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#2 – Fall 1999

  • The Importance of Student Participation in Direct Instruction Research
  • A Comparison of Spelling Mastery and a Whole-Word Spelling Approach Across Elementary Grades in a Title 1 School
  • Using Paraprofessionals to Deliver Direct Instruction Reading Programs
  • The Benefits of Being High School Corrective Reading Peer Instructors
  • Stages of a Direct Instruction Adoption
  • Changing Teaching Practices: A Follow-up Study of Participants in a Summer Clinic
  • A Comparison of Assessment Results Between the Reading Mastery Program and the Qualitative Reading Inventory-II
  • Direct Instruction and Gf-Gc Model of Cognitive Abilities: Implications for Improved Educational Outcomes
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Categories: Volume 18

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Curriculum Decision Maker
School and District Leader

Interested in learning how to implement Direct Instruction in your district, school, or home? NIFDI can help. Click a button below to learn more. 

Leaders
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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.