Low-inference transcripts in peer coaching: a promising tool for school improvement

Abstract

Purpose -The purpose of this paper is to examine highly detailed "low-inference" transcripts (LITs) of peer coaching conversations, drawn from two public US high schools located in New York City, to explore the kinds of interactions that led peers to be more reflective about their instructional practice. Design/methodology/approach -Using the constant-comparative method of analysis, highly detailed LITs of peer coaching conversations were analyzed to identify instances where peers had what the researchers identified as an "Aha!" moment, where the peer's prior belief or opinion about their instruction and/or planning shifted. Subsequent re-coding identified specific strategies that caused the shift. Findings -Three kinds of interactions were identified as leading to an "Aha!," all of which involved a thoughtful and strategic use of the LITs during the coaching conversation. Conversely, findings suggested that passive use of the transcripts was less successful. Research limitations/implications -Future research should explore the nature and staying power of the shifts in peer thinking, and the extent to which these shifts lead to instructional changes and improved student performance. Practical implications -LITs are a promising tool for instructional coaching. The evidence suggests when in the hands of a skilled coach the transcripts can shift teachers' thinking in ways that are likely to improve instructional practice and thus student outcomes. Originality/value -This study highlights the value of pairing strategic and thoughtful peer coaching with highly detailed LITs, and identifies specific kinds of interactions that lead to shifts in thinking about instruction.

Experiences of aspiring school principals receiving coaching as part of a leadership development programme

“…Meta-analysis of instructional coaching of Kraft and Blazar (2018) confirmed large positive effects on both instructional practice and student achievement and discussed the challenges of scaling up. Several studies also share the effectiveness of peer coaching (Hooker, 2014;Kidd, 2009;Rivera-McCutchen and Sharff Panero, 2014). Lu's (2010) review of the literature on peer coaching in preservice teacher education confirmed the value of peer coaching in that setting.…”

The developmental needs of coaches and coachees

“…Whipp and Pengelley (2017) found that peer coaching cultivated a sense of solidarity when there was a focus on strength (as opposed to the coachee’s weaknesses) and when the peer coach offered feedback and evaluation in the form of a “critical friend” (p. 99). Peer instructional coaching was found to alleviate tensions such as principal overwork (Rivera-McCarhen and Scharff Panero, 2014), to help to create a culture of learning based on dialogue and reflection (Jewett and MacPhee, 2012) and to provide a framework that encouraged participants to reflect and collaborate more with peers (Salter, 2015).…”

Using Improvement Science to Better Support Beginning Teachers

“…Across fields, offering feedback on novices’ performance is a standard mode of professional development. Giving effective feedback is a challenging and complex undertaking, but some basic practices have been identified as enhancing the effectiveness of feedback in a variety of contexts, such as using data and evidence in feedback conversations; offering specific, descriptive feedback; giving feedback frequently and continuously over time; contextualizing feedback appropriately; establishing and maintaining trust and respect between feedback provider and recipient; and engaging the recipient’s performance goals in feedback conversations (Brinko, 1993; Ende, 1983; Hattie & Timperley, 2007; Myung & Martinez, 2013; Park, Takahashi, & White, 2014; Rivera-McCutcheon & Scharff Panero, 2014).…”