Coaching as a methodology to build professional practice

Abstract

This study examines the effect of implementing a peer coaching model in a private northeastern secondary school. Research has shown that adding coaching to professional development increases the likelihood of new-practice implementation. The study examined both the coaches and coachees' perspectives of the model's effectiveness in the first year of implementation. Both coaches and coachees felt that the experience helped improve teacher practice. This action research study demonstrates that peer coaching can be used in a school to provide support for improving teacher practice.