrator becomes a facilitator. Peer coaching provides a process for introducing other changes to the school, as teachers and administrators work together in a culture based on cooperation.
Subject Area
School administration|Curricula|Teaching
Recommended Citation
Fuhrman, Edward Raymond, "Peer coaching: A case study" (1990). ETD Collection for Fordham University. AAI9109257.
https://research.library.fordham.edu/dissertations/AAI9109257
