The major underlying assumptions of the Peer-Centered Coaching Model are that teachers are experts with respect to instruction and, because they believe that they can help each other with classroom problems better than help can be given from other sources, they trust each others' advice. The fundamental element of this coaching model is the use of peer observation in the classroom. A description is given of the process of selecting a peer coach for reciprocal observation and positive feedback. Guidelines are offered on developing a schedule for observation, successful observation techniques, and the format for the feedback session. Included in this model is the concept of the support group, organized to provide a vehicle to help teachers as they continue to improve their instructional effectiveness. The role of the principal in this peer-coaching model is described, as well as the roles of the support group facilitator and group recorder. The format for support group meetings is outlined, and suggestions are given on the development of an agenda for the group, and how the group can provide review and feedback assistance in problem solving. (JD)