| Summary: | This study is based on the experiences of three teachers in a Vancouver
elementary school who volunteered to participate with me in peer coaching cycles
(Showers, 1982). The purpose of the study was to gain insight into peer coaching as a
viable form of professional development It was hoped, that as each participant
progressed through two cycles of peer coaching, he/she would experience professional
growth. Data consisted of transcripts of pre- and post-observation conferences as well as
my personal journal. This data was collected over a two year period, with each
participant involved in two reciprocating cycles with myself. These reciprocating cycles
consisted of a teacher observing a colleague and then being observed by that colleague.
Prior to the observation the pair of teachers would meet for the pre-observation
conference to determine the focus for the observation. Subsequent to the observation, the
pair would meet again for the post-observation conference where the actual coaching
would take place. The data was organized into individual stories and then analyzed for
themes consistent with at least three of the individuals. Seven themes were indicated:
forced reflection, building on ideas, physical presence, assistance with difficulties,
validation, pride and the value of collaboration. The data was further compared to
Showers' (1984) five major functions of peer coaching and the Vancouver School Board's
goals for professional development. The findings of this study led to the general
conclusion that peer coaching is indeed a viable form of professional development. It
can stand alone as a method of professional growth.
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