Given the competing demands on librarian\u27s time, teaching and instruction are often a professional responsibility experienced in isolation with minimal colleague feedback beyond summative assessment. This article will describe a peer coaching pilot designed to increase teacher reflection, teacher collaboration, and to indentify future training and professional development needs. The article will report on the program\u27s assessment facilitated by participant surveys. The peer coaching program described offers a model for fostering a community of teachers who are intent on improving and invigorating teaching practice
