Peer Support:
A Collaborative Approach
to Teacher Improvement

by

Lynn Ann Kelly White

A thesis
presented to Brandon University
in fulfillment of the
thesis requirement for the degree of
Master of Education
in
Curriculum Instruction

Brandon, Manitoba, Canada, 2018
©Lynn White 2018

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Approval Page
FACULTY OF EDUCATION

The undersigned certify that they have read, and recommended to the Senate for acceptance,
a MASTER'S THESIS entitled:
Peer Support: A Collaborative Approach to Teacher Improvement
-----------------------------------------------------------------------------------------

Submitted by: Lynn Ann Kelly White

In partial fulfillment for the requirements for the degree of:
MASTER OF EDUCATION

Date: August 29, 2018

Signature on file.________
Supervisor:
(Dr. Tom Skinner)
Signature on file._________
Committee member:
(Dr. Jacqueline Kirk)
Signature on file. _____
Committee member:
(Dr. Michael Nantais)

Permission has been granted to the LIBRARY OF BRANDON UNIVERSITY to
lend or sell copies of this thesis to the NATIONAL LIBRARY OF CANADA, to
microfilm this project and to lend copies of the microfilm: and to UNIVERSITY
MICROFILMS to publish and abstract.

The author reserves other publication rights, and neither the project nor extensive
extracts from it may be printed or otherwise reproduced without the author's written
permission_

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Abstract
Many teachers today struggle to meet the differentiated needs in their classrooms. Mentorship
programs are often available to teachers in the first five years of teaching, but after the initial
induction process there is little support for teachers. In the past, when teachers were identified as
struggling in the classroom, they were evaluated through the supervisory process by their
administrators. With a collaborative mentor to guide and support them, would teachers have the
ability to improve and sustain that growth? This study of the Peer Support Program in
elementary and high schools in Surrey, British Columbia, had 31 participants: 19 female and 12
male teachers between the ages of 26 and 50, with 1-25 years of teaching experience. The mixed
method research incorporated an online survey with all participants and five one-on-one
interviews. Of the teachers participating in the study, 85% rated the Peer Support Program as
above average for effectiveness, and would recommend the program to colleagues. Teachers
reported sustainable improvement to their teaching practice after participating in the Peer
Support Program. Providing a collaborative program such as the Peer Support Program is one
viable option to support teachers in improving their teaching practice and reducing teacher stress
and burnout.
Keywords: peer support, mentorship, teacher improvement, struggling teacher, collaboration

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Acknowledgements
I would like to take this opportunity to thank the Surrey School District and the Surrey
Teacher's Association for allowing me to conduct this research. I would especially like to
acknowledge the teachers who took the time to share their experiences with me by survey and in
interviews. I truly appreciate your willingness to tell your stories and this study would not have
taken place without all of you. To Dr. Tom Skinner, my amazing faculty advisor, thank you for
your never-ending patience and understanding and for waiting to retire until I was finished. To
my committee members, Dr. Jacqueline Kirk and Dr. Mike Nantais, thank you for your input and
helping me to publish this study. To Dr. Marion Terry, I will always appreciate the fact that you
taught me how to argue about comma placement and that I made it through this process without
falling into a comma coma. To my valued friends, Andrea Loepp, Lara Klassen, Tobi Reisig,
Cindy Defazio, and my sister Lori Hodder, thank you for encouraging me to keep going, even
when I really felt like giving up. Your love, friendship, and support have meant the world to me
and I do not know what I would do without the four of you. To my Mom Carol, who taught me
the importance of hard work, setting goals and perseverance through adversity, who kept urging
me to get it done, and has always been there to remind me how proud she is of me for my
accomplishments, thanks Mom! Finally, to my husband Michael, I truly could not have done
this without your love, support, faith, and partnership. You are the most incredible husband and
partner I could ever hope to have. To my girls, Rileigh and Samantha, thank you for your
encouragement, support, and motivation. I hope that I have been able to model for you both the
importance of pursuing your dreams and sticking with something even when life puts challenges
in your path. I cannot wait to see where your own educational journey takes you, and I will be
there to support you just as the two of you and all of these amazing people have been there for
me.

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Table of Contents
Chapter 1
Introduction
Background
Purpose
Significance of the Study
Researcher Background
Definition of Terms
Thesis Overview
Chapter 2
Literature
Supervisory Process
Professional Growth Plan
Formal Evaluations
Intensive Supervision
Marginal Teachers
Peer Support
Peer Coaching
Mentorship
Age and Stage
Contingencies for Success
Summary
Chapter 3
Methodology
The Research Problem
The Research Questions
Mixed Method Research Paradigm
Traditional Research
The Research Design
Ethical Considerations
Validity, Trustworthiness and Triangulation
Sampling
Data Collection
Data Analysis
Limitations
Summary
Chapter 4
Research Findings
Demographic Data
Survey Data
Interview Data
Study Follow-Up
Summary

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Chapter 5
Discussion and Recommendations
Research Questions and Discussion
Profile of Program Participants
Required Supports
Perceived Effectiveness of the Peer Support Program
Time for Reflection
Time for Planning
Ongoing Supports
Negative Aspects
Changing Perspectives
Sustainable Improvement
Recommendations for Practice
Program Administrators
School Administrators
Peer Support Teachers
Recommendations for Further Study
Summary

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References

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Appendices
Appendix A: Ethics Certificate
Appendix B: Information Form
Appendix C: Peer Support Program Survey
Appendix D: Initial Contact for Interview Script
Appendix E: Interview Questions

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List of Figures
Figure 1 Types of Peer Supports Provided
Figure 2 Peer Support Effectiveness
Figure 3 Number of Times Participants Accessed the Peer Support Program
Figure 4 Characteristics of the Peer Support Teachers
Figure 5 Teacher Supports Provided by the Peer Support Teachers
Figure 6 Positive Characteristics of the Peer Support Program
Figure 7 Perceived Negative Characteristics of the Peer Support Program
Figure 8 Characteristics of the Administrators
Figure 9 Significant Additional Comments Made by Participants

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List of Tables
Table 1 Participants' Years of Teaching Experience by Gender
Table 2 Age of Survey Participants by Gender
Table 3 Level of School Taught by Survey Participants by Gender
Table 4 Teacher Classification of Survey Participants by Gender
Table 5 Ways That Survey Participants Referred to the Peer Support Program
Table 6 Types of Supports Required
Table 7 Length of Time Supports Were Required

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Chapter 1
Introduction
Teachers today are expected to teach more than reading, writing, and arithmetic. There is
an expectation that teachers are also responsible for teaching social emotional learning, personal
safety, mental health, and technology, and to act as counselors and social workers to their
students and families. All of these lessons take place in inclusive classrooms with differentiated
needs. A typical classroom will have students with a range of learning needs, as well as special
needs students who are funded by the provincial government for reasons such as autism spectrum
disorder, Down's Syndrome, cerebral palsy, and emotional behaviour disorder, to name a few.
Classroom teachers are expected to meet the needs of every child in their classrooms, often with
limited supports and resources. My own classroom this year consisted of 9 provincially
designated students in a classroom of 27 students with two full time Certified Educational
Assistants (CEAs) for support. One of those designated students required the full time support of
one CEA, leaving the other CEA to assist with the eight other students requiring substantial
supports throughout the day. My grade group partner's classroom consisted of 11 designated
students in a classroom of 27 students with two full time CEAs to give daily support. Our
classrooms were not considered anomalies, but the norm in the current educational climate.
Taking all of this into consideration, teachers today must be prepared to be in classrooms where
the expectation is that they have the professional knowledge, skills, and capacity to manage
classrooms with these differentiated needs and teach the mandated curriculum in a way that is
engaging for all learners.
Meeting the needs of these differentiated classrooms is a challenge, but most teachers are
able to plan and implement strategies to ensure that they are meeting their classroom demands.
However, a small percentage of teachers struggle to work effectively in their classrooms. In the

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U.S., 5-15% of the 2.7 million teachers in public school classrooms perform at incompetent
levels (Tucker, 2001). Statistics in Canada identify approximately 5% of licensed educators as
incompetent (Menuey, 2009). These struggles can be related to classroom management,
curriculum implementation, working collaboratively with colleagues, time management,
technology implementation, and personal issues, as some examples. For the purpose of this
study, teachers who had difficulties meeting the demands of their classrooms have been referred
to as struggling teachers.
Struggling teachers may have issues with classroom management, setting structures and
routines, organizing the classroom environment, meeting deadlines, and chronic tardiness or
absences. Some experience frustration with students and demonstrate emotional outbursts.
Struggling teachers frequently also experience difficulties with colleagues, students, and parents.
When administrators identify teachers who exhibit signs of struggling, there are several ways
that they provide the interventions necessary to support teachers in order to improve their
professional practice.
Background
In many school districts, teachers are on a cyclical evaluation track that entails a formal
evaluation by their administrator every three to four years. This evaluation takes the form of
observations throughout the school year, with debriefings and a summative assessment at the end
of the year. In between these formal evaluations, teachers in many school divisions are expected
to submit professional growth plans to their administrators at the beginning of the school year
that outline their professional goals for the year, including a plan and timeline for accomplishing
these goals. Each professional growth plan is discussed with the administrator and reviewed at
the end of the school year to ensure that the teachers have met their planned goals for the year.

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When an administrator has concerns about a teacher's practice, these concerns are often
communicated during the initial professional growth plan meeting at the beginning of the school
year. Although the professional growth plan is teacher directed, administrators can make
recommendations to the teachers at this stage for areas of required growth based on their
identified concerns. These professional growth plan meetings offer administrators a way to
collaboratively work with teachers who are experiencing difficulties in meeting the demands of
their classrooms. Together the administrator and the teacher can develop a plan for the year that
includes the teacher accessing needed supports or professional development opportunities to
assist in improving their teaching practice. This can also occur in the formal evaluation year
with the administrator and the teacher working collaboratively together to identify areas for
improvement and the necessary supports to improve professional practice. When an
administrator has worked with a teacher through the stages of the professional growth plan and
formal evaluation process, but the teacher continues to struggle to meet classroom demands, the
next step has traditionally been the intensive supervision process.
The intensive supervision process is considered by many administrators as a costly,
labour intensive process that strains their relationships with the teachers and does little to
improve teacher practice for a sustained period of time (Menuey, 2009; White, 2009). Often,
teachers will demonstrate improvement in the deficit skills while taking part in the intensive
supervision process, but the changes are not sustainable and over time they fall back into the
same struggles again. It is not uncommon for the same teachers to go through the intensive
supervision process, cyclically, dependent on the evaluation processes in their school divisions.
Many struggling teachers, finding the evaluation process stressful, feel that they have no other
choice but to take medical leave for their own personal well-being.

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Another aspect of the intensive supervision process is the impact it has on the collegial
relationships in a building. Teachers who are going through the intensive supervision process
will often isolate themselves from colleagues, or when a teacher has been through this process
many times, colleagues may tend to distance themselves rather than get drawn into supporting
someone who does not have the capacity to effectively do the job. Resentment can also develop
amongst a staff over time when the incompetence of a colleague has a negative effect on their
own classrooms and students (Menuey, 2009).
The relationship between the administrator and staff can also be damaged if the
struggling teacher is well-liked by colleagues and they perceive the administrative involvement
as unfair. Finally, the struggling teacher can have a negative influence on community relations
because parents become aware that a teacher is having difficulties meeting the classroom
demands. Often parents will voice concerns about the teachers' lack of ability to administration
and other parents, requesting that their children be placed in alternate classrooms or moving their
children to an alternate school as a last resort. For all of these reasons, the intensive supervision
process is acknowledged by many administrators as an ineffective means to bring about
sustainable improvement in a struggling teacher’s practice.
There is a growing trend in the area of peer support. Peer support helps teachers in need
of assistance by providing highly accomplished, veteran teachers for sustained, intensive periods
of time. These peer support teachers provide ongoing support through observing, sharing ideas
and skills, and recommending materials for further study (National Education Association,
1998).
In the U.S., Peer Assistance and Review (PAR) programs have been operating for the
past 30 years. These programs, which rely on highly expert mentor teachers to provide intensive

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support to veteran teachers who struggle and to new teachers being inducted into the teaching
profession, have proven to be more effective than traditional evaluation systems at both
improving teaching and making effective and timely personnel decisions (Darling-Hammond,
2013). In contrast to intensive supervision, peer support lends itself to a differentiated and
collaborative approach to assisting teachers in the improvement of their teaching practice. This
approach puts less strain on the collegial relationships in a school building and enables the
administrator and teacher to maintain a positive professional relationship.
In the profession of teaching, there are a number of teachers who struggle to meet the
demands of their classrooms for a multitude of reasons. Previous studies have identified that the
intensive supervision process has not resulted in sustainable teacher improvement for many
individuals. Peer support may be a more collaborative, collegial way first to identify the areas in
their practice where a teacher is struggling, and second to work with teachers in a supportive way
to improve their teaching practice. Just as we must meet the needs of the students in our
classrooms through differentiated teaching approaches that incorporate compassionate,
collaborative methods, so must we look at differentiating the ways that administrators support
struggling teachers in schools. A peer support model may be the collaborative solution that
provides the needed supports.
Purpose
Typically, three groups of teachers are worthy of peer support: the newly hired, those
veteran teachers who are not performing satisfactorily, and those veteran teachers who decide on
their own that they require assistance. Peer support teachers are trained to work with colleagues
in specific areas in a non-evaluative role. In many cases, teachers are given release time to meet
with peer support coaches and plan for instruction. Peer support teachers provide ongoing

