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Zach Groshell Releases Podcast Featuring International Educators

Zach Groshell Releases Podcast Featuring International Educators

Zach Groshell recently released episode 13 of the DI Podcast. This installment features interviews with educators Jon Owen in the United Kingdom and Jessica Colleu Terradas in Australia. They share their experience in implementing DI in a variety of settings. They both speak of the need for high-quality training, as well as the value of continued support, and how NIFDI has fit into fulfilling those needs.

Click here to access the interviews and hear what these two have to say about Direct Instruction, NIFDI, and their conference experiences.

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What is a Peer Coach?

Peer coaches play a critical role in sustaining strong implementation of Direct Instruction (DI) at the school level. Selected during the first year of implementation, peer coaches are classroom teachers who demonstrate strong instructional practice, effective communication with colleagues, and a willingness to support others. Because they teach the same programs as their peers, they bring practical expertise and shared experience that help build trust and collaboration across the school.

As implementation progresses, peer coaches extend the impact of NIFDI consultants by providing ongoing, school-based support when consultants are not on-site. Their coaching is non-evaluative and focused on improving student outcomes. Peer coaches reinforce effective teaching practices and guide colleagues to make targeted adjustments that directly impact student performance and behavior.

Peer coaches participate in a structured, multi-year training sequence through NIFDI. Over the course of two to three years, they are trained to analyze student performance data, conduct both brief and extended classroom observations, and support data-driven problem solving. Advanced training prepares them to lead grade-level meetings and contribute to broader instructional planning with school leadership.

By developing peer coaches, schools build internal capacity to maintain and strengthen DI implementation over time—ensuring continuity, supporting new staff, and driving sustained student achievement.