Abstract
Problem and purpose. Today's schools are faced with the challenge to provide ongoing professional development to teachers both new and experienced, all who have varying levels of interest and experience. Research indicates that teaching improvement is sustained only when the professional development is job-embedded and when it provides for ongoing follow-up opportunities. This study determined the effect of the peer-coaching experience on teaching and learning. The possibility that peer-coaching could be a form of effective professional development for both the coach and the coachee was the area of interest to the researcher. Of further interest was if the improvement in teaching practice, if any, had an observable effect on student achievement in the classrooms of peer-coaches. Finally, whether or not the teaching improvement of peer-coaches varied according to their years of teaching experience was also investigated. Methodology. Descriptive and ex post facto research was used in the design. A purposive sample of peer-coaches and site administrators across six school districts participated in a survey instrument and focus groups to gather both qualitative and quantitative data. Peer-coaches and site administrators rated the degree of teaching improvement on a six-point Likert scale in each of six teaching standards and identified the student evidence that supported their rating. Focus groups reported on the actual teaching strategies that had improved to elicit the reported student results. The data were analyzed using descriptive statistics and the t-test of difference. Findings. Peer-coaches in all experience groups improved in all six teaching standards as a result of their coaching experience. An additional finding was improvement in the work products, assessment results, and attitude and behavior from the students of the peer-coaches. Conclusions and recommendations. Districts may consider using peer-coaching as their primary model of professional development for both new and veteran staff. Leaders should provide the framework and structure from which to work, school site and individual goals must be established, and providing time for meaningful exchange between teaching professionals is compulsory.