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T E A C H I N G T I P

A DDI NG COLL A B OR AT I V E P E E R COAC H I NG T O OU R T E AC H I NG I DE N T I T I E S

Pamela Jewett ■ Deborah MacPhee

A lthough we are coming to better

understand some of the characteristics

of effective professional development,

recent research suggests that personal

and institutional constraints often limit the degree

to which professional development affects teaching

practice (Coskie & Place, 2008). Darling-Hammond

(as cited in Collier, 2011) suggested that one of

those constraints is time in schools for collaborative

planning. She cites high-performing schools in

Europe and Asia that have three to four times more

collaborative planning time for teachers than schools

in the United States, and she suggests that teachers

in our country need to discover ways to collaborate to

solve problems and improve practice.

One way to create the kinds of collaborative

teaching communities that Darling-Hammond

proposed is with peer coaching, and in this article

we describe a group of teachers who found a way

to work and learn together by adding collaborative

peer coaching to their identities as teachers. Some

additional resources for peer coaching are listed in

the Table.

We think of identities as being flexible and fluid,

not fixed. Teachers can take on new identities when

they gain knowledge about and collaboratively

participate in exchanges with other learners (Gee,

2000). These interactions are especially visible

within communities of practice (Lave & Wenger,

Pamela Jewett is an associate professor at the University of South Carolina, Columbia, USA; e-mail [email protected].

Deborah MacPhee is an assistant professor at Illinois State University, Normal, USA; e-mail [email protected].

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1991), communities made up of people

who share a common concern, a

similar passion, and a commitment

to their work, for example, groups of

teachers.

Members of such communities are

willing to wonder, to ask questions,

and to try to understand issues

related to their work lives. They share

their experiences, stories, tools, and

methods, and through these kinds

of interactions, they learn how to do

their work better. This collaborative

sharing of knowledge about teaching

and learning—as well as the ensuing

questions that were generated—

served as the core of the peer coaching

experiences of the teachers in our

coaching course.

Finding Openings to Work Together Teachers were initially dismayed when

faced with finding a coaching partner.

They wondered how they could possibly

go to one of their colleagues with such

a request, thinking that it would be

at best uncomfortable and at worst

presumptuous. However, as the process

unfolded, the reality of it was quite

different. Teachers found effortless

ways to come together with colleagues.

For example, Abby (all names are

pseudonyms) told us,

Uniting with my coaching partner happened rather naturally as a few colleagues and I were talking during our planning time one day, and Nancy expressed her concern over shared reading in her classroom and her desire to improve instruction. She specifically asked me where I get my ideas and how I plan for those lessons. We agreed to meet to look at the instruction…and plan a direction for shared reading in the future.

In this account a teacher expressed

concern with her reading instruction

and asked for suggestions from her

colleague, and this was typical of the

ways that coaching and partner teachers

found each other.

Katelyn’s experience was similar.

She explained, “Joni walked into my

room during planning and told me that

she doesn’t feel like she’s reaching all

readers with whole group instruction

using the basal....” Again and again

teachers found each other naturally

through their common desire to

understand aspects of their English

language arts teaching more deeply.

Locating Common Ground When teachers identified a partner

teacher with whom to collaborate, they

paid close attention to their partner’s

interests and needs. They searched for

common ground, ways that they could

engage with their peers in authentic

learning that would be mutually

beneficial. Initially, the coaching

teachers resisted observations as a

way to learn together, as it seemed to

position them as an expert rather than a

colearner. They felt that this would stand

in the way of authentic learning about

shared interests. Karen told us,

I feel so uncomfortable at the idea of going in to observe the learning environment. I know that my purpose is to see what the kids are doing, the language being used, the learning environment itself. I also know that several of the teachers on

Pause and Ponder ■ Teachers: How can I find another teacher

who might be interested in collaborative

peer coaching?

■ Teachers: When could we meet within the

time constraints of our already busy

teaching lives?

■ Principals: How might I initiate a peer

coaching model in my school?

■ Principals: How can I build more time into

the daily/weekly schedule for teachers to

work collaboratively?

