Throughout the evolution of education, various methods of teacher training have emerged to provide general professional development to educators. After trial and error, forms of coaching, including peer coaching, emerged as one of several operational training tools and has been a recommended method of teacher development in recent years (Cotabish & Robinson, 2012; Dailey, Cotabish, & Robinson, 2013; Tschannen-Moren & Tschannen-Moren, 2010). The traditional goal of peer coaching is to provide positive feedback to instructors (Slater & Simmons, 2001); however, more recently the peer coach has a greater responsibility. The coach should take on the roles of content expert, teacher support, classroom helper, and at times instructional facilitator (Appleton, 2008; Dailey, Cotabish, & Robinson, 2013). The coach must provide expert advice on content and pedagogical knowledge as well as be available to model and facilitate classroom lessons. Findings indicate that teachers attribute their increased knowledge and skills to observing and talking to their coaches (Dailey, 2013) as well as classroom support from their coaches (Appleton, 2008; Dailey, Cotabish, & Robinson, 2013).