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Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2007). SuperVision and Instructional

Leadership: A Developmental Approach, 143-150. Boston: Pearson Allyn & Bacon.

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The general information is given on the video about what the Teacher Coaching is.

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What is Teacher Coaching? (Early Math Collaborative)

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The close monitoring must be established for the peer-coaching programs. The supervisor must be available to peer teams as a resource person and must monitor the needs of peer teams and be able to step in to help. The supervisor can simply walk around the hallways and check with peer coaches every week and can ask to write notes on their team progress in the faculty meetings.

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The best plan for scheduling must be arranged for the peer-coaching because peer-coaching will require additional time, the program will be voluntarily. The peer teachers should be observing the others, so sub teachers should be arranged to cover their classes.

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Before implementation, preparation of the teachers would include on understanding the purpose and procedures o peer coaching, conducting a pre-conference for determining the the focus of observation, conducting and analyzing an observation to distinguish between observation and interpreting classroom events  and conducting to post-conferences with different approaches for developing action plans.

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At the beginning of the peer-coaching program, the purpose and goals must be clarified very well. The first step is to meet with teachers to discuss how a proposed peer-coaching program would fit into a school's or district's instructional goals then to decide on the specific purposes on the program.

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To be successful, peer coaching needs components addressing purpose, preparation, scheduling and troubleshooting. (Glickman, Gordon & Ross-Gordon, 2014)

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To be successful, peer coaching needs components addressing purpose, preparation, scheduling and troubleshooting. (Glickman, Gordon & Ross-Gordon, 2014)

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By Yusuf Kaynak