The purpose of this action research case study was to examine peer coaching of third-grade teachers during the implementation of a literacy framework in a suburban elementary school. Through such an effort, the hope was to support teachers using job-embedded, reflective processes to refine current instructional practices related to the Comprehensive Reading Solutions Literacy Framework (Walpole & McKenna, 2017). This qualitative case study connects Vygotsky’s (2012) constructivist theory with the adult learning theory by Knowles (1989). Both theories share the importance of social interactions with peers to apply learning to individual settings.

Data collection methods included individual interviews, observations, audio-recordings of coaching conversations, document analysis of artifacts from the peer coaching process, an ethnographic research journal, supplemental quantitative data, and classroom observation notes. The study included six third-grade teachers, an action research team, and school and district leadership members. Data were organized and interpreted to determine if any instructional changes took place during the peer coaching cycles and to see what was learned among the teachers and school leaders during the process. The third-grade teachers were paired and repeated the peer coaching cycle twice. A midcourse-adjustment review was held in between the cycles to make necessary changes. Thematic analysis uncovered three themes related to the commencement of peer coaching: peer coaching opens closed doors, post-observation conferences lead to the next steps, and reflective practices take time to learn.

Findings have implications for further research. Implications for practitioners include the necessity for developing and sustaining job-embedded practices, such as peer coaching to promote continuous teacher growth and reflective practices. Implications also include that more time is needed to initiate the peer coaching process and to see if there are any effects on school culture.