Mentoring & Coaching Teachers

Book Review: Peer Coaching

by Pam Robbins

In the Introduction to Peer Coaching, Pam Robbins laments that many teachers still work in isolation and that digital learning “…has precipitated isolation.” (2)

Hence, there is a need for strategies such as peer coaching.  Robbins maintains that “peer coaching offers a non-evaluative, differentiated, professional development support strategy” for teacher collaboration. (5)  She notes that research indicates that student achievement is four times more likely to improve in schools in which teachers collaborate than in schools where teachers work in isolation. 

In Chapter 1, Robbins introduces the 2 branches of peer coaching.  The first, collaborative work, involves a number of structures for teachers to work together without classroom observations.  Once mutual trust and confidence in collaboration are established, teachers can move formal coaching, which involves classroom observation.

The principal’s role in peer coaching and the advantages of peer coaching are also discussed in Chapter 1.  For peer coaching to be successful, a principal should:

• Allocate sufficient  time and resources to it;
• Make clear that it is not connected to formal teacher assessment;
• Coordinate schedules and substitute teachers for coaching sessions; and,
• Actively participate in peer coaching

The benefits of peer coaching include the sharing of “well-kept secrets” of teaching practice, empowerment of teacher-leaders, and differentiation of teacher feedback. (19)

Robbins describes, in Chapter 2, more key factors in the success of peer coaching.  Some of these factors are PD on coaching, time for practice and reflection, and the building of a school culture of trust and risk-taking.  One specific strategy she recommends for professional learning is the creation of a library about coaching. (32) 

Chapter 3 outlines several collaborative work structures:

• Sharing classroom success stories;
• Analyzing videos on teaching and learning;
• Engaging in group problem solving;
• Forming action research study groups;
•  Having conversations about specific student work; and,
• Co-planning lessons.

Robbins says that teachers should agree in advance to specific protocols for any of these structures.  For instance, she recommends Consulting Colleagues for group problem solving, whereby one teacher shares a problem, then the other teachers in the group ask clarifying questions, and lastly, the teachers offer solutions. 

The components of formal coaching are identified in Chapter 4.  Its partners are an inviting teacher and a coach.  It involves a pre-conference, observation, and a post-conference.  The pre-conference is a sort of “dress rehearsal” of the observation. (54)  There are 3 types of post-conferences:

• Mirroring – the coach is a data collector and objective observer;
• Collaborative – there is mutual discussion between the teacher and coach; and,
• Expert – the coach provides teaching.

The author concludes Chapter 4 with a few additional considerations.  First, coaching should never be mandated.  When it is, it risks becoming what Andy Hargreaves has termed “contrived collegiality”. (59)  Teachers should always choose their coaches and have the chance to play the roles of both inviting teacher and coach.

Six principles for effective conferences are discussed in Chapter 5:

• Use a common language;
• Identify a specific focus for the observation;
• Use objective data – without interpretation;
• Allow for interaction – There should be “a spirit of curiosity about teaching and learning” (67);
• Predictability – consistency between expectations and actions; and,
• Reciprocity between coach and inviting teacher.

At the pre-conference, expectations and parameters for the observation should be set.  The inviting teacher should also clarify learning goals for the lesson to be observed and supply the coach with background to the lesson and the expected teacher and student behaviours.  The teacher should also describe how data are to be collected.  

Several useful tips and resources for classroom observations are shared in Chapter 6.  First, it is important that the inviting teacher and coach agree upon a teaching and learning model.  (The author recommends Alvy & Robbins’ Student Learning Nexus.)  The observation should centre on evidence of student learning, including students’ responses and artifacts, and not on observation of the teacher.  Including student voices – either by video-recording or scripting – is recommended.  Robbins identifies an iPad app called Videre for labeling video clips according to specific topics such as collaboration, feedback, and metacognition.

The main goal of the post-conference (the subject of Chapter 7) is to promote reflection by the inviting teacher concerning teaching practice.  The coach’s approach is conceived by Robbins as “discrepancy analysis” (95) – that is, helping the teacher see the gaps between his/her practices and desired outcomes.   To avoid an evaluative atmosphere, the coach should conclude the post-conference by handing over the observation data and artifacts of student work to the teacher.  Feedback by the coach should be “timely, specific, nonjudgmental, non-evaluative … and meaningful.” (104)

In Chapter 8, the author identifies several conditions necessary for a coaching program to be successful, including,

• A shared vision of peer coaching must be embedded in the school culture;
• Collaboration must be a common practice;
• A high level of trust must exist among staff; and,
• Supports must be present for coaching, such as time, resources, and “administrative endorsement and advocacy” (107).

Robbins provides, in Chapter 9, suggestions to guide principals in each of the 3 implementation phases of a peer-coaching program.   In the mobilization phase, a planning committee should be formed to develop an implementation plan.  The author stresses that representatives from the teachers’ union should be included on this committee.  In this phase, information about peer coaching should be shared with staff, including an awareness presentation.

In the implementation phase, the emphasis should be on providing both PD opportunities and opportunities for teachers to practice collaborative work and peer coaching.  An important aspect to include in this stage is “the coaching of [peer] coaches”. (133)  Robbins also recommends that during this phase that a public forum (ie. a Facebook page or Google group) be established for celebrating peer coaching successes.  Her advice for principals during the institutionalization phase is to continue to monitor, celebrate, and support the peer mentoring initiative.

In the final chapter, Robbins provides a few cautions and insights regarding the change process.  One such caution she offers is that change is messy and often “brings a sense of loss” (142) for some people, so principals should tread lightly as they introduce peer coaching.