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John Penn staff describe peer‑coaching program they say is boosting instruction and collaboration
Summary
School principal Erin Teasen and John Penn Elementary staff presented a peer‑coaching model that uses classroom video and scheduled observations; the building set a goal that 100% of staff complete two peer‑coaching rounds this year and reported positive teacher feedback and early instructional gains.
Erin Teasen, principal of John Penn Elementary, told the North Scott Community School District board on Jan. 27 that her building is implementing a structured peer‑coaching program intended to strengthen teaching practice and student outcomes. She said the program focuses on building a collaborative culture, refining systems and improving instruction and that the building leadership team set a goal for 100% of staff to participate in two peer‑coaching cycles this academic year.
Teasen said the approach uses short video or audio clips of teachers’ instruction so colleagues can observe specific practices and provide targeted feedback. “We were mindful of that and engaged in a protocol to give one another feedback,” she said, describing triads and randomized grouping used to rotate observers and hosts. The team also scheduled substitute coverage so peers could visit classrooms without disrupting instruction.
Megan Delaney, a classroom teacher who participated, described the experience as “so good to get back into the class of other people and see their passion for kids.” She said observing instruction across grade bands helped teachers understand foundational skill progression. Instructional coach Shanna Robinson and reading‑recovery teacher Sherry Macular described the reflections as useful for confirming effective practices and identifying small tweaks.
District staff outlined logistical costs and planning: the first cycle used two full‑day substitute teachers and one full‑day plus a half‑day substitute on another day to cover classes during observations. Teasen said the team plans a second round using the same protocol and will analyze reflection data to tweak the process. The presentation noted that the peer‑coaching work was embedded in the building’s comprehensive school improvement plan and would be made available as a model for other elementary buildings in the district.
The board praised the emphasis on culture and teacher leadership. Next steps include a follow‑up reflection meeting for teams in the district professional‑development schedule and continued use of Friday early‑out times for staff learning.
