This study is intended to examine the relationship between peer coaching skills and the improvement in instruction among preservice special educators. The study will examine: a) preservice teacher instructional skill before and after coaching, b) the effects of lesson planning activities by the preservice teacher on classroom instruction, and c) coaching methodologies and the use of systematic structured observation instruments during coaching. Qualitative and quantitative analysis of case studies were utilized to ascertain the effect of peer coaching and coaching on a preservice teacher's ability to plan and implement improved instruction to their students. This study is intended to assist the improvement of preservice special education teacher training by enhancing their ability to provide feedback regarding effective instructional skills to their teaching colleagues, and subsequently to improve classroom instruction.

This study is intended to examine the relationship between peer coaching skills and the improvement in instruction among preservice special educators. The study will examine: a) preservice teacher instructional skill before and after coaching, b) the effects of lesson planning activities by the preservice teacher on classroom instruction, and c) coaching methodologies and the use of systematic structured observation instruments during coaching. Qualitative and quantitative analysis of case studies were utilized to ascertain the effect of peer coaching and coaching on a preservice teacher's ability to plan and implement improved instruction to their students. This study is intended to assist the improvement of preservice special education teacher training by enhancing their ability to provide feedback regarding effective instructional skills to their teaching colleagues, and subsequently to improve classroom instruction.

Thesis (M.M. (Business Executive Coaching))--University of the Witwatersrand, Faculty of Commerce, Law and Management, Graduate School of Business Administration, 2013. / Peer coaching within the South African context is not widely promoted or implemented. In the field of coaching, peer coaching is slowly entering the marketplace with a focus on career learning and self-driven leadership development. It is one of the options available to organisations in which to assist leaders with addressing development needs. This research set out to establish the factors behind the rationale to implement a peer coaching program at executive level. The research followed a qualitative design methodology making use of semi-structured interviews to gather data. The richness of the data lay in the semi-structured approach which allowed for the participants to air their views, yet for the researcher to remain true to the purpose of the study. The findings suggest that within the current South African context, there are more constraining factors present which may inhibit the decision to implement a peer coaching program than enabling factors. These include the perceived limited choice of peer coaches available; the challenges of setting up a coach-coachee relationship, which includes trust and confidentiality; the presence of dominant leaders; power dimensions within organisations; environments of mistrust, gossip and competitiveness and the presence of diversity discrimination. It further posits that the leaders of the organisations play a pivotal role in determining the rationale behind the decision to implement a peer coaching program.

This study investigated the effectiveness of a sustained professional development initiative, Brevard's Peer Coaching Model, on improving teacher performance and student achievement in a large Central Florida school district. The study analyzed professional practices scores and value-added scores for teachers who participated in a minimum of six of nine days of professional learning before the study, after year one of the training, and after year two of the training to evaluate growth in professional practices and student achievement, and also compared the scores of BPCM participants to the scores of teachers who did not participate in the study. The findings of the study replicated those of previous researchers who found that peer coaching generally has a positive impact on improving teacher practice but limited impact on student achievement. Both professional practices scores and value-added results improved over the course of the study, during and after implementation of BPCM. However, the results were not statistically significant when comparing improvements of value-added results for BPCM participants with the VAM scores of the population of Brevard Public Schools teachers who did not participate in the professional development. BPCM participants showed significant growth over the course of the study and demonstrated stronger improvements in observation scores when compared to the non-BPCM teachers. The most significant growth occurred after the first year of the BPCM training, with smaller levels of growth in year two. Implications for practice and recommendations for future research were provided.

The purposes of this study were to (1) identify the variables affecting peer coaching, (2) the characteristics of peer coaching, and (3) to determine the outcomes of peer coaching. Participants were interviewed individually, face-to-face to gain insight into peer coaching. The interview questions were developed around the three domains in the conceptual framework: variables affecting peer coaching, the characteristics of peer coaching, and the outcomes of peer coaching. This study was conducted in one school division in the Commonwealth of Virginia . Two schools within the school division were randomly selected by the superintendent of schools for participation. Twelve teachers and the principals of these two schools participated in the study. Data were gathered using a teacher questionnaire, a principal questionnaire, and face-to-face interviews with the teachers. The constant comparative method was used to analyze the interview data. The variables found to affect peer coaching were: (a) trust, (b) commitment, (c) administrative support, (d) environment (non-threatening), (e) time (constraints), and (f) teacher attributes. The characteristics of peer coaching were: (a) user friendliness, (b) instructive training, (c) the centrality of observation, and (d) conferencing. The outcomes of peer coaching were: (a) creates support networks, (b) impacts instructional and classroom management practices, and (c) confirms instructional and classroom management practices. These findings may be helpful to school administrators and teachers who are interested in learning about peer coaching and how peer coaching can serve as an ongoing staff development intervention to bring about changes in teachers' instructional and classroom management practices. <strong></strong> / Ed. D.

