In an effort to explore new methods of evaluation better suited to alternative instructional styles, a model peer coaching program was implemented at Northern Michigan University. The program was based on findings from a review of the literature and was designed to meet the University's needs for continuing improvement in teaching and learning, ensure that instruction reflects the knowledge bases and best practices in professional education, and show public school educators how a critical thinking process can increase knowledge and improve instruction. The initial stage of the peer coaching model was implemented in winter 1991. In the model, two instructors met before lecture to discuss the session's objectives and teaching strategies, while the peer observer remained in the classroom to provide comments afterward. The collegial atmosphere created by the peer approach led to two unplanned teaching improvements. The first involved restructuring a school personnel administration course by asking students to write case studies as a basis for class discussion and collaboration. The second involved a school finance course and combined peer coaching and student interaction, with students examining texts and then collectively deciding which interpretation was the most accurate. By using a peer coaching approach that regards each instructor as competent and provides a sense of equality between instructors, collegiality among faculty is increased and the stress of educational innovation is decreased. Contains 14 references. (MAB)