Teaching is a complex and demanding profession that requires continuous learning and growth. However, the power is in teachers working in collaboration with and receiving feedback and support from their peers. We know that a lack of collaboration can lead to feelings of burnout, stagnation, and a lack of professional development.  One solution to this problem is to recruit a teaching partner as a peer coach or have leadership assign new teachers to mentor teachers. Ask yourself this question; who on your staff is on an island? Which teacher struggles to connect with groups, and first start there! 

What is Peer Coaching?

Peer coaching is a collaborative and non-evaluative approach to professional learning. It involves two or more teachers working together to reflect on and improve their practice. Peer coaching allows teachers to share their expertise, learn from each other, and give and receive feedback (Galbraith & Anstrom, 1995). Peer coaching can take many forms, from observing and reflecting on lessons to co-planning and co-teaching.

Benefits of Peer Coaching

Peer coaching is a powerful method of professional development for teachers that can have significant benefits for both the coach and the coachee. Peer coaching has many benefits, including:

Professional Growth

Peer coaching allows teachers to engage in ongoing, job-embedded professional development. Through collaboration with their teaching partner, teachers can reflect on their practice, try new strategies, and receive feedback on their teaching.

Improved Student Outcomes

Peer coaching has positively impacted student learning. When teachers collaborate to expand their practice, students benefit from a more engaging and effective learning environment. It can also create a more personalized and supportive learning environment for students. As teachers work together and share with students, they can get to know each student's strengths, weaknesses, and learning styles, leading to more targeted and effective instruction. It can also help students feel more connected and engaged in the classroom, leading to better academic outcomes. In this way, peer coaching can help shrink the school's size by creating a more tight-knit and collaborative school culture (Glasgow et al., 2009).

Reduced Isolation

Teaching can be an isolating profession, but peer coaching can help to break down those barriers. It is natural for new teachers to feel nervous or uncomfortable when first starting a peer coaching relationship. However, it is important to recognize that this discomfort is often a sign of growth and learning. By working with a teaching partner, teachers can build a supportive relationship that can help them to feel less alone and more connected to their colleagues (Glasgow et al., 2009).

By stepping outside their comfort zones, new teachers can push themselves to try new things and develop new skills, benefiting their students. Over time, as they become more familiar with the coaching process, new teachers may feel more confident and comfortable in their role as both a coach and a learner.

Increased Job Satisfaction

Peer coaching is a powerful tool for boosting teacher morale and job satisfaction. When teachers feel supported and empowered to improve their practice, they are more likely to feel engaged and fulfilled in their work (Ortan & Simut, 2021).

Things to Remember

When implementing peer coaching, teachers may find that it does not work for them or that they are uncomfortable with the process. In such cases, it is significant to note that peer coaching is not a one-size-fits-all approach and can be adapted to meet the needs of individual teachers. It is perfectly acceptable to use peer coaching for a single unit or lesson and then move on rather than trying to sustain it over the long term. Teachers should only come together for peer coaching when it is logical and practical for them to do so. This flexibility will help ensure that the peer coaching process is effective and meets the needs of all teachers involved.

Conclusion

Peer coaching can be a valuable tool for teachers, particularly new teachers, to improve their instructional practices and build their professional network. It involves partnering with fellow teachers to observe each other's classes, provide feedback and support, and engage in collaborative planning. This approach can lead to improved teaching practices, increased teacher satisfaction, and better student outcomes. Teachers should consider starting with small, manageable goals and building from there, as well as being willing to adjust and end the partnership as needed.

References

Galbraith, P. F., & Anstrom, K. (1995). Peer Coaching: An Effective Staff Development Model for Educators of Linguistically and Culturally Diverse Students. Directions in Language and Education, 1(3).

 Glasgow, N. A., & Hicks, C. D. (Eds.). (2009). What successful teachers do: 101 research-based classroom strategies for new and veteran teachers. Corwin Press.

Ortan, F., Simut, C. C., & Simut, R. (2021). Self-Efficacy, Job Satisfaction and Teacher Well-Being in the K-12 Educational System. International Journal of Environmental Research and Public Health, 18(23), 12763. https://doi.org/10.3390/ijerph182312763