Facebook Twitter Linkedin Instagram Youtube Vimeo Tiktok

877.485.1973 ⎸ 541.485.1973
Info@NIFDI.org

#2 – Spring 1994

From the Field: Letters • Overview: Achieving Higher Standards in Mathematics • What If Those Math Standards Are Wrong?  • Divide and Confound • Déjà vu–The New “New Math” • Meeting the NCTM Standards through DI: Connecting Math Concepts (CMC) • A Response to “Sacrosanctity Versus Science” • Reaction to Feinberg-McBrian’s Comments • Research-Based Guidelines for Selecting a Mathematics Curriculum • Research Brief: A Validation Study of CMC • Accelerating Cognitive Growth Using CMC: The Edison School Math Project • Evaluating a Mathematics Program for Adoption: CMC • The Effectiveness of Videodisc and Traditional Algebra Instruction with College-Aged Remedial Students • Raising Mathematics Problem-Solving Performance: Do the NCTM Teaching Standards Help?

Download
Categories: Volume 13

Click here to view all documents.

Which best describes your role?

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
Teachers
Parents
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.