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support through observing, sharing ideas and skills, modeling, co-teaching, and recommending
materials for further study.
A National Education Association article (1998) stressed that in order for a peer
assistance program to be successful, collaboration and support by both management and faculty
with participation from the union are the key. The success of peer support programs lies in the
collaborative nature of the process and the comprehensive training that peer support teachers
receive. Peer support teachers are chosen based on a high level of expertise in the teaching field,
are effective communicators both orally and in writing, and have the ability to work
cooperatively and effectively with others. Their training is extensive and ongoing in the areas of
current instructional methods and mentoring and coaching skills (Peer Assistance, n.d.).
The Surrey School District is located in British Columbia, Canada. It is the largest
school district in B.C., employing 5500 teachers in the year 2013. Teachers in the Surrey School
District are evaluated by their administrators in their first year of teaching. Teachers will receive
further evaluations only if they have a change in teaching assignment, an issue of competence
arises, or there is an investigation as a result of an allegation. Teachers in Surrey are not required
to submit professional growth plans. Between 2007 and 2013, three teachers were terminated for
incompetence or as a result of an investigation following an allegation.
For many years, the Surrey School District has utilized mentors to work with teachers in
their first five years of teaching. These mentors were never intended to work with seasoned
teachers who struggled to meet the demands of their classrooms. The Human Resources
department, in conjunction with the Surrey Teacher’s Association (STA), identified the need to
provide a support system for struggling teachers. In 2008, the Peer Support Service was started
with one full time peer consultant, trained by the British Columbia Teachers' Federation and the

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Justice Institute in conflict resolution. The intent of the Peer Support Service was to work with
teachers who were identified by their administrators, self-identified as struggling, or as a result of
an investigation by the Human Resources Department following an allegation. It was also
intended to support teachers returning to the classroom from a leave.
Due to the high demand in 2008, the Peer Support Service added a second Peer
Consultant in 2009. In 2013, three peer consultants were also released from their classrooms to
work in this role part time as the need arose. In 2013, each full time peer consultant worked with
12-15 teachers at any given time. The part time peer consultants worked with two to three
teachers at a time. From 2008 to 2013, approximately 50 teachers participated in the Peer
Support Service. Peer support took place for one to four months, depending on the needs of the
teacher being supported. The Human Resources Department re-evaluated the teacher at the
completion of the term of peer support to determine whether the teacher met the classroom
requirements or further support was necessary.
The purpose of this study was to obtain feedback from teachers who participated in a
Peer Support Service in the Surrey School District. These teachers had been identified as
struggling by their administrators, had self-identified as requiring support, had been investigated
following a documented allegation or were struggling to meet the demands of their classrooms
upon returning from a leave. Through surveys and interviews, the study attempted to find out
whether struggling teachers felt supported by the peer consultants and whether, after going
through the process for varied lengths of time, the participants in this Peer Support Service felt
that their teaching practice improved. The study also gathered information from participants
related to the strengths and weaknesses of the Peer Support Service. The study’s primary
research question was “In what ways do teachers, identified as struggling, experience

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professional growth as a result of participating in a Peer Support Program?” The sub-questions
were as follows:
1. What is the profile of the teachers who participated in the Peer Support Program?
2. How do the participants of the Peer Support Program feel that their teaching practice
improved as a result of receiving peer support?
3. What aspects of the Peer Support Program did participants feel were the most helpful in
the improvement of their teaching practice?
4. What aspects of the Peer Support Program did participants feel were the least helpful in
the improvement of their teaching practice?
5. Do the participants of the Peer Support Program feel that the improvement in their
teaching practice will be sustainable in the long term?
It can be assumed that the participants will have a perception that their teaching practice
improved as a result of the peer support. Due to the collaborative nature of the Peer Support
Service, this researcher predicted that the participants will rate the Peer Support Service
favorably. Those teachers who did not perceive that they had experienced improvement would
have an increased willingness to participate in the next level of intervention based on the support
they had already received from their peer consultants.
Significance of the Study
This study is significant in that there is very little Canadian based research with respect to
struggling teachers and the supports that they require. There are no other known peer support
programs in operation in Canadian school divisions, yet it is a fact that there are struggling
teachers in many schools. If this Peer Support Service is successful in assisting teachers to
improve their teaching practice and sustain that improvement, perhaps other school divisions

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may look to a peer support program to assist teachers who are considered as requiring support, as
an alternative or precursor to intensive supervision.
Additionally, the administrators of the Peer Support Program have operated the program
since 2008 and have not had the opportunity to gather feedback from its participants. This study
solicited feedback from the participants in a way that was private and confidential. The
administrators look forward to receiving this information to make adjustments to the Peer
Support Program in order to ensure that it is meeting the needs of the participants and to make
sure that the funding is in place to guarantee the Peer Support Program is available for teachers
in the future. Peer support programs have been in operation in the U.S. for a number of years as
a way of supporting struggling teachers to improve their teaching practice and meet the expected
Core Standards. In Canada, there is less literature available to reflect the supports in place for
struggling teachers. The Surrey School District Peer Support Program is of interest to the
researcher because it provides a collaborative model that strives to meet a growing need in
Canadian schools to support teachers who are struggling to meet the ever increasing demands of
their classrooms.
Researcher Background
The researcher is an 18-year veteran teacher who currently works as a grade two
classroom teacher in an elementary school in Kelowna, B.C. As an educator who provides
professional development opportunities to hundreds of teachers each year, it is customary to
work closely with teachers in their classrooms to program and implement curriculum that meets
the differentiated needs of students. The researcher has worked in schools in both Manitoba and
British Columbia, working alongside teachers who have shared their frustrations about the
struggles in meeting the demands of teaching. The researcher has worked in a supportive role

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with these colleagues, witnessed administrators taking a more directive approach with struggling
teachers, and seen colleagues go on leave when they no longer feel they are well enough to
continue teaching. In this researcher’s experience, the teachers who have shown the most growth
and improvement in their practice have been those who have had the opportunity to work
collaboratively with a peer, felt supported, and were given the time to be reflective about their
practice.
With the growing demands on the teaching profession, it is necessary for teachers not
only to understand how to provide instruction on the mandated provincial curriculum, but also to
be highly skilled in classroom management strategies, and to provide specialized instruction for
students with special needs. In many schools, there are teachers who struggle to meet these
demands who, once identified, require supports. The Surrey School District identified the need
to provide peer consultants to work collaboratively with struggling teachers. This study gathered
information from the teachers who had participated in the Peer Support Service in the Surrey
School District from the years 2011 to 2013. The researcher was interested in determining
whether the teachers who had participated in the Peer Support Service perceived that peer
support had improved their teaching practice.
This study also gathered information on the aspects of the Peer Support Program that the
participants felt were the most effective and those that they felt were not as effective.
Participants were also given the opportunity to participate in an interview to further share their
reflections on their experience with the peer consultants. The findings from this study will be
shared with the administrators of the Peer Support Program in order for them to evaluate the
effectiveness of the service and to ensure that the Peer Support Program will be available for
teachers in the future.

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Finally, a goal of this study was to provide a Canadian perspective in the area of peer
support, because much of the literature with respect to peer support is geared toward the U.S.
educational system. There is a need for more Canadian research to be published in the field of
education. The following section reviews literature with respect to teacher supervision,
struggling teaching, and peer support.
Definition of Terms
The following terminology has been used throughout this thesis.
administrators:
managers of school buildings, overseers of curriculum implementation and general
operation of a school
collaboration:
working with a colleague toward a joint goal
curriculum:
provincially mandated guidelines for what is taught in each school subject area
differentiated
instruction: taking the needs of all learners into consideration and planning to meet those
needs
elementary school:
kindergarten to grade 7 in the Surrey School District at the time of this study
marginal teacher:
a teacher who struggles to meet the demands of the classroom/school
mentorship:
a colleague working collaboratively in a supportive role with another colleague

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peer support:
another term used to describe mentorship
high school teacher:
grade 8 to 12 in the Surrey School District at the time of this study
struggling teacher:
another term used to describe a marginal teacher
Thesis Overview
Chapter 1 introduced the research, providing background information, the purpose, the
significance of the study, the researcher background and the definition of terms. Chapter 2
provides the literature review with respect to supervisory practice, marginal teachers, and peer
support. Chapter 3 describes the methodology used in the study and addressed the limitations.
Chapter 4 illustrates the research findings. Chapter 5 discusses the conclusions of the study with
analysis and interpretation of the data and recommendations for further study.

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Chapter 2
Literature Review
This literature review highlights what has been written in the research with respect to
supervisory process, intensive supervision, struggling teachers, and peer support. Wherever
possible, a current Canadian perspective is represented. The literature review has been divided
into three sections. The first section focuses on supervisory process, both historically and the
current trends. The second section highlights what has been written in the area of marginal
teaching and the characteristics of teachers who struggle. The final section emphasizes literature
in the area of peer support as one method to assist struggling teachers.
Supervisory Process
Professional Growth Plans
Supervising staff within a school building is one aspect of an administrator’s job that
takes a significant amount of time, but also the area that will reap results if handled in a way that
is supportive of the needs of staff. Today, many school divisions have moved in a direction of
making teachers accountable for their own professional learning with the expectation that
teachers submit a professional growth plan in the fall of each school year. These plans are
reviewed with the administrator to ensure that the teacher is focusing on a specific area of
professional development that reflects the goals in the school plan and divisional initiatives.
In 2004, Fenwick conducted a qualitative study examining teachers’ and administrators’
experiences, perceptions, and challenges in the implementation of a policy that supported teacher
professional growth plans. In this study, teachers and principals voiced concerns about the
"potential rigidity and linearity" (p. 259) of the professional growth plan process and about
"unclear links between goals and professional practice" (p. 259). Principals stated a problem in

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establishing "sufficient trust and teacher confidence in developing and sharing their learning
goals" (p. 273). Senior administrators were most concerned about teacher accountability and the
softening of the principal's supervisory authority with the introduction of the professional growth
plan. Some principals and "teachers described discomfort with a linear planning process applied
to professional learning, explaining that important knowledge related to practice is often
emergent and very difficult to articulate early in the year" (p. 273). Many teachers expressed
that professional learning is" more fluid and ongoing than the one year that the professional
growth plan process of plan-action-measure allows" (p. 273).
In Fenwick's (2004) study, first year teachers or teachers who had just been moved to a
new teaching area indicated they were focusing more on survival and felt unable to focus on
meaningful learning goals. Most principals talked about a professionals' "vulnerability in sharing
personal goals, revealing one's weaknesses with any colleague—especially the principal—who
has the power to evaluate and promote" (p. 273). Questions arose around the manageability of
setting realistic goals and about what constituted meeting the set goals. Teachers also expressed
concerns about the limitations of setting specific goals as an impediment to the spontaneity of
daily teaching and learning. Principals wondered about the limits of "appropriate" goals for
professional learning and about how to respond when teachers wrote goals related to "personal
development, learning goals related to a new career direction, trivial goals, goals irrelevant to
work, goals that comprise the routine expectations of teachers, or what seemed to be unrealistic
or unmanageable goals" (p. 274).
A significant concern was the perception by some administrators of weakened
accountability and "supervisory authority" (p. 275) that marginal teaching would not be
evaluated, and that teachers might not maintain a growth plan themselves as diligently because

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senior administrators would maintain performance appraisal records. Some wondered how
individual teachers could truly see areas they needed to improve without a principal to point
these out.
Despite all of these concerns, Fenwick (2004) concluded that both teachers and
administrators found that the professional growth models fostered learning, increased focus and
accountability, and increased collaboration. This increase in focus is a jumping off point for
more formalized evaluations that are a component of the supervisory process.
Formal Evaluations
Many school divisions have teachers on rotating 3-4 year evaluation cycles that ensure
the administrators conduct more formalized evaluations several times throughout the school year
and review these evaluations with the teacher being observed. This is an opportunity for the
administrator and teacher to work collaboratively to make a plan for improvement when there are
identified areas for growth (Beautiful Plains School Division, Policy JCB 2002; LRSD Policy
GCNA, 2010; RETSD Policy GCOE-R, 2009).
One of the drawbacks of this type of evaluation process is that the lessons that the
administrator observes are often contrived and are not a true reflection of the daily teaching and
learning that takes place in the classroom. Administrators have many teachers to evaluate in any
given school year, and scheduling the time to complete the observations, write-ups, and followup conversations becomes a major factor. Toch (2008) explained,
Today most school districts lack a credible system of measuring the quality of teachers'
work. A host of factors—lack of accountability for school performance, staffing practices
that strip school systems of incentives to take teacher evaluation seriously, teacher union
ambivalence, and public education's practice of using teacher credentials as a proxy for

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teacher quality—have produced superficial and capricious teacher evaluation systems
that often don't, even directly address the quality of instruction, much less measure
students' learning. (p. 32)
These professional growth plans and cyclical formal evaluations do act as a proactive means for
teachers to be reflective about their teaching practice and continuously mindful of areas for
improvement. They also provide administrators with the opportunity to identify those teachers
on their staff who may not be meeting the demands of their classrooms, teachers who are
considered struggling.
Intensive Supervision
Kaye (2004) referred to marginal teaching as "that which borders on incompetence and
prompts a supervisor to believe that the teaching needs to change and to improve" (p. 234).
Once a teacher has been identified by an administrator as marginal, it is expected that the
administrator will work with the teacher to ensure that the teaching practice improves.
In a poll conducted by the American Association of School Administrators in 1985,
“incompetent staff” was one of the top three administrative problems (Bridges, 1990, p. K9).
Menuey's (2007) study found that approximately 5-15% of teachers were considered
incompetent, yet of 200,000 educators licensed by the Ontario College of Teachers only 27 had
been terminated due to poor performance since 2004.
In another study, Mendleson (2009) reported that “in the past five years not a single
permanent teacher has been dismissed for incompetence in the largest school boards in Montreal
and Winnipeg” (para. 3). Mendelson pointed out that this lack of dismissal is not because these
incompetent teachers do not exist but that many administrators find the process that leads to the
dismissal of struggling teachers an extremely onerous task. After many hours of observations,

