Introduction to Peer Coaching

Overview

This section describes the peer coaching process, specifically underlying assumptions, descriptors/nondescriptors, elements for successful peer coaching, and potential barriers to peer coaching.

Objectives

• Following completion of this section, you will be able to:
• define peer coaching
• identify underlying assumptions of peer coaching
• state descriptors and nondescriptors of peer coaching
• name elements for successful peer coaching
• describe personal trust zones
• identify potential barriers to peer coaching

Definitions

Inviting partner: the adult who guides the coaching process by selecting goals, targets and observation techniques.

Coach: the adult who observes the inviting partner and provides collaborative feedback

Coaching partners: the inviting partner and coach who engage in peer coaching.

Coaching target: an observable adult behavior the inviting partner selects for self-improvement. The target is typically drawn from effective teaching research.

Peer coaching: a process by which parents and educators share knowledge to refine existing skills and/or acquire new instructional techniques. Peer coaching consists of three 15- to 20-minute steps that occur in the following sequence: preobservation conference, observation, and postobservation conference. The process is reciprocal; that is, at some point, each member of the pair coaches the other, taking turns serving as inviting partner and coach. In all cases, the inviting partner guides the coaching process.

The inviting partner selects a coaching target that involves improving or changing her own behavior. The coach, in a nonauthoritarian manner, assists the inviting partner in refining the target and defining an appropriate observation method during the preobservation conference. Following the observation, during the postconference, the coach provides nonjudgmental feedback on the inviting partner’s performance according to prearranged guidelines without volunteering additional suggestions.

Coaching partners develop an ongoing, confidential, collegial relationship that encourages recognition of individual expertise and establishes skills to foster professional growth.

Underlying Assumptions

The underlying assumptions of peer coaching are as follows:

• Most parents and educators have a desire to grow to be more effective teachers
• Parents and educators establish new skills or refine existing skills through self-evaluation
• Change is observation- and data-based
• Coaching is a cyclical process (Myles, Moran, Downing, Kline, & Smith, 1995)

Most Parents and Educators Have a Desire to Grow to be More Effective Teachers

Peer coaching allows parents and educators to continually engage in self-directed growth. Parents and educators who engage in coaching must have sufficient self-confidence to take the necessary involved in trying new approaches or refining existing teaching skills.

Parents and Educators Establish New Skills or Refine Existing Skills Through Self-Evaluation

Parents and educators who agree to engage in peer coaching are responsible for establishing their own coaching targets. They select these targets based on their knowledge of the unique needs of the child.

Change Is Observation and Data-based

Inviting partners judge their professional growth through data taken by their coaches. To that end, inviting partners operationalize their target behaviors by defining them in observable terms, then establishing specific criteria for determining success. In addition, they choose a data collection method to measure progress and continue to work on the target until criteria are met. Coaching is never based on approximations, guesses, or estimations of performance. It is a rigorous, systematic process.

Coaching Is a Cyclical Process

The preobservation conference, observation, and postobservation conference occur in a cyclical manner. Conferences are not omitted or reordered because each session has a specific purpose. The preobservation conference is used to establish the parameters for the observation; the postobservation conference serves as a review of what occurred during the observation and defines future direction. If coaching partners do not engage in these steps, coaching can lose its effectiveness. For example, omitting a preobservation conference may result in the coach taking data incorrectly. Similarly, failure to engage in a postobservation conference will prevent problem solving that may help change parent/teacher behavior.

Descriptors/Nondescriptors

What peer coaching is and is not:

• collegial, not competitive
• specific, not general
• professional, not social
• assisting, not evaluating
• confidential, not public
• dynamic, not static

Collegial, Not Competitive

Coaching partners each establish their own coaching targets as well as mastery and maintenance criteria. Inviting partners and coaches do not necessarily target the same skills. If target selection is similar, the partners may establish different mastery and maintenance criteria. Coaches work together to provide support for self-directed change and a second pair of eyes to measure teaching targets. Because partners select their own goals, there is no competition between partners.

Professional, Not Social

Parents and educators who work together as peer coaches are actively seeking to improve their skills. Their conference time is focused around this task. Their interactions are constrained by the topics appropriate for discussion between peer coaches. They do not use this time to develop personal relationships, but to increase competencies.

