The Superintendent‘s Role In Developing Peer Coaching

Abstract

The purpose of this qualitative study was to discover how the behaviors of Indiana School district-level leaders create a culture of instructional, peer coaching in the district. An additional purpose was to discover any similarities between how district level leaders and leaders from different sized corporations behaved to create a climate of peer coaching. The increase in accountability brought about by both federal and state legislation has placed greater emphasis on providing each classroom with highly-trained instructors. One method of professional development that is currently being used to help ensure that students have access to excellent teachers is peer coaching; also known as instructional coaching. The related literature reviewed included the areas of peer coaching benefits, the characteristics of peer coaching and the role of administrators in peer coaching. Lastly, one theoretical model of peer coaching was reviewed. The participants in the study were nine school-district leaders from across the approximate northern third of Indiana. These leaders were interviewed and some common behaviors were identified. These behaviors included involvement in the coach selection process, securing funding for coaches, providing professional development for coaches and providing coaches to elementary teachers in literacy. Insight gained from this study should help district-level leaders create a climate conducive to peer coaching.