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documentation, meetings, goal setting and follow-up, if a teacher is still not meeting
requirements the protocol in many Manitoba school divisions is to place a teacher on the
Intensive Supervision Tract.
The River East Transcona school division Intensive Supervision Procedure (2009)
defines the intent of the Intensive Supervision process is as follows:
The Intensive Supervision Procedure has been established to assist those tenured teachers
who have been identified as not satisfactorily fulfilling the duties and responsibilities of
their position. The goal of the procedure is to provide a structured environment in which
these tenured teachers will have the opportunity to improve their performance. (p. 1)
This process involves time meeting with the teacher, setting goals, providing support, formal
observations, an exorbitant amount of documentation, a summative evaluation, and finally a
recommendation to the superintendent’s department which could include counseling, transfer,
change of assignment, professional development, or termination. Even though an administrator
has followed all of these steps, it is ultimately up to the superintendent to decide whether the
teacher will begin the intensive supervision process. At any part of this process, the teacher has
the right to have representation from the union present at meetings with the administrator.
Unfortunately, at this point, the relationship between the teacher and the administrator is often
irreparably damaged, because the administrator is required to be more direct with respect to
expectations and the teacher’s practice is put under a microscope.
The consensus of many principals is that the intensive supervision process is a costly and
time consuming endeavor that does not result in sustainable growth or development of the
teacher, and often leads to a breakdown in relationships between staff members within a
building. Rarely does the process end in the teacher being terminated from the teaching

18

profession if there is no improvement (Menuey, 2005; Tucker, 2001). More commonly,
intensive supervision leads to teachers going on stress leave or being transferred from school to
school.
When talking about improving a teacher’s practice, it is important first to understand
what may be causing the teacher to struggle. Perhaps once an administrator is able to identify
what is causing the teacher to have difficulties, the administrator will be in a better position to
assist the teacher in improving teaching pedagogy.
Marginal Teachers
According to Jackson (1997), marginal teachers have three common behaviours that have
questionable or negative effects on student learning: "failure to create an appropriate classroom
atmosphere, lack of personal insight and motivation, and unwillingness to accept responsibility
for problems"(p. 28).
Kaye (2004) explored teachers’ support for administrative practices implemented in
response to marginal teaching. Findings in her study revealed that administrative responses
could be categorized as compensatory, formative, normative, summative, or disciplinary.
Teachers were most supportive of formative supervisory practices that were implemented with a
goal to assist marginal teachers to improve, and were least supportive of compensatory and
disciplinary strategies. Kaye stated that “the need to understand marginal teaching is the need to
understand what is good or not good for children. This need was and remains a moral
obligation” (p. 235).
Kaye (2004) spoke of three types of marginal teachers: Flotsam, Jetsam, and Club Med
teachers. Flotsam marginal teachers are "consciously unskilled teachers" (p. 247), for example
beginning teachers and those new to a position. These types of marginal teachers are thought to

19

be temporarily marginal because as they are self-motivated with the ability to seek out the type
of support required to assist them to improve their teaching practice. These teachers tend to be
more self-reflective about their teaching practice. Collaborative practices are critical in assisting
these teachers to improve.
Jetsam marginal teachers are those left behind in times of change (Kaye, 2004). They are
overwhelmed by changes to curricula and the implementation of technology and new initiatives
without the time, resources, and support put in place to help them adapt to these changes. These
teachers exemplify a tiredness resulting from rapid change occurring. They tend to "erode the
energy and will of others" (p. 247). Jetsam teachers are aware of their ineffective teaching
practices, but lack the resources to make the necessary changes to improve due to fatigue,
frustration, and loss of hope. They are viewed by their colleagues with empathy, and it is
expected that supervisors will put the proper supports in place to assist the teacher to gain the
necessary skills. Peer support is seen as an effective strategy to assist Jetsam marginal teachers.
Finally, the Club Med marginal teacher is that individual who "makes a career out of
marginal teaching" (Kaye, 2004, p. 249). These teachers appear lax and lazy with little
connection for students’ learning and the profession of teaching. They do not necessarily view
themselves as unskilled and in fact may think that they work very hard. When Club Med
teachers show no indication of sustainable change, despite the implementation of assistive
strategies and due process, Kaye (2004) recommended legal steps toward dismissal as an act of
moral responsibility. The challenge facing policymakers and administrators is to make teacher
evaluation systems actually improve teaching performance and produce positive student
outcomes (Hoyle, 1990).

20

Principals in one study reported that approximately half of the teachers identified as
incompetent improved after participating in a remediation process (Tucker, 1997). In another
study, the most useful intervention strategies involved continuous classroom observations,
special instructional materials, and peer coaching (Henderson-Sparks, Ehrgott, & Sparks, 1995).
A peer support program may be considered as one type of assistance plan.
Peer Support
Peer Coaching
Experienced peer coaches Stover, Kissel,, Haag, & Shoniker (2011) described strategies
that they use to meet the professional development needs of individual teachers and encourage
professional growth. Their embedded approach to professional development focuses on teachercentered learning through the use of differentiation and reflection between the teacher and
literacy coach (p. 498). In Stover et al.'s experience effective professional development includes
the following:


ongoing modeling, practice, feedback, and reflection over time



literacy coaches and teachers engaging in a cycle of demonstration, observation, and
reflection



coach and teacher considering the learning outcomes of the students



teachers having a voice in the process of their own learning



coaches heeding the teachers’ voices so that coaching is differentiated and relevant to the
needs and interests of their teachers (p. 499)
Just as differentiating instruction for students in our classrooms is imperative,

differentiated support, based on teachers’ individual needs and learning styles, is crucial for the
work of a peer coach. Learning should be differentiated to provide multiple options for taking in

21

information, making sense of ideas, and sharing the information learned (Tomlinson & McTighe,
2006). This differentiation should occur in three ways: by the content being presented, the
process in which the information is conveyed and learned, and how teachers then take that
learning and implement it within their own teaching. It is imperative that differentiated coaching
involves adapting approaches to providing feedback so as not to alienate or distance oneself from
those being coached. The coach must build a rapport and trusting relationship with the teacher,
ensuring that the coaching occurs in non-threatening ways and is a non-evaluative support
system.
A coach’s primary job responsibility is to foster learning through reflection and ongoing
thinking by linking experiences with prior knowledge, in order to create a more complex
understanding. By means of this reflection, the teachers acknowledge the realities of their
classroom practice, helping them to make decisions about instruction that promote student
learning (Toll, 2006). The ultimate goal of working with a coach is to deepen the teacher’s
understanding of how students learn by facilitating self-reflection that will bring about change in
classroom instruction, which has the potential to increase student achievement (DarlingHammond & Richardson, 2009; Desimone, 2009; Peterson, Taylor, Burnham, &
Schock,Rytivaara 2009& Kershner, 2012).
Teachers who have worked with coaches have improved their teaching practices by
incorporating more high-level thinking questions, encouraging active engagement from students,
and increasing their ability to differentiate and adapt instructional material (Bean et al., 2008).
When peer coaches have a good understanding of the diverse needs of adult learners, successful
coaching techniques, knowledge of effective instructional practices, and clear roles and
responsibilities, they can promote changes in classroom practice (IRA, 2004; Toll, 2005).

22

Stover et al. (2011) suggested that when "coaches build a learning community where they are
positioned as nonthreatening and are able to lead teachers in establishing goals in areas of needed
professional development, teachers are more likely to buy in and have ownership as a result of
having a vested interest and voice" (p. 508).
Swann, Andrews, and Ecclestone (2011) outlined a Problem Based Methodology (PBM)
to support the improvement of teachers’ professional practice. Their study required teachers to
participate in three professional development workshops to reflect on their professional settings
and their formative assessment practices. Teachers were asked to respond to the following
questions with respect to their assessment practices:


What is going well? What do we anticipate will go well in the future?



What is not going well? What do we anticipate will not go well in the future?



What developments do we wish to bring about?



What might impede the developments we desire to bring about?



Which impediments fall within our sphere of influence?



How can we . . .?



Make a list of strategies you might adopt in order to solve each problem and
select at least one to adopt and test in practice.



Decide how you will test the efficacy and worth of the solution adopted.



Implement the chosen solutions.



To what extent was the initial problem solved? (p. 534)

The key idea was that what teachers most needed was time to think and talk to each other about
their teaching, formative assessment, and student motivation. "PBM confirmed the power of
focused, high-quality professional development rooted in research and led by enthusiastic

23

experts" (p. 544). It enabled professionals to change their practice for the better by enhancing
their understanding of what they could and could not influence in their learning cultures and by
highlighting for institutional managers and staff developers the ways they could influence,
positively and negatively, those learning cultures. "Acknowledging the existing expertise of
professionals, fosters individual and collaborative initiative and critical reflection, and is
consistent with what is currently known about what promotes and what inhibits human learning"
(p. 545).
Teachers’ professional learning is known to be based on active learning, reflective
thinking, and collective participation. These are key points to keep in mind when working with a
colleague where dialogue between the teachers and peer support teachers is central to their
professional learning. Rytivaara and Kershner (2012) found that when teachers decide to work
closely together, as in peer support, outcomes commonly include the creation of new classroom
set-up for the children’s learning, such as particular forms of grouping. Peer support is a
powerful component of professional learning, because teachers’ reflective thinking and
engagement in a supportive community with shared visions, knowledge, and commitment can be
seen as central to the learning process (Schulman & Schulman 2004). Any permanent change in
classroom practices calls for teachers’ personal engagement in deep learning with new ideas and
materials (Marton & Booth, 1997).
Successful peer support relationships call for the active involvement of both teachers in
the task of planning for instruction. At times, problems may arise regarding the occasional
inequality of experiences of the general and special education teachers involved in peer support.
There can also be conflict between teaching styles, and structural and practical problems in

24

setting up useful planning and reflection meetings (Friend, Cook, Hurley, 2010; Gurgur &
Uzuner, 2011).
Ultimately, peer support holds the possibility of “collaborative emergence” (Sawyer &
deZutters, 2009), because knowledge is constructed collectively through the interactions of those
involved in a workplace organization. This is particularly the case in groups with supportive
emotional atmosphere and shared history on which to build. In these environments,
collaboration is a means for the co-construction of further knowledge as well as serving as a
shared repository of current memories and shared knowledge. The benefit to peer support is that
teachers would have more knowledge to apply in practice than when working alone, and the
distinctive experiences of the teacher and peer support teachers are likely to support many
teachers in meeting their professional responsibilities effectively (Rytivaara & Kershner, 2012).
This study showed that if teachers are provided with adequate time for collaboration outside their
classroom, it may have enormous effect on their professional development.
Mentorship/Coaching
Mihans (2008) studied the "effectiveness of mentorship programs in the teaching
profession" (p. 763). Mihans described mentoring as “informative, non-punitive, and helpful”
(p. 763). One would argue that mentorship is not only critical for the development of beginning
teachers but would also be a useful tool to assist those struggling teachers who are having
difficulty managing in the classroom.
Bridges (1990) wrote of ten types of remediation that may be used to improve a teacher’s
classroom teaching performance: "goal setting, instructional input, modeling, practice, feedback,
coaching, reinforcement, therapy, counseling, and environmental change" (p. 43). The first seven
remediations are included in effective mentoring practices, and the last three might take place

25

during mentorship depending on the needs of the struggling teacher. In contrast to intensive
supervision, which causes teachers to become defensive and feel isolated from colleagues, a
mentorship program leads to teachers feeling that they are supported and part of a collaborative
and collegial process.
Rowley (1999) defined mentorship as "vital and necessary for increased teacher
retention, [assisting in] increasing the knowledge base and general awareness of best practice,
increasing collegiality, collaboration and continuous professional development, and encouraging
reflective teaching practice" (p. 29). Effective mentorship incorporates the identification of
issues, planning for instruction, modeling, coaching, and reflection that are the intent of the
intensive supervision process, yet eliminates the top-down model that causes teachers such
apprehension and stress.
Age and Stage
In order for a mentorship, or peer support program to be effective certain criteria that
need to be in place. Administrators need to consider the age and stage of the struggling teacher.
Skinner (1992) identified eight stages that teachers pass through in their teaching career: They
pre-service, induction, competency building, enthusiastic and growing, career frustration, stable
but stagnant, career wind-down, and career exit. An overview of Skinner’s eight stages is
included here for the purpose of understanding the supports that may be most effective at a
teacher’s particular stage in the teaching career.
Pre-service teachers are those in the initial preparation of the profession through college
or university. Those in the induction stage are in the first few years of teaching. Often they are
involved in the day-to-day mastering of the job.

26

In years three through five, teachers are considered in the competency building stage.
These teachers are focusing on improving skills and competency. They seek and try out new
methods, materials, and teaching strategies. Often teachers in this stage find their job stimulating
and they are eager to expand their repertoire of skills.
As teachers reach the fifth through the tenth year of service, they begin to perceive
themselves as highly competent and good teachers. They are enthusiastic and growing,
experiencing a high level of job satisfaction. Many will stay at this stage until career maturity,
bypassing the frustration and the stable and stagnant stages.
When teachers passes the tenth year, they may enter a career frustration stage wherein
they become disillusioned. They may have settled into a school and a particular classroom, and
have been there for a number of years. Often teachers in this stage experience a sense of
isolation and decreased support.
From years 15-25, some teachers become Stable but Stagnant. They have resigned
themselves to entrapment. They often feel bitter, cynical, and pessimistic. This stage has been
referred to as the burn-out stage. The joy and commitment they once felt are now gone. Often
these teachers are perceived as just going through the motions. They tend to complain frequently
and are difficult to motivate.
In the career wind-down stage, teachers are preparing to leave the profession. Some find
this a pleasant and reflective experience, while others may feel bitter and resentful. Finally, the
career exit stage represents the period of time following job termination. It may also be
represented in teachers who take a leave of absence or take on alternate careers.
Skinner (1992) also writes of the mid-life variables that should be considered when a
person is between the ages of 35 and 55, such as a growing sense of mortality, a need for self-

27

assessment, transformation in family structure, the need to mentor others, and a reduced drive
and competitiveness. Security and stability become a priority, with a strong need to enjoy work,
and finally a growing sense of obsolescence. Administrators must consider these stages when
identifying a struggling teacher and the best ways to work with them in a supportive and
collaborative way. The success of peer support will be contingent upon not only the stage of the
teacher’s career, but possibly the mid-life variables of the teacher.
Contingencies for Success
For peer support to be effective, several other things need to be in place. “The teacher
[must be] made aware of the area of concern, a specific plan of assistance [must be] developed,
including the improvement goals, strategies, timelines, progress indicators, resources needed,
and support to be provided” (Gordon, 2006, p. 283). These are all part of many divisional
supervisory policies and practices. Time needs to be given in order for the teacher and peer
support teachers to work collaboratively to plan, co-teach, and debrief with each other.
Adequate resources are a requirement. Because the peer support teacher does not evaluate the
teacher’s performance, there would continue to be ongoing formative evaluations throughout the
process in order for the administrator to determine whether growth is taking place.
Peer support teachers must possess certain qualities in order to be effective in their role.
Rowley (1999) outlined six basic but essential qualities of a good mentor. The good mentor is
"committed to the role of mentoring, accepting of the struggling teacher, skilled at providing
instructional support, effective in different interpersonal contexts, a model of continuous learning
and is skilled at communicating hope and optimism" (p. 20). Mentors must be master teachers
who are extremely knowledgeable with respect to educational pedagogy and who have the ability
to form a respectful, collaborative relationship.

