[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-detail-595956-en":59,"doc-seo-595956-105":79},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":5,"data":60},{"doc_id":61,"user_id":62,"nickname":63,"user_avatar":64,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":66,"doc_content":67,"file_id":68,"file_url":69,"file_type":70,"file_size":71,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":72,"language_code":73,"site_id":74,"html_lang":73,"table_of_contents":75,"faqs":76,"seo_title":77,"seo_description":66,"update_tm":78,"read_time":52,"preview_page_count":4},595956,5909892332657,"Anna Hans","https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Peer Support: A Collaborative Approach to Teacher Improvement","Peer Support Program research examines how a collaborative mentoring model supports teachers identified as struggling in elementary and high schools in Surrey, British Columbia. A mixed-methods design draws on an online survey and five one-on-one interviews. Participants rated the program as above average to excellent, reported sustainable improvements in teaching practice, and described individualized supports that included coaching, follow-up contact, reflection time, and opportunities to observe classrooms. The study highlights how structured collaboration can reduce stress and burnout.","RESEARCH REPORT  \nPeer Support:  \nA Collaborative Approach to Teacher Improvement  \nLynn White  \nMany 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. This mixed methods research incorporated an online survey with all participants and five one-on-one interviews to answer the following research question: “In what ways do teachers, identified as struggling, experience professional growth as a result of participating in a Peer Support Program?” Of the teachers who participated 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 isone viable option to support teachers in improving their teaching practice and reducing teacher stress and burnout.  \nDiscussion of the Main Findings  \nRequired Supports  \nMany respondents made reference to high needs classrooms with multiple behaviour concerns and a lack of resources and strategies to address those needs. 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 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.  \nAs 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.  \nSurvey 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, in order to ensure that the needs of each participant were met. This method of support helped to deepen  \nunderstanding of how students learn by facilitating self-reflection, bringing about changes in classroom instruction, and leading to increased student engagement.  \nThe most common supports were meetings with the peer support teachers, with 86.2% of participants accessing this type of support. E-mails and telephone calls were often reported to occur on a daily basis as follow-up. Teachers reported that they “always felt like the p","cbCaisvEPUAFR0rc","https://ap.wps.com/l/cbCaisvEPUAFR0rc","pdf",133505,"English","en",105,"# Discussion of the Main Findings\n## Required Supports\n## Perceived Effectiveness of the Peer Support Program","[{\"question\":\"What research question does the study address about the Peer Support Program?\",\"answer\":\"The study asks how teachers identified as struggling experience professional growth as a result of participating in a Peer Support Program.\"},{\"question\":\"What support areas did teachers most often need from the program?\",\"answer\":\"Teachers most often sought help with classroom management, and many also raised concerns about curriculum and instructional planning for differentiated instruction.\"},{\"question\":\"How did teachers describe the program’s effectiveness?\",\"answer\":\"Most participants rated the program’s effectiveness above average to excellent, while those rating it lower cited a need for more classroom observations, reflection and feedback time, and clearer goals early on.\"}]","Peer Support: A Collaborative Approach to Teacher Improvement | PDF",1792082183,{"code":4,"msg":80,"data":81},"ok",{"site_id":74,"language":73,"slug":82,"title":65,"keywords":83,"description":66,"schema_data":84,"social_meta":138,"head_meta":140,"extra_data":142,"updated_unix":143},"peer-support-a-collaborative-approach-to-teacher-improvement","",{"@graph":85,"@context":137},[86,100,120],{"@type":87,"itemListElement":88},"BreadcrumbList",[89,93,95,98],{"item":90,"name":91,"@type":92,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":94,"name":9,"@type":92,"position":14},"https://docshare.wps.com/document/",{"item":96,"name":40,"@type":92,"position":97},"https://docshare.wps.com/document/research-report/",3,{"item":99,"name":65,"@type":92,"position":19},"https://docshare.wps.com/document/peer-support-a-collaborative-approach-to-teacher-improvement/595956/",{"url":99,"name":65,"@type":101,"image":102,"author":107,"headline":65,"publisher":109,"fileFormat":112,"inLanguage":73,"description":66,"dateModified":113,"datePublished":114,"encodingFormat":112,"isAccessibleForFree":115,"interactionStatistic":116},"DigitalDocument",{"url":103,"@type":104,"width":105,"height":106},"https://docshare.wps.com/thumbnails/peer-support-a-collaborative-approach-to-teacher-improvement/595956.png","ImageObject",300,407,{"name":63,"@type":108},"Person",{"url":90,"name":110,"@type":111},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":117,"interactionType":118,"userInteractionCount":34},"InteractionCounter",{"@type":119},"ViewAction",{"@type":121,"mainEntity":122},"FAQPage",[123,129,133],{"name":124,"@type":125,"acceptedAnswer":126},"What research question does the study address about the Peer Support Program?","Question",{"text":127,"@type":128},"The study asks how teachers identified as struggling experience professional growth as a result of participating in a Peer Support Program.","Answer",{"name":130,"@type":125,"acceptedAnswer":131},"What support areas did teachers most often need from the program?",{"text":132,"@type":128},"Teachers most often sought help with classroom management, and many also raised concerns about curriculum and instructional planning for differentiated instruction.",{"name":134,"@type":125,"acceptedAnswer":135},"How did teachers describe the program’s effectiveness?",{"text":136,"@type":128},"Most participants rated the program’s effectiveness above average to excellent, while those rating it lower cited a need for more classroom observations, reflection and feedback time, and clearer goals early on.","https://schema.org",{"og:url":99,"og:type":139,"og:title":65,"og:site_name":110,"og:description":66},"article",{"robots":141,"canonical":99},"index,follow",{"doc_id":61,"site_id":74},1792863131]