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#4 – Fall 1993

A Poem: The Usurpers • Success Story: Direct Instruction Reaches Special-Needs Students • What’s Worse: An Evil Conspiracy or a Very Bad Accident? • Sacrosanctity versus Science: Evidence and Educational Reform • Perspective: An Interbehavioral Approach to Teaching and Problem Solving in Education • International: When Will They Ever Learn? • Book Review: School’s Out: The Catastrophe in Public Education and What We Can Do About It by Andrew Nikiforuk, 1993 • Overview: Beginning Reading Instruction • Success Story: Beginning Reading for Bilingual Students • Romance and Reality • Reading Recovery: Educationally Sound and Cost Effective? • Do Word Processors Really Make Good Spellers Obsolete? No! • Common Reading Problems and Tools to Solve Them • Has Your Child Been Academically Abused in Reading? • International: Reading Instruction in Germany

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Categories: Volume 12

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

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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.