abstract: ABSTRACT This study details the pilot of a collaborative peer-coaching model as a form of job embedded professional development, to guide teacher collaboration and planning based on benchmark assessments. The collaborative peer-coaching framework used (including reflection and collaboration about student data, and classroom instruction) was informed by the five propositions outlined by the National Board of Professional Teacher Standards (NBPTS). This intervention included teacher training, discussion (pre and post instruction), collaboration about student benchmark data, and classroom observations with further data collected through surveys and interviews. Using a mixed methods approach to data collection and analysis, I focused on how participants engaged in a collaborative peer-coaching model to guide their instruction based on the use of student data they collected from common benchmark assessments. / Dissertation/Thesis / Ed.D. Educational Administration and Supervision 2011

abstract: Federal education policies call for school district leaders to promote classroom technology integration to prepare students with 21st century skills. However, schools are struggling to integrate technology effectively, with students often reporting that they feel like they need to power down and step back in time technologically when they enter classrooms. The lack of meaningful technology use in classrooms indicates a need for increased teacher preparation. The purpose of this study was to investigate the impact a coaching model of professional development had on school administrators` abilities to increase middle school teachers` technology integration in their classrooms. This study attempted to coach administrators to develop and articulate a vision, cultivate a culture, and model instruction relative to the meaningful use of instructional technology. The study occurred in a middle school. Data for this case study were collected via administrator interviews, the Principal`s Computer Technology Survey, structured observations using the Higher Order Thinking, Engaged Learning, Authentic Learning, Technology Use protocol, field notes, the Technology Integration Matrix, teacher interviews, and a research log. Findings concluded that cultivating change in an organization is a complex process that requires commitment over an extended period of time. The meaningful use of instructional technology remained minimal at the school during fall 2010. My actions as a change agent informed the school`s administrators about the role meaningful use of technology can play in instruction. Limited professional development, administrative vision, and expectations minimized the teachers` meaningful use of instructional technology; competing priorities and limited time minimized the administrators` efforts to improve the meaningful use of instructional technology. Realizing that technology proficient teachers contribute to student success with technology, it may be wise for administrators to incorporate technology-enriched professional development and exercise their leadership abilities to promote meaningful technology use in classrooms. / Dissertation/Thesis / Ed.D. Leadership and Innovation 2011

<p>Co-teaching is a practice in which “two professionals co-plan, co-instruct and co-assess a diverse group of students. Both teachers provide substantive instruction to all students on a daily, consistent basis. Neither is considered the main teacher of the class; they are equals” (Murawski, 2008, p. 29). Unfortunately, co-teaching in practice is often characterized by one teacher handling most of the instruction and the other operating in an assistant role (Murawski & Lochner, 2009, 2010; Volonio & Zigmund, 2007). Co-teaching should also be characterized by the use of multiple models that facilitate small group instruction, which should increase student to teacher interaction and student engagement (Friend, 2014). </p><p>A way to address these gaps is to provide co-teachers with ongoing coaching support (CEC, 2012). The goal of this study was to increase the quality of co-teaching through different levels of coaching to facilitate small group instruction through parallel teaching and increase student engagement. This study used a MTSS model with a multi-probe design to respond to the level of support co-teachers need, starting with peer coaching, then traditional coaching, and finally bug in ear (BIE) coaching. </p><p>There were three sets of co-teaching pairs who participated. There was an intervention effect for all three pairs of teachers with peer coaching, the first tier of the intervention. Therefore, the other two levels of support were not needed as all participants met criteria in peer coaching. Additionally, there was an effect in increasing student engagement with peer coaching. These procedures can be used and adapted for future research in coaching co-teachers to improve their practices. </p>

Many university language programs draw on undergraduate as well as graduate students to conduct their courses. These student instructors do not always have adequate pedagogical preparation or experience. Past research suggests that conducting peer observations followed by a group reflection on basic teaching practice would help teachers become more aware of their own teaching. This research aims to investigate whether peer coaching followed by peer reflection meetings increases instructor effectiveness and confidence, as well as whether it is the observations or the reflections that encourage teachers to think more critically and improve their teaching.

ABSTRACT PROFESSIONAL DEVELOPMENT OF PRESERVICE BIOLOGY TEACHERS THROUGH REFLECTIVE THINKING Savran Gencer, AySe Ph.D., Department of Secondary Science and Mathematics Education Supervisor : Assoc. Prof. Dr. Jale &Ccedil / akiroglu Co-Supervisor: Assoc. Prof. Dr. Ceren Tekkaya January 2008, 230 pages The study aims to explore preservice biology teachers&rsquo / reflective thinking content and levels by examining the use of a reflective framework integrated into one semester Practice Teaching course. More specifically, this study focused on the development of reflective thinking skills of preservice teachers and their metaphorical images about learning and teaching process. Data were collected through both qualitative and quantitative approaches. The written documents and audiotaped debriefings taken during the activities of reflective autobiography and journal writing, metaphor using, peer coaching, microteaching, and problem discussion along with the summative interview were the main data sources of the qualitative data. The written and transcribed data collected through these sources were then utilized through the selected three case studies in order to reach a deep understanding on their reflective thinking skills and content. The quantitative data were collected through the instruments of Reflective Thinking to evaluate the development of the preservice biology tecahers&rsquo / reflectivity and Metaphorical Images to explore their beliefs about learning and teaching process. Results indicated that the reflective activities offered opportunities preservice biology teachers to reflect on their experiences and strive for a conscious awareness of their professional development through experience, collaboration, guidance, and modeling. All of the participants were able to reflect mostly at the technical level, followed by contextual and dialectical levels of reflective thinking among the content categories of teacher characteristics, instructional processes, classroom management, students, and teaching profession. Results of reflective thinking instrument indicated that all participants individually perceived a developmental reflective thinking skill. Keywords: Reflective Thinking, Reflective Journal, Peer Coaching, Professional Development, Preservice Biology Teacher