Table Additional Resources for Peer Coaching Literacy Coaching Clearinghouse: www.literacycoachingonline.org/

This site offers an array of policy and practice briefs and coaching tools for literacy coaches, teachers, and administrators. In addition to the coaching briefs, this site also includes a library of articles, a blog, coaching tools, forums, certification and courses, and state and national events related to coaching.

Peer Coaching for Improvement of Teaching and Learning: teachersnetwork.rog/TNLI/research/ growth/becker.htm

Jean M. Becker provides a rationale for peer coaching and outlines issues, components, benefits, supports, and policy recommendations for teachers and administrators interested in learning more about peer coaching in schools.

Collaborative Peer Coaching That Improves Instruction: The 2+2 Performance Appraisal Model (Thousand Oaks, CA: Corwin, 2005)

Authors Dwight Allen and Alyce LeBlanc present a simple concept for turning a school into a learning community, one that encourages teachers to visit each other’s classrooms and create an environment of sharing and mutual trust. This book describes a method for improving teachers’ practices and students’ learning, one that is designed, initiated, and implemented by teachers.

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my team—actually all of us—feel uncomfortable when someone observes us. We all equate an observation to an evaluation.

Largely, the teachers avoided

observations in favor of sharing in

events common to each other, such as

mutually analyzing student assessment

data, choosing appropriate texts for

individual students and small groups,

observing another teacher together,

and watching teaching videos together

(e.g., Annenberg streaming videos

[www.learner.org/resources] and other

professionally prepared videos about

literacy teaching and learning). The

conversations that accompanied these

joint activities became spaces in which

peer and partner teachers critically

questioned issues of teaching and

learning. For example, Leila shared,

During planning today we watched our first DVD...with a guided writing segment to go along with guided reading instruction. We were not pleased with the video because she (the narrator) chose random words for the students to write down. Teresa and I discussed how much better it is when you include words from the current text they are reading in guided reading or current word study or vocabulary words that you are incorporating throughout the day.

In this account, the teachers critically

analyzed a video they were watching,

arguing with the narrator’s approach to

develop more effective instruction for

guided reading and writing. Time and

again, the teachers shared examples

of the powerful conversations they

engaged in around artifacts that

reflected their common interests and

needs.

Using Restraint As teachers began to establish peer

coaching relationships with colleagues,

they knew they would need to listen

carefully, being open to the other

person’s perspectives and needs. Nora

told us that she listened to her fellow

teacher “for what I would listen for

with my students, the one thing I could

coach her on in that moment that would

move her forward in her teaching

practices.” However, she finished her

statement by saying, “It wasn’t easy and

took restraint,” and Nora’s experience

mirrored many of the teachers’

experiences.

For example, Katherine told us, “I

had to give up the control of what was

going on in the classroom for Alesia

to create and learn from her own

thinking,” and Karen said, “I tried

really hard not to say too much. I need

to use this opportunity to hold back my

impulsivity and really listen to what

is being said.” This kind of restraint

became a responsibility and a common

theme among the teachers as they took

on the role of peer coach.

Although they needed to use restraint

and listen carefully, the teachers also

knew that they needed to think deeply

and seriously about how they would

respond to what they were hearing.

Teresa told us, “I had never thought

about the fact that coaches, like

classroom teachers, must choose their

words carefully in order to be effective

communicators.” In an example of

choosing her words carefully, Emma

wrote about an instructional decision

her coaching partner made with which

she did not fully agree. After carefully

reflecting on her response, she told her

partner that she “would love to think

with her about it.” She explained that she

“made sure that I kept it very positive.”

Becoming Colearners The teachers often told us that they

also used restraint because they did not

want to be perceived as the “expert” or

the person who knew all the answers.

Abbey explained, “I knew from my own

experiences that teachers, especially

hard-working teachers, don’t want to be

told what to do. So I tried to avoid direct

suggestions during our conversations.”

