Creating a Systemic Instructional Focus in a District: The Experience of Peer Coaching among Building Administrators

This reflective piece will explore the importance of peer coaching as a tool to support studies, while also addressing the isolative nature of not just doctoral study but also in the authors’ wider professional leadership lives. As we all face an extended period at home (and for Lacey and Kerry this means also juggling caring responsibilities and home schooling) the reflective piece will examine how this peer coaching relationship has enabled them to navigate COVID-19, re-constituting themselves as leaders in a spatially and temporally different environment.

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E-Peer Coaching: A Model to Support Rural Special Education Field Placements

Rural Special Education Quarterly ◽

10.1177/8756870520982298 ◽

2021 ◽

pp. 875687052098229

Author(s):

Jessica Gugino ◽

Sharon Raimondi ◽

Larry Maheady

Keyword(s):

Special Education ◽

Peer Coaching ◽

Field Placements ◽

Rural Settings ◽

Field Supervision ◽

Adequate Supervision ◽

Education Field

Providing adequate supervision for pre-service teachers enrolled in special education field placements is a challenge. Rural placements often exacerbate this challenge due to the large geographical areas in which these placements are located. The purpose of this article is to describe one approach to early field supervision in rural settings that may provide solutions to this dilemma. E-peer coaching utilizes video-facilitated peer coaching to provide novice pre-service teachers (NPTs) with accurate feedback that is both frequent and timely. This study investigated the use of a Google App that allowed NPTs to record instructional sessions and provide feedback to one another under the supervision of a course instructor. Recommendations for implementation are discussed.

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Peer Coaching Interventions for Parents of Children with Type 1 Diabetes

Current Diabetes Reports ◽

10.1007/s11892-017-0870-7 ◽

2017 ◽

Vol 17 (6) ◽

Cited By ~ 16

Author(s):

Carrie Tully ◽

Caitlin Shneider ◽

Maureen Monaghan ◽

Marisa E. Hilliard ◽

Randi Streisand

Keyword(s):

Type 1 Diabetes ◽

Peer Coaching

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Peer coaching: Teachers helping teachers

Journal of Criminal Justice Education ◽

10.1080/10511259700086361 ◽

1997 ◽

Vol 8 (2) ◽

pp. 273-284 ◽

Cited By ~ 7

Author(s):

Tara Gray ◽

Jon'a Meyer

Keyword(s):

Peer Coaching

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Enhancing instructional leadership through collaborative coaching: a multi-case study

International Journal of Mentoring and Coaching in Education ◽

10.1108/ijmce-07-2016-0057 ◽

2017 ◽

Vol 6 (1) ◽

pp. 34-49 ◽

Cited By ~ 6

Author(s):

Gary W. Houchens ◽

Tom A. Stewart ◽

Sara Jennings

Keyword(s):

Instructional Leadership ◽

Peer Coaching ◽

School Principals ◽

Professional Community ◽

Research Literature ◽

Self Awareness ◽

Group Setting ◽

Content Type ◽

Self Reflection ◽

Theories Of Practice

Purpose Executive coaching has become increasingly important for enhancing organizational leaders’ professional effectiveness. The purpose of this paper is to contribute to a growing body of research literature that examines how coaching techniques help school principals improve their instructional leadership. Design/methodology/approach Using a protocol based on a theories of practice framework (Argyris and Schön, 1974) to support principals in deepening their self-reflection, this study added the element of a guided peer-coaching component in a group setting. Findings Results confirmed the effectiveness of the coaching protocol for assisting principals in deepening their self-awareness and critical reflection regarding their leadership, including the way principals’ core assumptions about teaching and leadership shaped the outcomes of their problem-solving strategies. Perceptions of the peer-coaching element were mixed, however. While principals reported feeling affirmed by sharing their leadership challenges with others, and indicated that the group coaching experience contributed to their sense of professional community, there were limitations to principals’ willingness to challenge one another’s core assumptions. Originality/value This study builds on literature that cites theories of practice as a mechanism for enhancing professional effectiveness and represents a further iteration of recent research studies applying the concept to the work of school principals. Findings affirm that a coaching protocol based on theories of practice is well received by principals, serves to deepen self-reflection, and can, in limited cases, contribute to sweeping changes of thinking and practice congruent with the concept of double-loop learning.

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