28

Jones and Straker (2006) examined the factors that inform mentors’ practice. The study
concluded that "mentors draw primarily on their professional practice and personal experience
acquired as teachers" (p. 181). The mentors who participated in this study "weighted the
strategies used in mentorship, finding modeling good practice, feedback and discussion,
observation of experienced teachers, and encouraging teacher’s self-evaluation as the most
effective strategies in the mentorship process" (p. 182). Jones and Straker also identified some
negative aspects of mentoring that should be considered. It is important to note these, because
administrators must be aware of the limitations of any program they are considering in assisting
the struggling teacher.
The limitations,identified by Jones and Straker (2006) follow. Due to the multiple
pressures that are placed on teachers today, time constraints are a major factor. Peer support
teachers rely primarily on knowledge acquired in the course of their professional practice and
personal experience, rather than attempting new approaches in search of solutions to problematic
situations.
Another factor is the availability of quality peer support teachers. Depending on the
demand within a school division, quality peer support is not something that can be assured. A
quality peer support teachers must have the confidence to adopt a reflective-reflexive approach
to their own practice as teachers and professionals, encourage trainees to identify issues related
to their teaching and education as whole, and engage in critical dialogue with them in an attempt
to develop appropriate strategies. Unfortunately, there is no guarantee that all peer support
teachers would have the same level of expertise to ensure that this occurs consistently.
Finally, peer support teachers need to be provided with the conditions and resources
within their school divisions that enable them to be actively involved in the construction and

29

extension of their knowledge base as mentors. They should have a solid understanding of
theoretical models, frameworks of peer support, and generic principles underpinning effective
practice. This is not currently the case in many school divisions.
Peer support teachers are chosen by administrators based on their previous professional,
and sometimes personal, relationships. There are variable amounts of time allocated to the peer
support process, based on school budgets and the availability of the mentor. Peer support
teachers come from varied backgrounds in the educational setting, but have had no formal
training in peer support. Many are retired teachers who may not be familiar with current
research in educational initiatives. As a result, there is no guarantee that the peer support that is
taking place is all that it should be. Peer support must be valued enough to ensure that the
teachers providing support are given every tool necessary to effect sustainable change in a
struggling teacher’s classroom practice.
Schmidt (2006) examined mentoring and being mentored by a novice teacher. In this
study, a novice teacher in his second year of teaching was identified as requiring support due to
ineffective teaching practice. After working for two years with one supervisor who was
convinced that he was unable to develop the skills necessary to be effective in the classroom, two
new supervisors, decided to have him act as a mentor to pre-service teachers while also being
mentored himself in his third year.
One of the most interesting observations in Schmidt's (2006) study was the suggestion
that the “qualities of the relationship between mentor and mentee, particularly trust, mutual
respect and consistency, are crucial elements in the success of the mentoring” (p. 642). Schmidt
also suggested that “the appropriate assignment and training of mentors may be crucial
particularly for those teachers most at risk of failure" (p. 644). The mentee’s perception of the

30

mentor’s support may be vital to the successful growth and retention of a struggling teacher. In
this particular study that was certainly the case because the teacher was able to improve his
teaching practice, and was an effective mentor to the pre-service teachers. At the end of his third
year, he was recommended for tenure in his school division.
Summary
Struggling teachers are a reality in the teaching profession. It is time to be reflective
about the process that many school divisions have in place for working with struggling teachers.
The intensive supervision process has done little to ensure sustainable growth in the practice of
struggling teachers. It is seen by many administrators as a time consuming, costly process that
does not lead to improvement and often harms the relationships within the school between the
administrator and staff. If the use of professional growth plans and the intensive supervision
process is not bringing about sustainable improvement in teaching practice, we must look for
other options.
Peer support or coaching is seen as a more supportive method to assist teachers who
struggle. Teachers who work in collaboration with a peer support teacher, mentor, or coach tend
to be more reflective about their practice and feel supported rather than judged. In the end, it is
in the best interest of all involved to find a process that will bring about sustainable change to
ensure that all students are receiving the highest quality of education that we can provide. The
bottom line must always be what is best for the children in our classrooms. Peer support may be
one viable option.
Chapter 2 has summarized the literature in the areas of supervisory processes, intensive
supervision, marginal teaching, and peer support. Chapter 3 describes the methodology that was
used to examine a peer support program.

31

Chapter 3
Methodology
Peer support has been identified in the literature as an effective way to support teachers
who struggle to meet the demands of the teaching profession. Much of the research in this area
has an American focus and is weighted by the heavy emphasis placed on Core Standards, and the
No Child Left Behind movement in the U.S. There is limited Canadian research available that
reflects a teacher’s perspective regarding the effectiveness of peer support.
This mixed method research study investigated how teachers, identified as struggling,
experienced professional growth as a result of participating in a divisional peer support program.
Teachers who received peer support over a two-year period were surveyed. Interviews were
conducted with the participating teachers as a follow-up to the surveys. The purpose was to
gather information from the participants of the Peer Support Program in order to determine the
extent to which they believed they had experienced professional growth as a result of receiving
peer support. A check-in with interview participants nine months after the initial interviews
revealed that the participants perceived growth, and that improvement as a result of the Peer
Support Program was sustained.
The Research Problem
Historically, when a teacher is identified by the administrator as struggling, or
incompetent, the teacher will often be placed on an intensive supervision track. This is often a
stressful and time consuming process that does little to improve the teaching practice of the
struggling teacher (Menuey, 2009; White, 2007). There is a need to find alternative, more
supportive ways to assist struggling teachers, in order to improve their professional practice.
Peer support has been identified as a positive method to assist struggling teachers. However,

32

there is no Canadian research with respect to teachers who struggle in their classrooms and the
implementation of peer support as an intervention to improve the professional practice of
teachers.
The Research Question
The study’s primary research question was “In what ways do teachers, identified as
struggling, experience professional growth as a result of participating in a Peer Support
Program?” The sub-questions are as follows:
1. What is the profile of the participants who participated in the Peer Support Program?
2. How do the participants of the Peer Support Program feel that their teaching practice
improved as a result of receiving peer support?
3. What aspects of the Peer Support Program did participants feel were the most helpful in
the improvement of their teaching practice?
4. What aspects of the Peer Support Program did participants feel were the least helpful in
the improvement of their teaching practice?
5. Do the participants of the Peer Support Program feel that the improvement in their
teaching practice will be sustainable in the long term?
Mixed Methods Research Paradigm
A mixed methods research design is used when a combination of both qualitative and
quantitative “data will provide a better understanding of a research problem” (Creswell, 2008, p.
61), rather than using either method individually. An explanatory mixed methods design
consists of first collecting quantitative data and then elaborating on that data by collecting
qualitative data.

33

The quantitative portion of the mixed methodology consists of collecting data by using an
instrument, such as a survey with preset questions, gathering quantifiable data, and looking for
trends in the data collected from a large number of individuals (Creswell, 2008, p. 55). A crosssectional survey design is one way to collect quantitative data at one point in time, measuring the
current attitudes or practices of participants.
The qualitative component of a mixed methodology study consists of collecting data by
using open-ended questions with the flexibility of having other questions emerge based on the
responses of a small number of participants' (Creswell, 2008, p. 54). Words or images are
gathered and collated based on similarities and trends. The researcher seeks to understand the
participants' experiences (Creswell, 2008, p. 55).
The current study was a mixed methods exploration of the experiences of struggling teachers
in one school district who participated in a peer support program. Because there is currently
limited literature available to review in the context of the effectiveness of peer support and
struggling teachers, the quantitative cross-sectional survey portion of the study provided
information with respect to the demographics of the participants, and trends in their overall
impressions of the Peer Support Program since its inception in 2008. The qualitative grounded
theory design component of the study provided the opportunity for the researcher to ask more
open-ended questions of participants in an interview format. By using an explanatory mixed
methods design, the researcher gave the participants the opportunity to elaborate on their survey
responses and give their impressions of their experiences throughout their participation in the
Peer Support Program.

34

Traditional Research
In traditional research, a question is identified and the researcher takes an objective stance
throughout the study to find answers to the question, only observing and recording the responses
of participants (Creswell, 2008, p. 58). It is important for the researcher to remain neutral,
careful not to project his/her own beliefs or values onto the participants, in order for the collected
data to be considered valid.
The current study is considered traditional because the researcher has identified the existence
of the Peer Support Program and sought to determine the extent to which struggling teachers
who have participated in this program feel that they have improved their professional practice.
The researcher intended to maintain a neutral stance during data collection and analysis. The
intention of the researcher was to examine and describe the program from the stakeholders’
perspective, not to find and solve a problem. The researcher has no connection with the school
district or the Peer Support Program other than the proposed study. Therefore, the current
research is not action research (Creswell, 2008, p. 597).
The Research Design
Grounded theory design is a “systematic, qualitative procedure used to explain the
actions of people participating in an educational program” (Creswell, 2008, p 432). It offers
step-by-step, procedures for analyzing data gathered from one-on-one interviews. Grounded
theory is “more discursive, and more probing of the assumptions and meanings for individuals in
the study” (Creswell, 2008, p. 439). Within grounded theory, an explanatory mixed methods
design “consists of first collecting quantitative data and then collecting qualitative data to help
explain or elaborate on the quantitative results” (Creswell, 2008, p. 560). The benefit to using
this type of mixed method design is that it captures the best of both quantitative and qualitative

35

data, first obtaining the quantitative data from a group and then elaborating on those findings
through more in-depth qualitative interviews.
An explanatory mixed methods design was used for the current study. The researcher
first gathered general information from participants in a cross-sectional survey. All participants
of the Peer Support Program had the opportunity to participate in the first phase of the study.
The researcher analyzed the data gathered from the survey, looking for themes in the responses
of participants’ feelings with respect to professional growth as a result of receiving peer support.
Based on the themes that emerged from survey results, interview questions were formulated that
would further explore these common themes.
Ethical Considerations
When conducting mixed methods research, gathering data for the qualitative component in an
interview format may place participants in a position of discussing private details of their
personal experiences. A researcher must be mindful of the high level of trust that is required for
a participant to disclose this type of information (Creswell, 2008, p. 238). Often, having access
to a gatekeeper, “an individual who has an official role at the site, [who] provides entrance to a
site, helps researchers locate people, and assists in the identification of places to study”
(Creswell, 2008, p. 239). This gatekeeper may assist in ensuring that ethical considerations and
criteria are met. Ethical considerations include the following: (1) informing participants of the
purpose of the study, (2) refraining from deceptive practices, (3) assessing the risks and benefits
of the study to participants, (4) protecting their privacy and confidentiality, (5) following
appropriate recruitment procedures, (6) being respectful of the research site, (7) obtaining the
consent of participants to use the gathered materials to publish findings, (8) informing
participants of their ability to withdraw from the study within certain time frames and,,(9)

36

providing information with respect to the dissemination of the published materials (Government
of Canada, 2011).
In the current study the gatekeeper, who was the Peer Support Program coordinator, mailed an
introductory letter to all of the teachers who participated in the Peer Support Program between
2011 and 2013. Following this introduction, the researcher sent out the surveys with an attached
letter that outlined the purpose of the study and its planned design. The letter informed the
potential participants of the projected timelines of the survey and interview components of the
study. Confidentiality of all participants was guaranteed with surveys being completed
anonymously, online. Participants were informed that by completing the survey they were
consenting to have their survey responses included in the published findings.
The letter also outlined the interview component of the study and its purpose. Those
interested in being interviewed as part of the study were asked to contact the researcher by a
specified date. The conditions of informed consent were explained orally to interested
participants before they were asked to sign two copies of the consent form, one for the
participant to keep and the other for the researcher to keep. The identity of participants who
were willing to take part in interviews was kept confidential. Interviews were conducted at a
time and place that was agreeable to each participant and in no way interfered with the
participants' professional responsibilities in the workplace. Participants were given the option of
being interviewed in person or by phone. Whether conducted in person or by phone, all
interviews were audio-recorded. All interview respondents were given the opportunity to review
their transcripts for accuracy, and to make any desired additions or deletions. Participants were
also informed that they could withdraw from the study at any point up to the collation of the
interview data.

