An assessment of peer coaching to drive professional development and reflective teaching

Abstract

Given the competing demands on a librarian's time, teaching and instruction are often professional responsibilities experienced in isolation with minimal colleague feedback beyond summative assessment. This article will describe a peer coaching pilot designed to increase teacher reflection, to augment teacher collaboration, and to identify future training and professional development needs. The article will report on the program's assessment facilitated by participant surveys. The peer coaching program described offers a model for fostering a community of teachers who are intent on improving and invigorating teaching practice.