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Direct Instruction News (Archive)

Direct Instruction News / Effective School Practices Archive

Direct Instruction News was first published in the fall of 1981 to promote school practices validated as effective through the scientific method in educational research. Beginning in the winter of 1993 (Volume 12), Direct Instruction News was renamed Effective School Practices. The publication reverted to its original title, Direct Instruction News, in the spring of 2001 (Series 2). Both Direct Instruction News and Effective School Practices have focused on publishing recent efficacy studies on Direct Instruction (DI), reflections from educators on implementing and administering DI programs, and news related to DI.

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
Coaches
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.