Instead of expert, the peer teachers

wanted to be perceived as equal partners,

as colearners. Lena told us, “Sometimes

it is just nice to discuss what is going

on with others because that is the most

valuable way to learn together,” and

Christine wrote about how productive

taking a stance as colearner was to her

and her partner teacher, Mary:

Towards the end of our conversation, Mary did provide the opportunity for me to share more ideas with her for minilessons.... I felt, though, that had I offered these suggestions/ideas without Mary asking for extra support in this area, I would place myself in the role of the expert, something that I did not want to happen. By allowing Mary to brainstorm ideas along with me, we continued the rest of our...meeting as two colleagues who were participating in a professional conversation.

The teachers were thoughtfully

intentional about taking the role of

“Time and again, the teachers shared

examples of the powerful conversations

they engaged in around artifacts that reflected

their common interests and needs.”

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colearner with their partners instead

of the role of expert, striving instead

to create a learning relationship that

positioned them as equals.

Gaining a Sense of Confidence Creating Reciprocal Relationships As the teachers began to learn about

peer coaching, they discovered ways

to interact with partner teachers that

were collaborative, locally focused,

and student centered. As they reflected

on the peer coaching experience, they

began to develop confidence in their

collaborations. Along with this sense of

confidence came new understandings

about coaching and professional

development. Cathy shared,

There were issues and questions that arose during my coaching sessions which I did not have an answer for; rather, I

talked these issues and questions out with my colleague until we came to an answer together. While talking out these issues and questions, I suddenly realized that coaching was not a relationship of expert and novice, but rather two professionals who were collaboratively working together for the good of the teacher’s students.

More and more strong voices surfaced

as the teachers began articulating

the need for collaborative learning

in the profession of teaching. Macie

acknowledged, “The best coaching

might just be found in the reciprocal

relationship established between two

colleagues who value each other’s

opinions, want to spend time thinking

together, and who have much to offer

each other toward growth.” Nora also

wrote of her relationship with her peer

teacher. “We think hard, have difficult

conversations and respect each other

enough to challenge each other.”

Breaking Down the Barriers of Isolation With this renewed sense of confidence

also came the courage to open

classroom doors, to ask burning

questions, and to expect support

from colleagues. Many of the teachers

who were involved in peer coaching

experiences have vowed to continue the

collaborative work. Diane explained,

The best part is now I have a colleague to work with as we plan more guided reading lessons together. Stephanie and I have both agreed that we are not done with this experience! This is so much more powerful than any program can do for one teacher. Because our school does not currently have a literacy coach, our faculty has to work together to coach each other.

Although isolation is more often

the mode of being for teachers than

collaboration (Clandinin, 2001), the

peer coaches began to break down

some of the barriers that upheld a view

of teaching as an isolated practice.

Doing so allowed them to be more

collaborative and to find enjoyment in

working together to improve teaching

and learning. Leila summed it up when

she said,

Through this coaching experience, I have grown to take delight in the one-on-one interaction with colleagues. I have grown to believe coaching can be two colleagues working together and thinking creatively

“With this renewed

sense of confidence

also came the courage

to open classroom

doors.”

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to push students to be more successful as readers and writers.

Creating Complementary Opportunities for Learning Anne wrote about the fact that the

everyday organization in which many

of us live our teaching lives tends to

support parallel learning opportunities

rather than complementary learning

opportunities.

As time went on, I quickly discovered that our “positions” were much more complementary; the more I was willing to share about myself, the more I asked questions, the more open and honest I was, the more I learned about myself, my partner, and coaching.

Building on ideas about parallel play, we

believe that in parallel learning, teachers

engage in independent activities that

are similar to but not necessarily

influenced by or shared with others. By

that we mean, they work shoulder-to-

shoulder for the good of their students

but do not always have opportunities

to engage collaboratively in curricular

conversations about their teaching

concerns and practices. Their parallel

paths do not meet.

However, when learning is

complementary, as Anne noted, times

and spaces are constructed so that

teachers are able to engage in activities

that can have an influence on each other’s teaching. Darling Hammond

(as cited in Collier, 2011) wrote that

in complementary and collaborative

settings, “You always have a way to

have partners help you solve your

problem, to help you improve your

practice” (p. 13).