37

Informed consent forms were stored separately and in a different order from personal
documents and interview transcripts. A list linking “real names” with pseudonyms was kept
under separate cover for the duration of the study, and then destroyed once the data analysis was
complete. Only the researcher and her faculty supervisor had access to the raw data until it was
destroyed. As part of the introductory letter, the contact information of the researcher was
provided so that potential participants could contact the researcher with questions or concerns
about the study. All participants were informed that their participation in this study would have
no impact on their employment with the school district.
The study was conducted as per the research protocol and consent forms approved by the
Brandon University Research Ethics Committee.
Validity, Trustworthiness, and Triangulation
Because this study incorporated a quantitative cross-sectional survey, the researcher
ensured that there was face validity by asking questions that specifically attended to the research
problem being addressed. Moreover, questions were logical and yielded answers that
extrapolated the attitudes and beliefs of the respondents about their experiences in the Peer
Support Program.
The researcher ensured the trustworthiness of data collection and analysis during the
study by deriving interview questions directly from themes that arose from the quantitative
survey component of the study. Trustworthiness was also dependent upon the ability of the
researcher to remain neutral, to conduct skillful interviews, and make careful field notes
throughout the interview process. Interviews were conducted with consistency and sensitivity,
and without bias or opinions of the researcher. In the final report, the researcher provides honest

38

discussion of the research limitations and any researcher bias. Exploring multiple perspectives
assured the triangulation of data.
Sampling
In grounded theory research, a process is studied to identify the experiences of people
who have participated in a specific program. In quantitative studies, convenience sampling
occurs when a researcher selects participants “because they are willing and available to be
studied” (Creswell, 2008, p. 155). In qualitative studies, homogenous sampling occurs when a
researcher “purposefully samples individuals based on membership in a subgroup that has
defining characteristics” (Creswell, 2008, p. 216).
The target population was the 50 teachers who had participated in the Peer Support
Program in the Surrey School District between 2011 and 2013. The sampling in this study is
considered both convenience and homogenous because the surveys were sent by email to all 50
teachers who belonged to the target population. This group of teachers was chosen based on
their participation in the Peer Support Program, but their participation in the study was voluntary.
One-to-one interviews were conducted with five teachers, three from the first year and two from
the second year of the program. Participants were selected randomly with respondents who were
representative of a cross section of years of experience.
Data Collection
In mixed methods research, several types of data collection are typically used. Attitudinal
measures are also used in order to quantitative research to “measure attitudes of individuals and
their feelings toward educational topics” (Creswell, 2008, p. 161). A popular method of
measuring response options is to use an interval scale such as the Likert scale because it

39

“provides continuous response options to questions with assumed equal distances between
options” (Creswell, 2008, p. 176).
In qualitative research, one-on-one interviews are conducted by researchers who ask openended questions so that participants can voice their experiences and feelings about their
participation in a program. Telephone interviews are also used to gather data. The researcher
records the participants' responses, and “transcribes the interviews into words for analysis”
(Creswell, 2008, p. 236).
In the current study, the researcher had all participants engage in a cross-sectional survey that
incorporates a Likert scale assessment of their attitudes, feelings, and experiences while
participating in the Peer Support Program. Following the collation of data from the surveys, the
researcher explored themes and trends in participant responses and developed open-ended
interview questions in order to have willing participants elaborate on the identified themes.
The researcher conducted the interviews in person or by telephone, depending on the
comfort level of participants, with one-on-one contact with the researcher. In their interviews,
the participants elaborated on the themes and trends that were noted in the cross-sectional
survey. Nine months after the initial interviews, the participants were contacted by email to
follow-up with their progress and determine whether the perceived improvements in their teacher
practice were sustained, and whether they continued to receive ongoing support from their peer
consultants.
Data Analysis
In quantitative research, the data is analyzed to address a research question. To describe
trends in the data to a single variable or question, descriptive statistics are used to indicate
general tendencies in the data (Creswell, 2008, p. 190). Descriptive statistics include the mode,

40

or the score that appears most frequently in a list of scores. The mode is used when researchers
want to know the most common score in an array of scores on a variable (Creswell, 2008, p.
192).
In the current study, the researcher used a combination of the numerical responses collected
from the closed-ended Likert Scale questions, closed and open-ended survey questions, and
closed and open-ended interview responses that allowed respondents to elaborate on the closedended questions. Respondents were sorted into categories based on gender and sub-categories
based on years of service in the following increments of teaching experience: 0-5 years, 6-10
years, 11-15 years, 16-20 years, and 20+ years. In order to identify themes, the survey questions
were organized, into categories and the modes for the Likert Scale responses were tabulated and
categorized based on percentages of responses.
Qualitative research is an iterative process (Creswell, 2008, p. 245) of progressively more
interpretive coding and memoing, in order to explain the research phenomena. The process
consists of overlapping cycles of open, axial, and selective coding (Creswell, 2008, p. 434).
Open coding is the first stage of coding narrative data. The researcher closely reads the
transcripts and codes information line by line. The codes identify the building blocks of
emerging themes in the research. Axial coding follows the open coding stage. The researcher
finds relationships between the themes that emerged in the open coding stage. The final stage of
grounded theory research is selective coding. The researcher chooses the categories to be
highlighted from the data.
In this study, open and axial coding was used to analyze the interview transcripts, in order to
describe research participants' answers to the interview questions. Selective coding was then
used to analyze the data in order to answer the overall research question and the sub-questions

41

Limitations
Several limitations were taken into consideration when collecting and analyzing the data in
this study. The first limitation was the small sample size. Only 50 teachers had participated in
the Peer Support Program in the Surrey School District between 2008 and 2013. It was expected
that not all 50 people would respond to the survey; therefore, the information collected may not
be a fair representation of the views of the participants of the program.
The researcher also conducted interviews with willing participants following the survey.
The researcher’s goal was to interview a minimum of five participants from each year of the
program. Once again, this was a limited number of interviews to conduct and may not be a fair
representation of the views of the majority of the participants of the Peer Support Program. The
researcher also took into consideration that those participants who were willing to share their
views may not have shared positive reviews of the Peer Support Program, or, conversely, only
teachers who experienced improvement would be willing to share their experiences.
The second consideration is that the participants of the Peer Support Program are
typically struggling teachers and, dependent on their experience with the Peer Support Program,
they may not give a truly accurate account of the program and how it operates.
The responses of the participants may also have varied if they had been recommended to
take part in the program by their administrators, the union, or the human resources department as
opposed to having participated voluntarily.
Finally, despite the fact that the identities of the participants remained confidential, the
participants may have been cautious about sharing their true feelings and reflections with the
researcher because the results would be shared with their employer and union at the completion
of the study.

42

Summary
Chapter 3 has explained the current mixed methods research study. The researcher used
an anonymous online survey and one-on-one interviews to gather feedback from the participants
of the Peer Support Program in Surrey, B.C., about the perceived improvement of their teaching
practice. The research was conducted to ensure the anonymity of the participants, and fair,
unbiased collation of the collected data. Chapter 4 illustrates the results of the collated data.

Chapter 4
Research Findings

43

This research was conducted to determine whether teachers who were accessing the Peer
Support Program in Surrey British Columbia believed there was an improvement in their
teaching practice due to the collaborative care they received from the Peer Support Teachers.
The researcher was interested in comparing the more collaborative nature of the Peer Support
Program with a traditional intensive supervision model. The research is important, because there
is very little Canadian-based research in this area of study. This study used two research tools:
an anonymous survey, made available online to all 50 participants of the Peer Support Program
in the Surrey School District, and one-on-one interviews, conducted with participants on a
voluntary basis. The researcher conducted the surveys in February 2014 and the interviews in
April 2014.
Demographic Data
The Peer Support Program survey, created in Survey Monkey, was made available online
to the 50 participants of the Peer Support Program (Appendix A). The survey participants were
all teachers who had received support from the Peer Support Program since the program's
inception in 2008. Respondents were both male and female, between the ages of 23 and 50+
years, with a range in teaching experience from one year to 20+ years. Participation in the
survey was voluntary and participants were given one month to complete the survey. The data
was collated and colour coded on a spreadsheet to create the following tables.
Table 1 illustrates that of the 50 teachers who participated in the Peer Support Program
from 2011 to 2013, 31 teachers, or 62%, responded to the online survey. Table 1 represents the
range of the teaching experience of the survey respondents by gender.
Table 1
Participants' Years of Teaching Experience by Gender

44

Teaching Experience

0-5 years
6-10 years
11-15 years
16-20 years
20+ years

Response %

Response Count

Female

Male

Female

Male

9.67%
25.80%
12.90%
n/a
12.90%

3.22%
n/a
6.45%
6.45%
22.58%

3
8
4
0
4

1
0
2
2
7

Note. Fifty teachers participated in the Peer Support Program. Nineteen teachers declined to
participate in the online survey.
Table 2 illustrates the age of the survey participants, broken down by gender in order to
note any significant differences between the male and female participants and their age.
Table 2
Age of Survey Participants by Gender
Age

Response %

20-25 Years
26-30 Years
31-40 Years
41-50 Years
50+ Years

Response Count

Female

Male

Female

Male

n/a
3.22%
29.03%
13.33%
16.12%

n/a
3.22%
3.22%
9.67%
22.58%

0
1
9
4
5

0
1
1
3
7

Table 3 illustrates the level of school taught by the participants, broken down by gender in
order to highlight any differences between gender and the school levels taught.

45

Table 3
Level of School Taught by Survey Participants by Gender
Level of School

Elementary School
High School

Response %

Response Count

Female

Male

Female

Male

54.83%
9.67%

16.12%
22.58%

17
3

5
7

Table 4 illustrates the percentage of participants who worked in each type of teaching
classification, further broken down by gender to identify any trends that might be identified in
the teaching roles.
Table 4
Teacher Classification of Survey Participants By Gender
Teacher Classification

Classroom Teacher
Specialist Teacher
Resource Teacher

Response %
Female
54.83%
6.45%
n/a

Male
35.48%
n/a
3.22

Response Count
Female
17
2
0

Male
11
0
1

The information in Table 5 illustrates the percentage of participants in each type of
referral group, and reflects percentages of elementary and high school participants in order to
identify trends in the area of referral.

46

Table 5
Ways that Survey Participants were Referred to the Peer Support Program
Referral Type

Self-Referral
Administrator
Plan of Assistance

Response %

Response Count

Elementary

High School

Elementary

High School

32.25%
38.70%
3.22%

6.45%
12.90%
6.45%

10
12
1

2
4
2

Survey Data
This section shares the quantitative data referring to the Peer Support Program. The areas
of supports required, types of supports given, length of time the supports were in place, and
perceived effectiveness of the supports provided.
Table 6 illustrates the types of support that participants identified as areas requiring
assistance. The categories were created from participant responses to Question 9 in the survey.
From the noted responses, the researcher identified three general themes: classroom
management, curriculum and instructional planning, and technology implementation.
Table 6
Type of Support Required by Participants
Types of Support
Classroom Management
Curriculum & Instructional Planning
Technology Implementation

Response %

Response Count

72.73%
31.82%
4.55%

16
7
1

Note: Only 22 of the 31 respondents answered Question 9 on the survey. Nine respondents
skipped this question.

47

There was a wide range of time for the support participants received. Table 7 illustrates
the length of time that participants received support from the Peer Support Program.
Table 7
Length of Time Supports Were Required
Length of Support

Response %

Response Count

3.22 %
6.45%
3.22%
25.80%
16.12%
22.58%
16.12%
6.45%

1
2
1
8
5
7
5
2

1 Week
1Month
2 Months
3 Months
4 Months
6 Months
12 Months
24 Months

Peer Support occurred in a variety of formats: meetings with peer support teachers,
e-mail, telephone calls, demonstration lessons, observations in other classrooms, team teaching,
and three-way meetings. Figure 1 illustrates the types of supports provided and the percentages
of participants who accessed each type of support.
100.0%

Percentage of Partipants

90.0%
80.0%
70.0%
60.0%
50.0%

e-mail,
79.3%

telephone call,
62.1%

meeting with
consultant,
86.2%

40.0%
30.0%
20.0%
10.0%
0.0%

demonstration lesson,
observations other
44.8%
classes,
team teaching,
41.4%
31.0%
3 way meeting,
17.2%
1
Types of Supports Provided

Figure 1. Types of Peer Support Provided
Note: 29 participants responded to Question 10. Two respondents skipped the question.

48

Figure 2 illustrates the responses of participants with respect to their rating of the Peer
Support Program on a five-point Likert Scale. Thirty participants responded to the question on
the survey. One respondent skipped Question 11.

60

Percentage of Respondents

50
40
30
20
10
0
Poor

Below Average

Average

Above Average

Excellent

Peer Support Rating

Figure 2. Peer Support Effectiveness
Note: 30 participants responded to Question 11. One respondent skipped the question.

Teachers in the Surrey School District have unlimited access to the Peer Support Program.
Figure 3 identifies the number of times participants accessed the Peer Support Program and
illustrates the differences in the data by gender.

49

Number of Times Acessed

3+times

6.45

3+times

0

3 times

0

3 times

6.45

2 times

Male

3.22

2 times

Female
6.45

1 time

25.8

1 time

51.61
0

10

20

30

40

50

Percentage of Particpants

Figure 3. Number of Times Participants Accessed the Peer Support Program

The survey component of this study provided valuable demographic information about the
gender, age, stage, level of teaching of the respondents, and methods of access to the Peer
Support Program. The information regarding the most prevalent supports accessed by
participants, and the perceived effectiveness of the Peer Support Program and suggestions for its
improvement by teachers, were also helpful in developing questions for the interview component
of this study. The researcher conducted interviews in order to provide teachers with the
opportunity to elaborate on their survey responses and provide background information about
their individual experiences.
Interview Data
The researcher invited survey respondents to take part in an interview at the end of the online
survey. Participants interested in taking part in interviews contacted the researcher by email.
Interviews were set up to take place outside of the school day in locations of the participants'
choosing. The researcher conducted all interviews in person, and recorded the responses for

60

50

transcription purposes. Six participants initially volunteered to be interviewed, but one
respondent chose not to participate the night before the interview was to take place. The
participant declined to give a reason for the cancellation. The researcher conducted five
interviews, with each interview lasting from 30 minutes to 1 hour. All volunteers had completed
the online survey.
Following the interviews, the researcher transcribed the interviews and used open and axial
coding to identify trends and themes in the participants' responses. Five larger themes emerged
from the interviews: peer support teachers, teacher supports, positive characteristics, negative
characteristics, and administration. Each larger theme was broken down into common sub
themes communicated by each interviewee. There were also additional comments identified,
because one participant had a more challenging experience with the program and made some
comments that were not typical of the other interviews. To ensure anonymity of the interview
volunteers, the researcher has used the pseudonyms Simone, Dominique, Roger, Nicole, and
John when referring to the interview participants in this report.
Participants were a mixture of male and female, with ages of respondents varying from 30 to
50+ years and teaching experience ranging from seven to 24 years. The five participants were
elementary and high school teachers. Three participants had self-referred to the Peer Support
Program and two participants were referred by their administrators.
Figure 4 illustrates the characteristics of the peer support teachers as reported by the interview
participants. The figure is set up to reflect the traits of the support teachers, with the most
commonly identified trait at the bottom of the figure and the least reported trait shown at the top
of the figure.

