Implications of peer coaching on teaching practices and student learning: Perceptions from elementary teachers

The purpose of this study was to determine what elementary teachers perceive to be the impact of peer coaching on student learning. The study was limited to a purposefully selected sample of districts or schools that have participated through the Southeastern Regional Vision for Education's (SERVE) Peer Coaching Training. An open and closed-ended survey was administered with 95 of the recipients responding. Teachers indicated with a 65%–70% agreement that increased reflection on personal teaching strategies and improved questioning techniques were results of peer coaching that would impact student learning. Sixty-four percent of respondents indicated that students spent more time engaged in higher order thinking as a result of peer coaching. The survey results indicated that the majority of teachers observed that there was increased engagement by students and that teachers were reflecting on their own practices to improve student learning.