Confidential, Not Public

Confidentiality is extremely important to this process. Coaching partners do not share this information with others who are not their coaching partners. Partners must feel comfortable talking about targeted behavior change. Unless confidentiality is maintained, parents and educators are generally unwilling to take the risks associated with attempting new skills.

Specific, Not General

Coaching partners engage in coaching to change a self-selected behavior, defining the behavior and its associated mastery and maintenance criteria operationally. They describe data collection techniques precisely and encourage each other to be specific during the coaching process. The more definitive the coaching-related conversations, the more likely change is to occur.

Assisting, Not Evaluating

The inviting partner guides the coaching process, selecting a target as well as mastery and maintenance criteria. The coach assists in quantifying the target and negotiating an effective observation technique. The coach also provides nonevaluative feedback on partner performance based on the observation data. However, the coach does not judge the inviting partner’s performance or offer suggestions.

Dynamic, Not Static

Change characterizes the coaching process. Peer coaching participants continually refine their craft through selection of new coaching targets. They attempt new skills to reach criteria established for their targets. In addition, participants add many peer coaching skills to their repertoires. They learn and practice communication and data-collection skills. Growth and development through peer coaching is limited only by the individual participants.

Elements of Successful Peer Coaching:

The following elements have been shown to be essential to successful peer coaching:

• trust and mutual respect
• training
• willingness to change
• professional attitude
• reciprocity

Trust and Mutual Respect

A reasonable level of trust is built, in part, by understanding which topics people are comfortable discussing. By understanding topic comfort levels, partners can safely relate to each other without discussing sensitive issues. Trust between partners occurs as a result of respecting each other’s professional skills and by allowing each partner to choose individual goals and the methods by which those goals will be attained. Partners discuss goals and targets in a confidential, nonevaluative, and professional manner.

Training

Continuous professional growth is possible only through training. Training considerations include:

relevance - peer coaching should meet parent and teacher needs.

location - peer coaching training should be conducted at sites that facilitate professional growth, including homes, schools or nearby college settings.

time - peer coaching partners need time to practice under optimal conditions. The more practice opportunities are provided, the more likely it is that peer coaching will become habit. Partners need time to observe each other and confer on a weekly basis for approximately an hour.

performance feedback - coaches require frequent feedback throughout the coaching process to ensure that coaching meets individual goals.

content - parents and educators should receive instruction on peer coaching, communication, targeting behaviors, and effective instruction techniques.

Willingness to Change

Peer coaching is predicated on a willingness to change and take risks. That is, parents and educators must be willing to alter existing behaviors or add new techniques to their repertoires. Not only must they continue to attempt new skills, they must persist in using effective techniques so that these behaviors are internalized for consistent use and continue after new targets have been selected.

Professional Attitude

Parents and educators use peer coaching as a time to improve their skills. Preobservation and postobservation conference topics are relevant to changing behavior and do not focus on personal information or individual student behavior. Coaching pairs react to each other on a professional level, actively listening and responding to coaching target issues. For example, coaches provide observational data in a nonjudgmental fashion. In turn, inviting partners accept the data as constructive feedback.

Reciprocity

Research suggests that the following interactions promote successful peer coaching between partners:

• developing and sharing a consistent terminology
• agreeing on location for pre- and postconferences
• listening actively, reflectively, and empathetically
• expressing feelings honestly
• understanding partner’s level of concern
• being open to each other’s belief system
• sharing roles as inviting and coaching partners

Potential Barriers to Peer Coaching

Two potential barriers to peer coaching are consistently identified by participants: time and lack of administrator support. Although the two can interact to impede peer coaching, each is examined separately.

Time

As mentioned, peer coaching consists of three 15- to 20-minute steps that ideally occur once a week. Successful peer coaching programs have discovered the importance of designating specific times for peer coaching to occur. Without an established schedule, other activities are likely to take precedence over peer coaching.

Lack of Administrator Support

Peer coaching is unlikely to succeed without administrative support for the parents and educators engaging in this process. Administrators can provide support in several ways, including (a) arranging release time for peer coaches, (b) providing incentives for peer coaching, and (c) respecting peer coaching as a nonevaluative process. If educators and parents carry the entire burden of finding time to engage in coaching, the demands of other tasks are likely to interfere. Without administrative support (a) partners may not meet frequently enough to practice new behaviors or (b) partners may not engage in peer coaching at all.