51

Figure 4. Characteristics of Peer Support Teachers
The majority of participants were extremely positive about their interactions with the peer
support teachers. Those teachers who had self-referred heard about the Peer Support Program
from colleagues, and were impressed with how quickly the peer support teachers responded to
their requests and with the wealth of knowledge the peer support teachers possessed. The
teachers who had been referred by their administrators were apprehensive prior to meeting with
the peer support teachers because they did not know what to expect, but once they met with the
peer support teachers they shared the same positive impressions.
The participants consistently described the peer support teachers as compassionate,
empathetic, accommodating, positive, intuitive, collaborative, collegial, supportive, and nonjudgmental. The Peer Support Program was not perceived as evaluative in nature, and the
teachers involved communicated that they felt that they were given the time necessary to plan,
implement, and reflect on the changes that were necessary to improve their teaching practice.
John shared that his peer support teacher explained that the program was about "teachers helping
teachers." Dominique shared that her peer support teacher was "knowledgeable and knew how to

52

run a classroom smoothly. She pinpointed right away what needed to be worked on with respect
to management and organization skills." Nicole related that she received a "combination of
personal support and concrete useful things to do that would make a difference in the
classroom." Finally, and most powerfully, Simone reflected on the "emotional support and
validation" she received from her peer support teacher. She shared that "if it weren’t for my peer
support teacher, I wouldn't have made it through the year."
Figure 5 highlights the supports provided to the teachers while they participated in the Peer
Support Program. Once again, the figure is set up to show the most prevalent supports provided
at the bottom of the figure and the least prevalent supports at the top of the figure.

Reputation in Community
Parent/ Student Relationships
Communication
Procedures for Medical Leaves
Balancing Work/Home
Pedagogy, School Philosophy
Emotional Support
Counseling
Assessment Practices
Accessing District Supports
Emails, Observations, Demos, Visits, Debriefs
Release Time/ Visits/Planning
Developing Classroom Teaching Materials
Teaching Practice
Time Management
Classroom Organization
Classroom Management

Figure 5. Teacher Supports Provided by the Peer Support Teachers
In their interviews, the teachers consistently shared that they were supported in a multitude of
ways. The majority of teachers required supports with classroom management, organization,
time management, teaching practice, and developing materials. This occurred through observing

53

in other classrooms, modelled lessons, co-teaching, co-planning, supports to develop new
teaching materials, and consistent ongoing communication in person, by telephone, and email
with the peer support teachers. Participants were given release time to do these observations,
and to plan, shop for, and develop the necessary tools to implement the recommended changes.
The entire process was reported to be collaborative, and the teachers felt like they were part of a
team.
Three of the five interview respondents shared that even after making the necessary changes
they continued to experience difficulties due to external issues. It was due to the collegial
process that several of the participants developed such a strong and safe relationship with their
peer support teacher that they were assisted in accessing district resources such as counselling,
and they received help through the process of taking leaves from the classroom for their own
personal wellness. When these teachers were ready to return to work, the peer support teachers
acted as a liaison between the teachers, Human Resources Department, and Surrey Teacher's
Association in order to find the positions best suited to them and to ensure a smooth transition
back into the classroom.
Figure 6 illustrates the positive characteristics of the Peer Support Program as identified by
the participants who were interviewed.

54

New perspective
Allowed me to observe in many classrooms
Helped me regain my confidence
Time to reflect
Gained new knowledge from a colleague
Exposure to new literature and current teaching practice
Effective suggestions
Helpful
Emotional Supports
Non-judgemental
Made me feel that I was still good at my job
Validation
Supported my teaching style
Constructive Feedback
Re-affirmed Teaching Ability
Positive Feedback First
Knowledgeable, academic, practical ideas and strategies
Collegial/ Collaborative

Figure 6. Positive Characteristics of the Peer Support Program
The teachers interviewed had many positive comments to share about their experiences with
the Peer Support Program. Figure 6 details the common comments that were consistently
recorded in each interview, with "collegial and collaborative" being the most commonly shared
positive element, and "gaining a new perspective" shared by only a few of the participants. Most
teachers felt that the peer support teacher respected and supported their individual teaching styles
and made suggestions that fit within the comfort zone of each teacher. All of the teachers
recognized that the first thing their peer support teacher did was come in to observe them in their
classrooms and collaboratively debriefed with them following these observations, highlighting
the positive elements of their teaching. The teachers reflected that this re-affirmed their belief in
their own teaching ability and made them feel that they were still good at their jobs.

55

Following this positive feedback, the teachers shared that they were more open to the
constructive feedback and suggestions that the peer support teachers provided to assist them in
making the necessary changes, because the feedback and suggestions capitalized on their
strengths as teachers and did not make them feel overwhelmed. The interactions were positive,
supportive, and non-judgmental. Each teacher was given the opportunity to have release time to
observe in other classrooms if the individual teachers felt it would benefit them. Release time
was provided to meet with the peer support teachers, debrief, and plan and prepare for suggested
changes. Teachers appreciated this time because it made the process feel less stressful and gave
them the opportunity to be reflective about the experience. Although each teacher shared many
positive elements of the Peer Support Program, each also had several areas that they thought
could use improvement.
Figure 7 illustrates the perceived negative characteristics of the Peer Support Program as
shared by the interview participants.

Not backed up by Administration
with parents
Lack of Administrative support
throughout process
Unclear of process
Peer Support Program not fully
understood
Negative Connotation to Peer
Support Program

Figure 7. Perceived Negative Characteristics of the Peer Support Program

56

The negative elements of the Peer Support Program relayed by respondents were shared
as suggestions to improve the program. Figure 7 illustrates the negative elements, with those
that were the most commonly identified element at the bottom of the pyramid and the least
commonly shared at the top of the pyramid.
The interview respondents shared that they felt there was a negative connotation to
participating in the Peer Support Program. When they first contacted – or were contacted by –
the peer support teachers, they were embarrassed and nervous, not wanting their colleagues to
know that they were receiving assistance. The consensus of those interviewed was that the Peer
Support Program was designed to assist "bad teachers," and if you were involved with the Peer
Support Program it was a negative thing. Once the participants became involved with the
program, however, their perspective completely changed. The teachers perceived it as a positive
experience that they would suggest to colleagues in the future.
The participants shared a belief that the Peer Support Program was not fully understood by
district staff. There was a lack of understanding amongst the teachers with respect to accessing
the services and the level of involvement of their administrators. The interviews revealed a lack
of consistency with regard to the different administrators' understanding of the supports provided
by the Peer Support Program, which led to confusion by the participants.
Figure 8 illustrates the characteristics of the administrators as perceived by the interview
participants.

57

No support
Confrontational
Wanted peer support out of the classroom
Perceived it as a intrusion in the school building
Negative about the program
Unclear of process
Supportive but not involved
Open to anything suggested
Supportive of Process
Available
Invested
Knowledgeable about the program

Figure 8. Characteristics of the Administrators
The final area that received consistent comments in the interviews was the level of support by
the administrators. Because these teachers were seen to be struggling in their classrooms, it was
necessary for their administrators to become involved with them and begin the peer support
process. In the opinion of the interviewees, there was a disparity in the level of understanding by
the administrators in each building, with some being very knowledgeable about the program and
others having little to no understanding of the Peer Support Program. From the teachers'
perspectives, some administrators were positive and invested in the process, while others were
negative and did not want the peer support teachers in the school building. Several
administrators wanted to be part of the process, open to anything suggested, and willing to put
the necessary supports in place to ensure a positive outcome, while others perceived the Peer
Support Program as an intrusion in their schools, were confrontational, and would not support

58

the peer support teachers' recommendations. As Figure 5 details, those administrators who were
knowledgeable and supportive were most prevalent, while those administrators who were least
supportive were less prevalent.
Figure 9 illustrates additional comments made by the interview participants that were
significant and important to include in order to gain further insight into the perceptions of the
teachers interviewed.

Felt like the Peer Support Teacher was trying to teach me
a lesson
Felt the Peer Support Teacher had more to learn from
me than I did from her
Professional Boundaries were not respected
Did not explain the process effectively
Did not feel a connection
Responding to emails added to workload that was
already overwhelming
Who actually determines what is a good teacher?
Visits were not always scheduled when best for my
schedule.

Figure 9. Significant Additional Comments Made by Participants

During the interviews, participants made additional comments that, although not
consistently shared by all respondents, the researcher thought noteworthy enough to report.
From a workload and time management perspective, several teachers shared that visits were not
always scheduled at times that worked best for their schedules, and responding to emails and
phone calls added to an already overwhelming workload. John wondered, "Who actually

59

determines what is a good teacher?" What qualifies the administrators to determine whether a
teacher is "good" or "bad?"
Roger had a particularly challenging experience, never really feeling a connection with the
peer support teacher, not understanding the peer support process, feeling like there was never an
understanding of the strengths he possessed and that personal boundaries were not respected.
Despite this experience, Roger ended the interview expressing a positive attitude toward the Peer
Support Program and acknowledging that although they may have "started off" in a negative
way, he still perceived that there had been improvements to his teaching from the supports and
suggestions that were put in place. Roger reflected that the peer support teacher may have
learned as much from their process together as he had, and he hoped moving forward that his
negative experience would be a catalyst for necessary reflections and changes to improve the
Peer Support Program for other teachers in the future.
Study Follow-up
The researcher conducted email follow-ups nine months after the initial interviews, in
order to provide participants with an update on the study and writing of the thesis and to check in
with them. Three of the five interview participants responded to the emails. All three of the
respondents shared that they were "settled in" to classroom assignments that worked for them.
They all reported that although they had completed their work with the Peer Support Program,
they continued to remain in contact with their peer support teacher by email, phone, and coffee
dates. The teachers considered the peer support teacher a trusted colleague. All three teachers
had changed their teaching assignments because they had experienced some conflict with their
administrators during the peer support process, but they felt that the change had been good for
them and they were comfortable in their new roles and in more supportive environments. All

60

reported that they would access the Peer Support Program again if they felt the need, and that
they had recommended the program to colleagues in the past nine months.
In this study, the researcher used a combination of survey questions and interviews to
gather information from participants of the Peer Support Program. This chapter highlighted the
demographic information of program participants as well as details with respect to the types of
supports that were available, and the perceived effectiveness of those supports. Participants also
reflected on their individual experiences and on the positive and negative elements of the Peer
Support Program, including suggestions for program improvement. Chapter 5 summarizes the
study findings including conclusions and recommendations.
Summary
The tables and figures illustrated demographic information and provided information
about the Peer Support program, the types of supports accessed by the participants and the
perceptions shared during the study interviews. Information was also shared from a follow-up
with participants nine months after the initial interviews. Chapter 5 discusses the research
findings and makes recommendations for improvements to the Peer Support Program and areas
for further study.

61

Chapter 5
Discussion and Recommendations
Many teachers today struggle to meet the differentiated needs in their classrooms.
Mentorship programs are often available to teachers in the first five years of their teaching, but
after the initial induction process there is little support for teachers. In the past, teachers
identified as struggling in their classrooms did not have access to the necessary supports to
improve their teaching practice, instead being evaluated and supervised by their administrators.
With a collaborative mentor to guide and support them, would a teacher have the ability to
improve and sustain that growth?
Research Questions and Discussion
This study of the Peer Support Program, in Surrey, B.C., involved 19 female and 12 male
teachers between the ages of 26 to 50+ years old. Teachers were from elementary and high
school classrooms, and had been teaching between one and 20+ years. This mixed-method study
incorporated an online survey with 31 participants and 5 one-on-one interviews. The study’s
primary research question was “In what ways do teachers, identified as struggling, experience
professional growth as a result of participating in a Peer Support Program?” The sub-questions
were as follows:
1. What is the profile of teachers who participated in the Peer Support Program?
2. How do the participants of the Peer Support Program feel that their teaching practice
improved as a result of receiving peer support?
3. What aspects of the Peer Support Program did participants feel were the most helpful in
the improvement of their teaching practice?

