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Peer coaching is gaining momentum as a powerful tool for professional development and technology integration, especially in environments where teams want learning to be relevant, practical, and immediately impactful (Knowles et al., 2014; Robbins, 2015). Rather than relying on external trainers, peer coaching leverages in-house expertise, empowering colleagues to guide and support each other in solving real challenges and adapting to technological change (Robbins, 2015; Mattox, 2017).

This article explores a scaffolded peer coaching approach based on a real example. Over six weeks, the coaching process centered on improving file management using Microsoft and AI tools, applying adult learning theory, constructivism, SMART goals, and the SAMR model as key frameworks (Fletcher & Mullen, 2012; McLeod, 2025; Tare et al., 2021).

Why Peer Coaching?

Research supports the notion that adults learn best when their learning is directly applicable to work challenges—aligning with Malcolm Knowles’ Theory of Andragogy, which emphasizes autonomy and relevance (Knowles et al., 2014). Peer coaching taps into these principles by pairing colleagues who understand each other's context. Collaboration increases organizational problem-solving capacity, helping teams use their shared experience to drive outcomes (Robbins, 2015).

Dr. Milton Mattox highlights the role of career development coaches: “Collaboration increases the organizational capacity to solve problems ... driven by shared learning and teamwork.” Peer coaching flourishes when supported at every level and when participants remain engaged in regular, outcome-focused activities (Robbins, 2015).

The Scaffolded Approach

A scaffolded peer coaching plan builds competence in incremental steps, balancing guidance with growing independence (Cranton, 2016):

• Establish Relevance & Autonomy: Adults want learning tied to their immediate needs. Begin with candid discussion about pain points—such as lost time in file management—and map these to workflow outcomes.
• Set SMART Goals: Document specific, measurable, achievable, relevant, and time-bound goals. For example, “automate 80% of data-cleaning tasks within the first month” (University of California, 2016).
• Contextual & Reflective Learning: Use weekly reflection and joint planning sessions to encourage experimentation, review progress, and adapt tools and methods.
• Build on Experience: Select hands-on test scenarios grounded in actual workflow obstacles. Introduce core tools (Microsoft Copilot, OneDrive, ChatGPT), and tailor guides and short videos to the coachee’s needs.
• Active Experimentation: Co-design use-cases such as using Copilot for folder structures or AI to summarize shared folders. Encourage learners to try, observe, and reflect—going beyond passive consumption (McLeod, 2025).

Applying the SAMR Model

Dr. Ruben Puentedura’s SAMR model helps teams classify and advance technology use in meaningful ways (Puentedura, 2010):

• Substitution: Replace handwritten notes with digital ones (like Word); the process is unchanged, just supported by new tools.
• Augmentation: Use features like cloud sharing and search (like Box), making information easier to access.
• Modification: Deploy collaborative platforms where documents are co-edited and discussed (like MS Teams, Smartsheet or OneNote), transforming individual work into teamwork. 
• Redefinition: Use advanced platforms (like Jira) for real-time, automated reporting, interactive data visualization, and wide-reaching collaboration—in ways that weren’t previously possible.

As professionals move through these levels, peer coaching supports transitions from basic adoption (e.g., digital note-taking) to leading cultural and workflow change (e.g., sharing an AI toolkit across the team).

Image courtesy of Educational Technology 2023

Navigating the Implementation Dip

Change, even positive change, often triggers an “implementation dip”—a temporary drop in productivity and confidence while individuals adjust to new practices (WestEd, 2024; Jigsaw Learning, n.d.). This dip is normal, and successful peer coaching programs recognize, reflect, and adapt during this period (Fullan, 2001).

Leaders should communicate that dips are expected and encourage teams to treat them as learning opportunities. Strategies to overcome the dip include offering supportive resources, honest feedback, and allowing regular reflection. Training and ongoing guidance help everyone adapt, feel confident, and continue to improve (Skills-Based Health Education, 2018).

Peer Coaching Models

There is no one-size-fits-all model for peer coaching. Organizations can tailor their approach using these options:

Best Practices for Sustainable Peer Coaching

To maximize the impact, follow these guidelines (Robbins, 2015):

• Integrate coaching into existing work structures and routines.
• Set clear deliverables and mutual accountability for outcomes.
• Use a mix of synchronous (live meetings, troubleshooting) and asynchronous (guides, recorded demos) learning.
• Illustrate impact with before-and-after stories.
• Employ regular feedback loops—combining self-assessment and peer review.

Patricia Cranton (2016) summarizes the value: “When learners feel empowered in their learning, they become agents of change by sharing their experiences with colleagues, which grows the learning network both formally and informally and helps sustain broader organizational transformation.”

Conclusion

Peer coaching offers a practical, collaborative, and adaptive pathway to build digital competence, foster innovation, and drive continuous improvement. By anchoring coaching practices in adult learning theory, structured goal-setting, and thoughtful use of frameworks like SAMR, organizations can create learning ecosystems that are resilient, responsive, and ready for ongoing technological change (Tare et al., 2021; Robbins, 2015; Fullan, 2001).

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Sources

Cranton, P. (2016). Understanding and Promoting Transformative Learning: A Guide to Theory and Practice (Third edition.). Routledge. https://doi.org/10.4324/9781003448433

Fletcher, S. J., & Mullen, C. A. (2012). The SAGE handbook of mentoring and coaching in education. (Vols. 1-0). SAGE Publications Ltd, https://doi.org/10.4135/9781446247549

Fullan, M. (2001). Leading in a culture of change. San Francisco, CA: Jossey-Bass.  https://www.csus.edu/indiv/j/jelinekd/edte%20227/fullanleadinginacultureofchange.pdf

Jigsaw Learning. (n.d.). 3 ways leaders overcome an implementation dip. Retrieved November 4, 2025, from https://www.jigsawlearning.ca/publications/blog-posts/honouring-implementation-dip

Knowles, M. S., Holton, E. F., & Swanson, R. A. (2014). The adult learner : the definitive classic in adult education and human resource development (8th edition). Routledge.

Mattox, M. (2017, November 1). Why coaching is important for everyone. LinkedIn. https://www.linkedin.com/pulse/why-coaching-important-everyone-milton-mattox/

McLeod, S. (2025, March 31). Constructivism as a theory for teaching and learning. Simply Psychology. https://www.simplypsychology.org/constructivism.html

Puentedura, R. R. (2010). SAMR model: Substitution, augmentation, modification, and redefinition. Retrieved from https://educationaltechnology.net/samr-model-substitution-augmentation-modification-and-redefinition/

Robbins, P. (2015). Peer coaching to enrich professional practice, school culture, and student learning. Association for Supervision & Curriculum Development.

Skills-Based Health Education. (2018, January 17). Getting through the implementation dip: Find and hold onto your inspiration. Retrieved from https://skillsbasedhealtheducation.com/2018/01/17/getting-through-the-implementation-dip-find-and-hold-onto-your-inspiration/

Tare, M., Cacicio, S., & Shell, A. R. (2021). The science of adult learning: Understanding the whole learner. Digital Promise. https://digitalpromise.org/wp-content/uploads/2020/12/Adult-Learner-White-Paper-1.pdf

University of California, Office of the President. (2016). SMART goals: A how to guide. https://www.ucop.edu/local-human-resources/_files/performance-appraisal/How+to+write+SMART+Goals+v2.pdf

WestEd. (2024, December 31). Managing the implementation dip – guiding questions & strategies for the state systemic improvement plan implementation. Retrieved from https://ncsi.wested.org/resource/managing-the-implementation-dip-guiding-questions-strategies-for-the-state-systemic-improvement-plan-implementation/