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Geoff Colvin to Receive Direct Instruction Hall of Fame Recognition

Geoff Colvin to Receive Direct Instruction Hall of Fame Recognition

The NIFDI Board of Directors selected Geoff Colvin to be inducted into the Direct Instruction Hall of Fame. Geoff has dedicated his career to applying the principles of Direct Instruction to teaching behavior skills to a wide range of students and establishing school-wide behavior programs.

Coming to the US from Australia, Geoff earned his Master’s Degree in 1978 and his Doctorate of Philosophy in 1981, both at the University of Oregon. He founded Behavior Associates in 1985 and continues to consult in schools around the world.

He served as President of the Association for Direct Instruction from 1989 to 2005. From 1991-1999, Geoff was a Research Associate at the Division of Learning and Instructional Leadership at the University of Oregon.

While there, he was Project Manager for Project PREPARE, a five-year project to conduct research into effective means for staff development in the area of assisting schools to provide services for problem behavior students. This work, with a team of other notable developers, led to the creation of Positive Behavior Interventions and Supports (PBIS).

Geoff will be celebrated and presented with his recognition on Thursday, July 23rd, at 4:30 in conjunction with the National Direct Instruction Conference. Please join us in extending our congratulations and thanks to Geoff for a lifetime of contributions to education!

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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.