62

4. What aspects of the Peer Support Program did participants feel were the least helpful in
the improvement of their teaching practice?
5. Do the participants of the Peer Support Program feel that the improvement in their
teaching practice will be sustainable in the long term?
It is worth noting that 85% of teachers participating in the study rated the Peer Support
Program above average for effectiveness and would recommend the program to colleagues.
Teachers reported sustainable improvement to their teaching practice after participating in the
Peer Support Program. Providing a collaborative program such as the Peer Support Program is
one viable option to support teachers in the improvement of their teaching practice and reduce
teacher stress and burnout.
With the growing demands on classroom teachers today, it is imperative that measures
are taken to ensure that the needs of teachers are met. Teachers must be able to access the
necessary supports to ensure that they are able to provide the best to their students. Those
supports must be available without the fear of judgement or punitive measures. There has been
very little Canadian-based research in the area of peer support and mentorship and the effects of
these types of programs on improving teaching practice. This study highlights the Peer Support
Program in Surrey, B.C., and the positive effects the program has had from the perspective of the
classroom teachers who have been participants.
The study gathered information from teachers in the Surrey School District in two ways.
An online survey was completed by 31 teachers, followed by 5 in depth interviews. Participants
were identified as requiring support either by self-referral, administrative referral, or through the
Surrey Teachers Association's Plan of Assistance. The intent of the researcher was to acquire
feedback from the teachers involved in the Peer Support Program, in order to determine whether

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the teachers perceived an improvement in their teaching practice as a result of the assistance they
received from the peer support teachers.
Participants of the study reported several areas of growth as a result of the peer support
they received. This section analyzes and interprets the gathered data. Each research question is
addressed, and a summary of findings highlighting the significance of the study is presented.
Profile of Program Participants
The survey results indicated that the highest percentage of teachers were in the 6-15 years
and 20+ years of experience range (see Table 1, p. 44). The smaller percentages in the zero to
five years range could be explained by the fact that teachers in their first few years of teaching
receive support through professional development opportunities, colleagues, and their
administrators. Many school districts provide mentorship programs for new teachers in order to
assist teachers to acclimatize to the profession.
It is interesting to note that the highest percentages of teachers receiving support were in
the 6-15 years and 20+ years ranges. These results reinforce the findings of Skinner (1992).
Teachers in this phase of their teaching career, called career frustration, may be disillusioned,
often experiencing a sense of isolation and decreased support, or are at a stable but stagnant
phase, experiencing bitterness, cynicism and pessimism, or even burnt out. The teachers in the
16-20 year range could be a lower representation, because teachers in this range are often
comfortable in their teaching abilities, have acquired the skills necessary to be proficient at their
jobs, and are transitioning into mentorship roles with younger and newer colleagues.
The highest percentage of female participants were in the 6-10 years of teaching
experience, while there were no male participants in this experience range. These results were
not a surprise, given the 2011 Stats Canada survey results that revealed 84% of elementary

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school teachers and 59% of high school teachers are female (National Household Survey, 2011).
Although the demographics in education are gradually changing, it is still predominantly a
female-dominated profession, particularly in elementary schools. In this study, the majority of
female participants were working in elementary schools and the majority of male participants
were working in high schools (see Table 4, p. 45).
Skinner’s research (1992) on the age and stage of teachers was also reinforced by the fact
that teachers require support at specific ages. This suggests that between the ages of 35 and 55,
teachers may feel a growing sense of mortality, have a need for self-assessment, and may be
experiencing transformation in family structures, a reduced drive in competitiveness, and an
increased need for stability. All of these factors could have an impact on effective teaching
practice. With respect to peer support, it is important to note that these teachers will respond
best to collaborative, collegial mentorship when being supported.
The majority of respondents were female elementary classroom teachers (see Table 4, p.
45, and Table 5, p. 46). This data is understandable based on several factors. An elementary
classroom teacher is a generalist, expected to teach and report on all subject areas, whereas high
school teachers are often specialists who are teaching one or two subjects. Depending on the
grade level taught, elementary teachers work with younger students who are more reliant on dayto-day guidance, not only in academics but also for peer relationships. In high schools, teachers
see students for shorter periods of time throughout the day, making it necessary to have
additional supports such as counsellors in place for students to meet their social emotional needs.
Elementary teachers have daily face-to-face interactions with parents who are dropping
off and picking up their children. In an elementary classroom, it is common to have a parent
come to the door in the middle of the school day to talk with the teacher about a concern. By the

65

time students reach high school, parents have often taken a step back and expect their children to
be more independent. This results in high school teachers having limited face-to-face contact
with parents, instead communicating via social media and during scheduled meeting times in the
school year.
Finally, elementary teachers are managing inclusive classrooms with many different
needs. By the time students reach high school, they are often streamlined into specialized
programs that best suit their future needs, such as Life Skills, World of Work, and Career
Placement programs. Although high school classrooms continue to require differentiated
instruction to meet all student needs, it is not to the same extent that elementary classroom
teachers are required to differentiate and adapt their teaching. For all of these reasons, it is
understandable that elementary classroom teachers would represent the highest percentage of
participants in a Peer Support Program.
Required Supports
Many respondents made reference to high needs classrooms with multiple behaviour
concerns and a lack of resources and strategies to address those needs (see Table 6, p. 46).
Classroom management was the area that they required the most support from the Peer Support
Program. Curriculum and instructional planning was also a common concern due to the need for
extensive differentiated instruction to meet the needs of all classroom learners. The
identification of the areas requiring development and support is the first step in making a plan for
teacher improvement (Gordon, 2006). The peer support teachers worked closely with
participants to determine the areas of struggle before working collaboratively to form a plan,
develop strategies, and decide what resources were needed to support the teachers.

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As the demands increase in classrooms, with class sizes rising, inclusion of students who
until the 1970s were not included in regular classrooms, and resources and supports diminishing,
it is no wonder that many teachers struggle to meet the high needs of their classrooms. It is also
understandable that what might begin with classroom management issues may quickly escalate
to issues with curriculum and instructional planning as teachers become more and more
frustrated, and tired. Their own ability to access the necessary resources to help them will
diminish as they become overwhelmed.
Survey respondents reported that they received support for a period of time ranging from
one week to more than two years, with an average length of support being three to six months.
The support occurred once or twice a week, with more intensive support taking place in the first
month, and supports diminishing to a follow-up by the peer support teacher every few weeks, or
on an as-needed basis. The supports provided were very individualized for each participant and
put in place after meetings took place with the teacher and the peer support teacher, to ensure
that the needs of each participant were met. This method of support helped to deepen
understanding of how students learn by facilitating self-reflection, bringing about changes in
classroom instruction, and leading to increased student engagement (Peterson et al., 2009;
Darling Hammond & Richardson, 2009; Desemone, 2009; Rytivaaara, & Kerkner, 2012).
The most common supports were meetings with the peer support teachers, with 86.2% of
participants accessing this type of support (see Figure 1, p. 47). E-mails and telephone calls
often were reported to occur on a daily basis as follow-up. Teachers in the surveys reported that
they “always felt like the peer support teacher was only an e-mail or telephone call away to
provide support as needed, and that just knowing that they could ask for help when needed was a
great assistance.” Teachers reported that they were given time to reflect on their own practice,

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and time to observe in other classrooms. All of the strategies detailed in Figure 1– e-mails,
telephone calls, meetings with consultants, three-way meetings, demonstration lessons, team
teaching, and observation in other classrooms – were those mentioned in the study conducted by
Stover et al. (2011), which focused on teacher-centered learning through the use of
differentiation and reflection between the teacher and literacy coach (p. 498). It was also noted
in Bean et al (2008) that improvement in teaching practice occurs by incorporating more high
level thinking questions, encouraging active engagement, and increasing the ability to
differentiate and adapt instructional materials. The researcher believes that this speaks to the
high level of training provided to the peer support teachers in order for them to offer the
necessary supports to the teachers involved in the Peer Support Program.
Perceived Effectiveness of the Peer Support Program
Survey participants were asked to rank the effectiveness of the Peer Support Program on a
5-point Likert Scale with 1 being poor and 5 being excellent. The majority of respondents
ranked the effectiveness of the Peer Support Program as above average to excellent (see Figure
2, p. 48). Only five of the respondents ranked the program from poor to average. This is in
keeping with the positive comments shared in the open-ended questions of the survey about the
positive outcomes that participants felt were the direct result of the supports they received from
the peer support teachers. Those teachers who gave the program a poor to average ranking cited
the need for more observations of their classrooms, the opportunities to observe other
classrooms, more time to reflect and receive feedback, and the need for clarification of the goals
of the Peer Support Program in the initial meetings. It should be noted here that participants who
ranked the program as above average to excellent noted that these features were present in their
experiences.

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The effectiveness of the program is also illustrated by the fact that the majority of
participants accessed the Peer Support Program only one time. There was acknowledgement by
participants that part of the success of the program was the ability to continue to remain in
contact with the peer support teachers via email or telephone, even after they were finished
participating in the program. The participants reported that the peer support teachers consistently
checked back with them to follow up and ensure that all continued to go well.
Those teachers who accessed the program more than once reported that their willingness to
become involved with the Peer Support Program again was due to the positive experience they
had the first time. These teachers explained that they often reconnected with the Peer Support
Program due to a different issue or a change in position, not because they continued to
experience issues in the same teaching areas they had the first time. The researcher was
pleasantly surprised by the fact that participants were comfortable accessing the Peer Support
Program more than one time if they felt it was necessary. The researcher's assumption prior to
this study was that if teachers had to participate in the Peer Support Program more than once, it
was because they continued to struggle and they had not experienced sustainable growth and
improvement in their teaching practice. The opposite was reported by participants in these
surveys. The respondents perceived that the Peer Support Program brought about sustainable
change and altered their view of receiving support from the program, making them more willing
to ask for and receive further assistance moving forward.
Finally, respondents were asked how they thought the Peer Support Program could
improve. One suggestion made by 6 of the 31 participants was to advertise the program in a
more positive light in the school district so that it would not be perceived by teachers as punitive
or negative. Participants reported feeling anxiety at the onset of their participation and did not

69

want colleagues to know they were participating in the program. However, after experiencing
the positive nature of the program, 21 participants said they would recommend the program to
colleagues. Four respondents recommended the formation of a support group with participating
members of the Peer Support Program so that teachers would know they are not alone and that
struggles and ideas can be shared.
Another suggestion was to have peer support teachers who specialized in different areas,
such as elementary school, high school, resource, library, and music, so that the peer support
teachers would share expertise in specific areas of teaching that are more specialized.
Three responses suggested a counselling component be available for those teachers who
may have experienced a traumatic event while teaching or who are having personal difficulties
outside of the school environment. These teachers shared that peer support in conjunction with
counselling would be extremely beneficial to a struggling teacher’s mental wellbeing.
The figures and tables illustrated demographics and the perceived positive and negative
aspects of the Peer Support Program. These responses gave the necessary feedback to answer
the initial research questions posed at the beginning of this study. The following section
specifically addresses the research questions with accompanying discussion points.
Time for Reflection
In answer to the primary research question, "In what ways do teachers, identified as
struggling, experience professional growth as a result of participating in a Peer Support
Program?" The participants gained insight into their own teaching practice, and the root causes
of their difficulties. As a result, they experienced an increase in their level of confidence, and a
change in their attitude about accessing assistance from the Peer Support Program, due to their
positive experiences with the peer support teachers. Those teachers who were unable to continue

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in their original teaching roles expressed gratitude for the ability to find different teaching
positions that better suited their needs. The teachers who decided to take a leave from teaching
all came back to the profession, some in different teaching roles and different schools, in a better
frame of mind, ready to demonstrate the strategies learned through the Peer Support Program to
manage their classroom environments and relationships in a more healthy way.
Time for Planning
The participants of the Peer Support Program reported that they felt their teaching
practice improved due to the support they received from the peer support teachers. Teachers
reported that they had the opportunity to meet with their support teachers to identify their
individual needs and make plans for improvement and change. They had the opportunity to
observe in other classrooms, have alternative classroom practices modelled for them, and receive
support and resources as they attempted new strategies in their own classrooms. Given the
necessary time to identify, plan and implement changes, the participants then reflected on those
changes with their support teachers.
Ongoing Support
The aspect of the Peer Support Program that participants found the most beneficial was the
ongoing contact they had with the peer support teachers. Many of the teachers reported feeling
like their peer support teacher was always just a phone call or an email away. The support was
received well, and was not thought of as intrusive or evaluative in nature. Participants reported
that the support was given collaboratively and without judgement.
Negative Aspect
The aspect of the Peer Support Program that participants consistently reported to be the least
helpful was the general lack of understanding of the purpose of the Peer Support Program. Many

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of the participants reported being nervous when they first became involved with the program,
because the Peer Support Program held negative connotations for the participants and their
colleagues in the district. There was also inconsistency between the different administrators and
their understanding and reception of the Peer Support Program, which led to discomfort on the
part of the participants. Fortunately for most, these negative feelings dissipated as the teachers
had more contact and developed an understanding of the supports that were available to them
and were given the necessary time to access those supports.
Changing Perspectives
The majority of the participants found the Peer Support Program highly effective, even if they
did not start out feeling this way in the initial stages. Teachers were very complimentary of the
peer support teachers and the supports that they accessed throughout their involvement. The
perspective of many of the participants evolved from being nervous and embarrassed of their
need to access the supports, to feelings of confidence and empowerment once they had
established the necessary skill sets to manage their different teaching roles.
Sustainable Improvement
Participants reported that they felt the improvement to their teaching practice was a permanent
one and was sustainable. The changes to each participant's practice was implemented by giving
each the necessary time, resources, and support to ensure the growth was sustainable. The
sustainability can also be attributed to the fact that each participant maintained an ongoing,
collegial relationship with the peer support teachers. Some teachers reported that if they had a
question or an issue came up with respect to their teaching practice or classroom, they knew that
the peer support teacher was only a phone call or email away. There was never any negative

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connotation to maintaining this relationship, and support was available before the teacher felt
that the situation was out of control.
The initial interview question that addressed the accessing of the Peer Support Program
more than one time was of particular interest, because the researcher’s initial thought was that if
teachers had to access the Peer Support Program more than once, it was due to a recurrence of
the initial teaching difficulties. The assumption was that if teachers were in need of the Peer
Support Program multiple times, it was because they were unable to improve their teaching
practice. The opposite was actually the case. Teachers who accessed the Peer Support Program
more than once did so because they had such a positive experience the first time, and once they
established a relationship with the peer support teacher they were less hesitant to seek help
moving forward when something came up in their practice that they required support. Even
those teachers who initially thought that their involvement with the program was negative and
punitive changed their thinking and reported that they now considered The Peer Support
Program a positive resource to assist teachers with their teaching practice.
Recommendations
The Peer Support Program has many positive attributes as identified by the participants in
their feedback in this study. The teachers spoke highly of the peer support teachers, the
collaborative nature of the program, the types of supports provided, and the resources that were
available to them. They perceived that the improvement to their practice was sustainable, long
term. In conducting this research, participants made several suggestions to improve the Peer
Support Program.

