A Study of the Impact of Peer Coaching on Improving Teaching Techniques By: Melissa Ebling

Clinical Observations  Does anyone really get anything out of a clinical observation?  What about seasoned teachers?  Some districts do not do enough supervision.  Little time for personal reflection.

Differentiated SupervisionDifferentiated Supervision  Schools are moving to this model  Allows for personal and professional growth  You have a choice in your growth!  Seasoned teachers can broaden their horizons  Allows more time for the supervisors to work with younger teachers

Peer Coaching  Can be selected as an option of differentiated supervision  You are paired or you pick a fellow teacher to work with  You have a collaborative relationship with your partner  You and your partner can self direct and initiate your own professional growth

Statement of the Problem The purpose of this study is to determine whether peer coaching could improve teaching techniques. Many teachers often do not feel supported because there is a lack of time for administrators to offer their full attention to supervision. This is a common problem in many districts because many districts cannot afford to employ a supervisor along with principals. This study will highlight the benefits of peer coaching. Many districts have used a peer coaching model to help teachers enhance their teaching techniques.

Hypothesis Although peer coaching does not replace instructional supervision, it takes much of the burden of supervision off the shoulders of administrators. Peer coaching allows teachers a stronger role in improving their techniques without taking any more time from administrators. Teachers often do not benefit from a formal clinical observation from an administrator. Teachers would also benefit more from interaction with other teachers in their subject area or grade level. Teachers may only get a clinical observation once every few years, so in the mean time they have no reason except for self fulfillment for working on improving their teaching techniques.

Hypothesis Continued…. If teachers are peer coaching, they will be getting out of their classroom and observing other teachers’ techniques, which can spark motivation for improving their own techniques. The teachers’ peer coaching together could also collaborate and tell each other what they want the other person to be looking for when they are teaching. This can allow for a better self-awareness of teachers’ own techniques. Therefore, it is hypothesized that peer coaching improves teaching techniques as compared to formal clinical observation.