Promoting Student–Teacher Interactions: Exploring a Peer Coaching Model for Teachers in a Preschool Setting

Abstract

Peer coaching provides an attractive alternative to traditional professional development for promoting classroom quality in a sustainable, cost-effective manner by creating a collaborative teaching community. This exploratory study describes the development and evaluation of the Colleague Observation And CoacHing (COACH) program, a peer coaching program designed to increase teachers’ effectiveness in enhancing classroom quality in a preschool Head Start setting. The COACH program consists of a training workshop on coaching skills and student-teacher interactions, six peer coaching sessions, and three center meetings. Pre-post observations of emotional support, classroom organization, and instructional support using the Classroom Assessment Scoring System of twelve classrooms assigned to peer coaching were compared to twelve control classrooms at baseline and following the intervention. Findings provide preliminary support that the peer coaching program is perceived as acceptable and feasible by the participating preschool teachers and that it may strengthen student–teacher interactions. Further program refinement and evaluation with larger samples is needed to enhance student–teacher interactions and, ultimately, children’s adaptive development.

What are undergraduate students’ perceptions of a peer coaching model intended to foster effective electronic communication strategies with parents?

“…Overall, students stressed the need to incorporate more situations that allow them to practice contacting parents in their professional-training courses. This finding is consistent with studies that reiterate the benefits of incorporating opportunities in preservice programs that are embedded within the context of future professional experiences (Johnson et al, 2017;Robertson, 2008). Caspe (2003) states the need for preparation programs that develop teachers' communication skills.…”

“…Being an active listener and providing "non-evaluative feedback" are particulars of the peer coaching model. Peer coaching creates an open environment in which evaluation and judgment are not at the core of the professional relationship (Johnson, Finlon, Kobak, & Izard, 2017).…”

“…Researchers found that the coaching and professional development had positive outcomes on children's language and selfregulation skills. Professional programs that rely only on didactic workshops have not produced as sustainable and relevant benefits as programs incorporating varied methods, such as individualized feedback, consultations, and "in-service training" (Johnson et al, 2017). To address this need, the use of peer coaching as a supplemental method of instruction has become more common in preservice training.…”

“…Peer coaching was first used as an in-service form of training but since the 1980s it has become more prominent in preservice programs (Lu, 2010). Peer coaching addresses the growing need for approaches that are practice-based for professionals working with children (Johnson et al, 2017). The adaptability of this model allows coaches to develop experiences that are contextualized in real-life events in the field (Brown, Collins, & Duguid, 1989).…”

Migrant adolescents’ behavioral problems compared to host adolescents and adolescents in their region of origin: a longitudinal study

“…These theories emphasize different aspects of student-teacher interaction, but they all agree that emotional support, connectivity, intimacy, and sensitivity are key determinants of the relationship’s quality. Healthy and strong interpersonal relationships also foster healthy socio-emotional development and well-being [ 56 , 57 ]. Further, they might steer adolescents with high initial levels of problem behaviors away from a trajectory of increasing problems throughout adolescence.…”