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The purpose of this paper is to examine highly detailed “low-inference” transcripts (LITs) of peer coaching conversations, drawn from two public US high schools located in New York City, to explore the kinds of interactions that led peers to be more reflective about their instructional practice.

Using the constant-comparative method of analysis, highly detailed LITs of peer coaching conversations were analyzed to identify instances where peers had what the researchers identified as an “Aha!” moment, where the peer's prior belief or opinion about their instruction and/or planning shifted. Subsequent re-coding identified specific strategies that caused the shift.

Three kinds of interactions were identified as leading to an “Aha!,” all of which involved a thoughtful and strategic use of the LITs during the coaching conversation. Conversely, findings suggested that passive use of the transcripts was less successful.

Future research should explore the nature and staying power of the shifts in peer thinking, and the extent to which these shifts lead to instructional changes and improved student performance.

–LITs are a promising tool for instructional coaching. The evidence suggests when in the hands of a skilled coach the transcripts can shift teachers’ thinking in ways that are likely to improve instructional practice and thus student outcomes.

This study highlights the value of pairing strategic and thoughtful peer coaching with highly detailed LITs, and identifies specific kinds of interactions that lead to shifts in thinking about instruction.