Pedagogical Peer Coaching: Elevating Teaching & Learning Practices

Pedagogical Peer Coaching (PPC) is a powerful tool for faculty development that offers educators a confidential and supportive space to refine their teaching practices. Through course observations, collaborative discussions and faculty-led learning communities, PPC is a source of continuous improvement without the pressure of formal evaluation or hierarchy. Thanks to fresh perspectives and targeted feedback, this collaborative peer coaching system should be seen as a major asset for steering effective teaching and learning experiences.

Peer Coaching

Teaching is perhaps one of the most rewarding professions that exists. Having the possibility of accompanying students on their learning journey is a privilege, as is the joy of seeing those “Eureka!” moments in a student’s eye when, suddenly, a reasoning falls into place. But teaching is also a somewhat lonely activity: when you develop material, exercises, activities or other, you’re generally on your own in front of your computer, trying to visualize the impact of what you’ve so carefully designed and planned. It can be even lonelier when you receive your students’ evaluation of teaching (SET) and those efforts may not have paid off. Yet, teaching does not need to be lonely – that’s exactly what pedagogical peer coaches (PPC) are all about.

What is a Pedagogical Peer Coaching?

A PPC is someone who provides support to new or seasoned colleagues in their teaching at all levels, across the spectrum of the various “zones” that span the process between teacher thinking and action (McAlpine et al., 2006). In the conceptual zone, PPCs can help teachers formulate their teaching philosophy – the values and concepts that form the backdrop of why you teach.

In the strategic zone, support can come in the form of course redesign, writing unit descriptions, or ideas for evaluations. In the tactical zone, developing subject-specific approaches or digitalizing course content are examples of areas of discussion. In the enactive zone, PPCs are there to provide support for challenging situations, increasing student engagement, designing activities or other. In all cases, the PPCs role is to be a critical friend – to help a teacher, not by providing answers, but by asking the right questions.

The most common activity of a PPC is generally course observations, as this is an excellent starting point for pedagogical discussions. It’s a first step that is not always easy to take; no one likes to be observed, and fear of criticism is often a barrier. There is a big gap between critique and criticism that is important to note. A PPC does not judge, nor tell you what to do, and certainly does not criticize.

Course observations are a healthy thing, even a necessity. We all need an objective, external point-of-view, where someone takes the role of the learner and lets us know what we can make improvements on. Nobody’s perfect as they say, and every course observation done will always lead to new ideas that can help improve the students’ learning experience. Course observations are a win-win activity, enriching both the observer and the teacher being observed.

Is a PPC the Same as a Pedagogical Counsellor?

There can be some confusion about the role of a PPC within an institution, compared to the more “conventional” role of a pedagogical counsellor. Although they may seem similar, the differences are actually considerable. A pedagogical counsellor occupies an institutional role, and is involved in creating the pedagogical framework within which an institution operates (guidelines, program design, SET, etc.); whereas a PPC is simply a peer. Counsellors are often required to evaluate teaching, and can be imposed on a teacher.

A PPC does not evaluate, and is never mandatory. Moreover, a pedagogical counsellor reports to someone, and therefore will have objectives to fulfill. This is clearly not the case of a PPC; they are independent and not evaluated on results. This gives a clear advantage to PPCs, as all their work remains entirely confidential. Nothing discussed with a PPC is ever revealed to anyone in the hierarchy, giving more freedom of action to the PPC.

Collaboration in Education

PPCs have many things in common, starting with a considerable number of years of teaching experience. But being a seasoned teacher is not the same as being a pedagogical coach. PPCs need (and have received) specific training on pedagogy, but also on coaching techniques, and how to align the two. Amongst other things, overcoming resistance, determining the problem versus the need, developing active listening and encouraging metacognition are all skills that PPCs need to master to be effective in their work to be able to provide the most impactful support possible.

Beyond training regularly, EHL PPCs also organize events in collaboration with faculty development, such as drop-in sessions, supporting the Teaching & Learning Exchanges community of practice, or developing tools for faculty self-evaluation (such as collaborating with Dr. Sébastien Fernandez on the EHL Teaching Signature).

How Do You Maintain a PPC System?

There are several key elements that need to come together for a PPC system to flourish. First and foremost, institutional support and recognition are vital. The faculty development team’s support and drive have paved the way for the PPCs, providing opportunities, ideas and activities to enhance the visibility of the work done by the peer coaches. Without this support, the PPC initiative would never have been able to continue.

Of course, a PPC system is useless without the buy-in of faculty. That commitment starts with visibility (knowing you can call on a PPC), continues with trust (knowing that it is confidential and that nothing is reported to hierarchy), but truly flourishes with the understanding that everyone needs a sparring partner from time to time.

Want to try something new? Bounce your idea off a PPC to get an outside perspective. Want some help with your asynchronous material? Consult a PPC digital specialist. Want to just see someone else in action? Come and observe a PPC in the classroom. No matter how great or small the need, there is always a PPC ready to help.

At EHL, we teach our students to excel in human interactions for the service industry, but we would not be very credible if we did not walk the talk internally. The PPCs are a service at your disposal to help you deliver the best possible learning experience for your students via the best possible teaching processes and peer support.

Karen Earl Erpelding  Senior Lecturer and PPC at EHL.

This article originally appeared on EHL Insights.