Peer coaching booklet

Peer coaching 2016 

Introduction session 

YOUR LOGO

Contents 

Introduction 

Why peer coaching 

Culture of coaching 

Coaching as professional 

development 

Coaching and 

retention 

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4 

5 

8 

11 

2 

Peer Coaching foundations

Introduction 

Welcome to the first step in your peer coaching journey! 

This information session is the first in a series of sessions that will assist you in understanding 

the theory behind peer coaching and how peer coaching can assist you in your training role at Linx 

Institute. Our intention in implementing 

the peer coaching program is to 

support you in your role and continue 

to develop your professional skills. 

I look forward to being part of your professional journey 

Tania Gomez 

General Manager 

Peer coaching foundations 

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Peer coaching 

Peer coaching is a powerful tool used to 

support and develop teachers at all stage in 

their career. At Linx institute, we use peer 

coaching as a way to develop our staff, 

support retention and staff satisfaction as well 

as to ensure students outcomes. 

The benefits to peer coaching that Linx 

institute staff have expressed includes 

- Feeling valued and heard 

- Allowing time and space to improve their 

professional practice 

- Creating a culture that supports teachers 

and support staff alike 

- Allow a safe place to reflect, review and 

improve teaching methodologies 


5

The culture of coaching and the literature 

Mann and Smith explore the viewpoint that a culture of coaching 

creates purposeful connections with peers that supports ‘immediate 

change and stimulates long-term sustainable results’ (Mann and Smith, 

2015 p.36). Whilst Mann and Smith (2015) focus on corporate 

leadership, the concept and benefits of a culture of coaching are one that 

could be translated to teachers at all stages of their careers. This text 

emphasises the need for clear guidelines and outcomes to be decided 

upon prior to beginning coaching. In this case, the aspirations of the 

coaching program was to cultivate relationships, collaboration and being 

able to give and receive feedback in order to improve practice. 

Lofthouse and Leat (2013) further examine the sociocultural context 

needed to allow peer coaching to be beneficial and examines the 

reasons that coaching may not play the part its intended. Lofthouse and 

Leat (2013) observe that teachers encounter tension during peer 

coaching sessions based on unclear rules, power and trust issues and 

time constraints of leaders to devote to peer coaching programs. 

The contrast of the literature suggests that organisational intention 

and ‘buy in’ for a peer coaching program is crucial to ensure coaching 

can meet the participant’s goals. This sentiment is echoed by Joyce and 

Showers (1996), who state that a cohesive school culture and the 

formation of peer coaching teams with diverse skills produce greater 

cohesion and focus. 


6

Coaching as a 

professional 

development tool 

Showers and Joyce (1996) initially 

researched peer coaching in 1982 

and compared peer coaching to 

traditional in-service training. The 

study found that teachers who 

attended in-service training alone had 

a low rate of transfer and were not 

able to find ways to generally improve 

their practice from the in-service 

training alone. When peer coaching 

was added the implementation of new 

teaching methodologies rose 

dramatically. 

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Kohler (1997) built on the work of 

Showers and Joyce and found that 

peer coaching allows reflection of 

current practice and develops 

leadership and collaboration. Whilst 

Kohler used different procedures for 

initiating and measuring the success 

of peer coaching, his research 

concurred with that of Shower and 

Joyce (1996) that peer coaching has 

the ultimate goal of developing, 

refining and sustaining teaching 

methodologies in order to meet 

students diverse learning capabilities. 










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Chapman (2008) examines the history and 

cultural context of professional development 

training for teachers and finds that whilst both 

past and present professional development 

training focus on enhancing skills, the 

ideology is different. Today’s processional 

development focuses on the unique 

differences of the individual rather than the 

similarities of the group which is why peer 

coaching is seen as a favourable option. 

Waddell (2005) and Chapman (2008) agree 

that peer coaching is highly effective at 

transferring newly acquired knowledge and 

skills into teaching methodologies and 

strategies. Waddell (2005) states that peer 

coaching is used to close the gap between 

what a “book knowledge” and “practical 

knowledge”, also building upon the work of 

Showers and Joyce (1982). 

Waddell builds on this concept and adds the 

question of the effectiveness of coaching 

being hinged to the effectiveness of the 

particular coach and highlights the need for 

training for those in coaching roles. 

Trautwein and Ammerman (2010) concur with 

Waddell and suggest that peer coaching has 

the ability to allow mastery to occur, 

especially in new or pre-service teachers. 

Further demonstrating this is the statistic of 

80% of pre-service teachers in peer coaching 

models meeting their two stated coaching 

objectives. 


7

Coaching for staff 

satisfaction and 

retention 

Matthews and Lawley (2011) examined cohorts of teaching 

students and found that peer coaching done in the internship 

model increased participant satisfaction. Matthews and Lawley 

(2011) also reported a higher level of employability and both 

short and long term educational benefits as a result of the peer 

coaching. 

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Teachers who engage in peer coaching exhibit greater long-term 

retention rates and higher morale (Howard 2008). Howard (2008) 

examined peer coaching in the middle school environment and 

found concurred with the findings of both Showers and Joyce 

(1996) and Kohler (1997) in regards to the benefits of coaching. 

Mann and Smith (2015) further add that staff that participate in 

peer coaching programs have higher retention and promotion. 





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Howard (2008) found coaching to be a continuous improvement 

process Dolore and repreicietur in acillandus that sense asitium aut fugia improved staff retention and 


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hypothesised that the as the age entering the teaching 

profession increased these participants’ saw themselves as mere 

subordinates and not likely to reciprocate equally as 

peers” (2008 p. 69). Howard (2008) made the recommendation 

to design a coaching program around the experience of teachers 

in mind and include classroom visits of veteran teachers in order 

to be effective for teachers of all ages and experience level. 


8

Coaching to improve 

students’ outcomes 

Trautwein and Ammerman (2010), Mann and Smith (2015), 

Kohler (1997), Showers and Joyce (1996) and Huston (2007) all 

concur that effective peer coaching assists in improving 

professional practice, and in turn increases students outcomes. 

Kohler (1997) argues that instructional methods are directly 

linked with students outcomes and whilst participating in 

coaching programs teachers were making procedural changes 

that directly affected their teaching methodologies, and thus 

improved students outcomes. Kohler (1997) sites a study by 

Sparks and Bruder (1987) where 70% of teachers in coaching 

programs identified improved students’ outcomes which is an 

encouraging statistic to further support peer coaching. 


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In summary the linx institute Peer coaching 

program is designed to support your 

professional journey 

If you have any questions regarding peer ! 

coaching please contact your direct 

manager or the HR manager 


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Peer coaching booklet

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