Effects of Peer Coaching on Teacher and Student Outcomes

ABSTRACT The effects of a peer coaching procedure were analyzed in this study. A multiple-baseline design was used to compare three conditions. Four teachers planned and conducted an instructional innovation independently during an initial baseline phase. Conversely, these tasks were completed with a peer coach during a second phase and then alone again in a final maintenance condition. Outcome measures included the focus of teachers' collaboration with a peer coach, each teacher's procedural practices and refinements, a variety of teacher and student processes, and teachers' ongoing concerns and satisfaction with the innovation. A multiple-baseline single-case design was used to analyze the effects of the three experimental conditions on these various teacher and student outcomes. Four results are reported: (1) The 4 teachers made few changes or modifications in their instructional approach during the initial baseline condition. However, they focused on different aspects of their approach during peer coaching and made procedural refinements that fit their areas of concentration. (2) Many of the changes instituted during coaching were sustained in a follow-up or maintenance condition. (3) The instructional activities were associated with a variety of different teacher and student processes. (4) The 4 teachers expressed varying degrees of concern and satisfaction with the innovation. The implications of these results for promoting teacher change and expertise in the classroom are discussed.