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Recommendations to Program Administrators
The first area of improvement noted was the marketing of the Peer Support Program. Many
of the participants commented on feeling nervous when they first took part in the program,
because they felt there was a negative perception of teachers who required this type of support.
Teachers recommended marketing the program within the district in a more positive way so that
teachers understand what types of supports are available and that there is not a negative
connotation when a teacher accesses the Peer Support Program for assistance.
Several teachers also commented that they had no idea that the Peer Support Program existed.
It would be beneficial to have information available to teachers during their induction phase and
posted in schools in a highly visible area to teachers, such as the staff room STA bulletin board.
Peer Support Teachers could also visit schools during a staff meeting, to outline their services
and make teachers aware of the process to access the program when needed.
Recommendations to School Administrators
In the interviews, teachers also shared different stories about the levels of support by their
administrators. Some administrators were supportive, working with the peer support teachers to
support the classroom teachers, while others were negative and did not welcome the peer support
teachers into their buildings. Other administrators did not know much about the program and
were unable to provide much assistance in the process. It would be beneficial if the
administrators had a clear idea of the supports provided by the Peer Support Program and were
able to work with the teachers to access the services when required and support them through the
process with the peer support teachers.

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Recommendations to Peer Support Teachers
Confidentiality is of the utmost importance to the teachers in the Peer Support Program, and
this is something valued by the participants. Nevertheless, one recommendation was forming a
type of support group that participants could attend in order to talk with other teachers
experiencing the same difficulties. Teachers need to know that they are not alone in their
struggles, but setting up something that would not only highlight the issue but brainstorm
solutions would be highly beneficial.
Finally, teachers felt that it would be helpful to have peer support teachers who specialize in
specific areas, rather than teachers with a generalist background. This was of particular concern
to specialist teachers in areas such as resource and music, because they believed that unless
someone has taught in these specific areas, it is difficult to support a struggling teacher.
The recommendations in this section are intended to suggest ways that the Peer Support
Program may be enhanced. Although the research participants considered the program to be
excellent, they made suggestions to assist in providing additional supports to teachers and
ensuring that other employees of the Surrey School District would be aware of the program and
the amazing supports it provides. Other Canadian school districts may also be interested in the
information presented because they may want to implement similar programs to assist struggling
teachers.
Further Study Required
Throughout this study, there were differences in responses based on gender, not
surprising given that the majority of teachers, especially in elementary schools, are still female
and that many male teachers choose to teach in high schools. The data reflected this
demographic, with the majority of female respondents identifying as elementary school teachers

75

and the majority of male respondents identifying as high school teachers. Interesting to note
with respect to data and gender was that only 30% of the male respondents self-referred to the
Peer Support Program. The other 70% were either referred to the program by their administrator
or through the Plan of Assistance Program. Therefore, 70% of the male participants entered into
the Peer Support Program because they were told they had to participate, not because it was their
choice to do so. The researcher questions whether this was one factor in the lower number of
male participants in the interview portion of this study.
Gender also was a factor in the data collected on the age and career stage of the
participants. Survey results indicated that the majority of female participants were between the
ages of 31-40 years old and in the 6-10 years career stage, while the majority of the male
participants were 50+ years old and in the 20+ years career stage. This difference is interesting
and warrants further study.
Further study is also warranted to provide information from the Peer Support Program
administrators and school administrators, because the information provided about these
stakeholders was gathered from the perspective of the participants of the Peer Support Program
and so is not representative of the thoughts and actions of the administrators.
Summary
This Canadian-based study identifies a Peer Support Program designed to support teachers
who identify as struggling to meet the differentiated needs of their classrooms. It is a
collaborative, non-evaluative model that is perceived by the participants to assist teachers in
improving their teaching practice without the stress of administrative pressure and punitive
measures. With the ever-increasing demands that schools place on teachers, and dwindling

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resources to meet those demands, teachers require supports like the ones offered by the Peer
Support Program to assist them when the school environment presents challenges.
Mentorship programs exist for teachers in their first five years of teaching; however,
there is definitely a gap that exists once teachers reach their sixth year in the profession until
retirement. In B.C. in particular, once teachers have received their evaluations in the first few
years of teaching, they are not evaluated again unless they specifically request an evaluation
from their administrators. Many teachers will never make this request because it opens them up
to the stress of being observed in their classroom and criticism of their teaching practice.
Teachers are left on their own, with the assumption that they are managing unless an issue arises.
The Human Resources Department and the Surrey Teachers Association recognized the
challenges that teachers were facing and formed the Peer Support Program to meet the growing
needs of their teaching staff. Once teachers have been identified as requiring support, the peer
support teachers in Surrey work collaboratively with struggling teachers to offer differentiated
strategies based on individual needs of teachers. The study illustrated demographic information
about the teachers accessing supports that was of particular interest with respect to age and
gender, which is important to consider when choosing the types of supports to offer. The
research conducted by Skinner (1992) illustrated effective strategies to support teachers at
different ages and stages of their teaching career. This is important information for the peer
support teachers to consider when supporting struggling teachers.
The feedback from the participants is also valuable, because changes need to be made
with respect to the marketing of the Peer Support Program. Currently, there is a negative
connotation when a teacher is involved with the Peer Support Program, felt by both colleagues
and administrators. When a teacher is identified as requiring support, that teacher is perceived

77

by others as a bad teacher. Once involved with the program, the perception of the teachers
changed drastically. If more teachers recognized the benefits to having the Peer Support
Program available to them, perhaps more teachers would access the services before reaching a
crisis point in their teaching.
This Peer Support Program is one that would benefit other Canadian School Districts to
assist teachers and reduce the number of teachers who are leaving the teaching profession
because of stress-related factors. The costs of operating a Peer Support Program would be
minimal in comparison to the current costs of teachers accessing medical leave due to high levels
of stress and the costs of professional development to train new teachers when more experienced
teachers are choosing to leave the profession.
The demands of the teaching profession are not going to decrease. Therefore, school
districts must look to providing supports to teaching staff such as the Peer Support Program in
order to ensure the needs of their teaching staff are met and that classrooms are environments
where the best student learning can take place.

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Appendix A

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Appendix B
January 15, 2014
Information Form
Purpose of the Research:
The purpose of this study is to gather information about the effectiveness of the peer support
program in the Surrey School District. This is an important project as it will give the
participants of the program the opportunity to provide feedback about their experiences while
participating in the peer support program and offer suggestions for improvement.

Education Faculty
Graduate Studies
phone (204) 727-7380
phone (204) 727-7406
fax (204) 728-3326

Data Collection/Recorded/Storage/Destroyed/ Access:
The researcher will collect data via a survey and interviews. All survey data will be collated
and stored in a secure location for the duration of the study. Interviews will be recorded and
transcribed and all transcriptions will be provided to the participants for authentication and
correct transcription. All data collected will be stored for one year following the completion of
the study and then will be destroyed. Only the principal researcher and the faculty
supervisor will have access to the data collected.
Risks & Benefits:
The confidentiality of all participants will be guaranteed to ensure minimal risk. Participants
will be given the opportunity to share their experiences while participating in the peer support
program and to provide feedback and suggestions for improvement to the peer support
program. Future participants of the peer support program may benefit from the data
collected and shared in this study.
How will anonymity and confidentiality be maintained:
Only the principal researcher and the faculty supervisor will have access to the identity of the
participants. The survey results will not be connected with the identity of the participants and
pseudonyms will be used when sharing any interview responses. The identity of participants
will remain sealed in a locked cabinet with only the principal researcher and faculty
supervisor having access.

270-18th Street
Brandon, Manitoba
Canada R7A 6A9
www.brandonu.ca

Tasks to be performed by participants:
Participants will be any teacher who has participated in the peer support program since its
inception. Surveys will be accessible online with all participants provided with a link to the
online survey in this information letter. Prior to completing the survey, participants will be
asked to indicate consent. Surveys will take approximately 20 minutes to complete and
survey results will be accessible to the researcher online.
Ten willing participants will participate in interviews with the principal researcher, either in
person or by telephone, depending on the preference of the participant. The interviews will
take approximately one hour to complete.
Time Commitments:
All peer support participants will be asked to complete the 20 minute survey.
The selected ten interviewees will be asked to participate in a one hour interview and review
the transcripts of the interviews for accuracy of transcription.
Rights of Participants:
The participants have the right to withdraw from the study at any point up to the collation of
the data collected. The dates of collation will be provided to participants at the time of data
collection. All participants have the right to refuse to answer any questions asked during the
data collection process. All participants have the right to confidentiality of personal
information. Participants of this study have not waived any right to legal recourse in the
event of research related harm. Participation in this study is voluntary. All participants of the
peer support program are being invited to participate in this study as your experiences and
feedback are considered extremely valuable.

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Time period over which consent applies:
Consent applies from January 20, 2014 to October 31, 2014. The study will be
conducted from January 2014 until thesis defense in October 2014. All data will be
stored for 12 months following the completion of the study.
How to rescind consent:
Consent may be rescinded by phone or email.
Contact information:
Principal Investigator: Lynn White
1-204-942-6643
Email: lynn09@mymts.net
Education Faculty
Graduate Studies
phone (204) 727-7380
phone (204) 727-7406
fax (204) 728-3326

Faculty Supervisor: Tom Skinner
1-204-727-7408
Email: skinner@brandonu.ca
Brandon University Research Ethics Office:
1-204-727-9712
burec@brandonu.ca
Information on how participants may receive a copy of research results:
Any participants interested in receiving copies of research results may do so by
contacting the Principal Investigator. Research results will be forwarded to interested
parties by email.

Please access survey by January 31, 2014:
https://www.surveymonkey.com/s/BJ7WWVP
If you are interested in taking part in the interview phase of this study please
contact Lynn White by email at lynn09@mymts.net with the following information:

270-18th Street
Brandon, Manitoba
Canada R7A 6A9
www.brandonu.ca

Name:
Email:
HomeTelephone:
Cellphone:
Best times to contact:
Thank you for taking the time to consider taking part in this study.
Sincerely,
Lynn White

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Appendix C

Peer Support Program Survey
1. Are you male or female?
o Male
o Female
2. How old are you?
o 20-25 years
o 26-30 years
o 31-40 years
o 41-50 years
o 50+ years
3. How long have you been teaching?
o 0-5 years
o 6-10 years
o 11-15 years
o 16-20 years
o 20+ years
4. Do you work in Elementary, Middle, or High School?
o Elementary School
o Middle School
o High School
5. Was your participation in the Peer Support Program voluntary?
o Yes
o No
6. How long did you participate in the Peer Support Program?
o 1-5 months
o 6-10 months
o 11-15 months
o 16-20 months
7. How many hours of peer support did you receive each week?
o 1-4 hours
o 5-10 hours
o 10+ hours
8. When did the peer support occur?

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o During instructional time
o Before / after school
o Both
9. What was the reason that you participated in the Peer Support Program? You may check
more than one response.
o Assistance with classroom management strategies
o Assistance with curriculum implementation and instructional planning
o Assistance with technology implementation
o Other, please specify

The following questions are ranked on a scale of 1-5, 1 =poor, 5= excellent
10. How effective did you find the peer support that you received?

1.Poor

2. Below Average

3. Average

4. Above Average

5.Excellent

11. How would you rate your relationship with the peer support teacher?

1.Poor

2. Below Average

3. Average

4. Above Average

5.Excellent

12. How would you rate the communication between you and the peer support teacher?
1.Poor

2. Below Average

3. Average

4. Above Average

5.Excellent

13. In your opinion, did the Peer Support Program assist you in improving your teaching
practice in the above noted area (question 9)?
1.Poor

2. Below Average

3. Average

4. Above Average

5.Excellent

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14. If you do not feel that the Peer Support Program was of benefit, what followed the Peer
Support Program to assist you?

15. What did you find was the most effective aspect of the Peer Support Program?

16. Would you recommend the Peer Support Program to a colleague?
o Yes
o No
17. Is there anything else that you would like to share about your experience participating in
the Peer Support Program?

Thank you for completing this survey. Please contact the principal investigator at
lynn09@mymts.net if you are interested in study results.

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Appendix D
Initial Contact for Interview Script
Hello, my name is Lynn White and I am a graduate student at Brandon University, conducting the Peer
Support Program study in the Surrey School District. In January you gave consent and completed an
online survey for this study. In the survey consent form you indicated that you would be interested in
taking part in an interview to provide additional feedback to the peer support program. At this time, are
you still interested in taking part in an interview?
If answer is yes:
I am contacting you today to set up a time to conduct this interview. Would you prefer to meet in person
or conduct the interview over the telephone?
In person:
I will be in Surrey the week of _____________________________. The interview will take
approximately 1 hour and will be conducted at _____(location)_______________. I have the following
dates and times available:
List of dates and times
By telephone:
I will be conducting telephone interviews the week of ____________________________. The interview
will take approximately 1 hour. I have the following times available:
List of times
I will send an email confirming the date and time of the interview via e-mail. This email will also include
an Interview Consent form that outlines the interview phase of the study and requires your signature. I
would like to assure you that your identity will be kept confidential.
You will receive a reminder 2 days prior to the scheduled interview time. If something comes up and you
need to cancel or change our meeting, please email me at lynn09@mymts.net or call me at 1-204-9426643. Thank you, and I look forward to talking with you on _____(scheduled date)_________.

If answer is no:
Thank you so much for your time.

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Appendix E
Interview Questions
_____________________________________________________________________________________
Demographics:
Female / Male
Survey Completed: Yes /No
1. LW: Do you teach in Elementary or High School?
2. LW: How long have you been teaching?
2a) LW: Has all of your teaching been at this grade level?
3. LW:What subject/grade do you teach here?
4. LW: How did you become involved with the Peer Support Program?
5. LW: How long were you supported by the Peer Support Program? You said that you saw here
4 or 5 times?
6. What aspects of your teaching required support from the Peer Support Program?
7. In what ways did the Peer Support Program support you?
8. What aspects of the Peer Support Program did you find the most helpful?
9. What aspects of the Peer Support Program did you find the least helpful?
10. LW: Do you feel that your teaching practice has improved as a result of the supports you
received from the Peer Support Program?
11. Do you feel that the improvement in your teaching practice will be sustainable long term?
12. Have you accessed the Peer Support Program more than one time?
13. Are there any aspects of the Peer Support Program that could be improved?
14. LW: Are teachers aware that this peer support program exists?
15. LW: In your opinion, is there a positive or negative connotation associated with the Peer
Support Program?
16. LW: Is there anything else that you would like to add at this point with respect to your
experience with the peer support program?

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