When these kinds of partnerships

occur, teachers complement each

other; they complete each other in

the learning process, and this is

what happened in the peer coaching

experiences. Teachers began to work in

complementary ways. Learning was not

parallel; rather the peer coaching model

created two-way learning opportunities

for teachers in which knowledge was

coconstructed as they “engaged in

joint activities which were negotiated

rather than imposed” (Wells, 1999, p.

227). Both participants were learning

together. As Lori said, “I am not really

sure who the coach was and who the

learner was ....!”

Taking an Intentional Stance To engage in peer coaching experiences,

the teachers had to be intentional in

creating spaces for coming together,

deliberately finding ways to carve out

times to meet and locate places in which

to work together within the demands

of their busy teaching days. Yet the

teachers found ways to do exactly that.

They honored the need to collaborate

and creatively structured time to meet

to engage in dialogue, analyze test data,

share resources, and reflect together. As

they did so, they participated in rich and

constructive curricular conversations,

opened their classrooms doors to each

other, and learned more about teaching

and their students’ learning along the

way.

Because many schools do not include

time for teachers to regularly collaborate,

1. Set your goals by deciding what you want

to accomplish as you engage in collaborative

coaching with a peer. Do you have a particular

concern with your teaching or your students’

learning that you want to explore?

2. Find a coaching partner who shares

your concerns or with whom you would like

to collaborate on mutual goals, for example,

issues related to literacy teaching and learning.

Keep in mind that each of you is an equal

and knowledgeable peer and that you will

share responsibility in decision making, with

each partner contributing to the choices.

3. Present your plan to your principal

to advocate for more time/resources to

engage in collaborative peer coaching. Can

your administrator help you restructure

any part of your teaching day or week?

4. Take control of your time and space

by asking: When can we meet and where?

What will be the focus of our collaboration,

and what kinds of events will we engage

in to help us better understand the issues

we want to explore? For example, will we

choose to observe one another or observe

another teacher, watch a teaching video

together, evaluate assessment data, or

choose materials to support our teaching?

5. Make your partnership and the knowledge

you coconstruct public. Share your experiences

with fellow teachers. You may serve as a

model to other teachers who would like to form

collaborative peer coaching partnerships.

T A K E AC T I O N !

“They honored the need to collaborate

and creatively structured time to meet to

engage in dialogue, analyze test data, share

resources, and reflect together.”

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we propose that they take a deliberate

stance toward working together. By

finding one partner teacher who shares

common interests about teaching—one

teacher with whom they want to wonder

and share ideas, experiences, and

questions—teachers can become not

only colearners but models for others

as well. In doing so, they can create the

structural conditions within a school

necessary to work in partnership and

coinquire about teaching.

R E F E R E N C E S

Clandinin, D. (2001). Introduction. In C. Clark (Ed.), Talking shop: Authentic conversation

and teacher learning (pp. vii–viii). New York: Teachers College Press.

Collier, L. (2011). The need for teacher communities: An interview with Linda Darling- Hammond. Council Chronicle: The National Council of Teachers of English, 21(2), 12–14.

Coskie, T., & Place, N. (2008). The national board certification process as professional development: The potential for changed literacy practice. Teaching and Teacher Education, 24(7), 1893–1906. doi:10.1016/j.tate.2008.02.005

Gee, J. (2000). Identity as an analytic lens for research in education. In W.G. Secada (Ed.), Review of research in education (Vol. 25, pp. 99–126). Washington, DC: American Educational Research Association.

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.

Wells, G. (1999). Dialogic inquiry: Toward a sociocultural practice and theory of education. New York: Cambridge University Press. doi:10.1017/CBO9780511605895

IRA Journal Articles ■ “The Changing Face of Education: Teachers

Cope With Challenges Through Collaboration

and Reflective Study” by Carla C. Dearman and

Sheila R. Alber, The Reading Teacher, April 2005 ■ “Differentiated Coaching: Fostering Reflection

With Teachers” by Katie Stover, Brian Kissel,

Karen Haag, and Rebecca Shonike, The Reading

Teacher, April 2011 ■ “Raising Literacy Levels With Collaborative

On-Site Professional Development in an Urban

Disadvantaged School” by Eithne Kennedy and

Gerry Shiel, The Reading Teacher, February

2010

M O R E T O E X P L O R E

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