The findings showed there were significant differences between teachers' and principals' responses on peer coaching programs in Oklahoma to the following: allowed teachers to choose whether to participate in peer coaching, involved teachers in the decisions about who should coach, allowed teachers to select their peer coach from among their colleagues, that peer coaches are chosen because they are master teachers and that peer coaches have time to develop trusting relationships.

The findings suggest that principals were more likely than teachers to indicate that the characteristics are apparent in the peer coaching programs in Oklahoma secondary schools.

First, information was obtained regarding the extent to which the characteristics of peer coaching programs reported in the literature were being used. Second, information related to the extent the readiness and planning practices of school-based change were used to select and initiate peer coaching. Third, information related to the extent to which those involved in peer coaching had received effective training and follow-up while implementing peer coaching. Finally, information related to the extent to which peer coaching had impacted teachers' and principals' professional lives and the achievement of their students. The sample was 33 principals and 66 teachers from Oklahoma secondary schools (grades seven through twelve).

This study examined the extent to which peer coaching was being implemented in the secondary schools (grades seven through twelve) in the state of Oklahoma. Following a review of the literature which verified that characteristics of effective peer coaching programs were broadly referenced in the professional literature, a survey was conducted. The survey gathered information from Oklahoma secondary schools (grades seven through twelve) that indicated they had implemented peer coaching.