An observational instrument was developed to facilitate the peer coaching process by special education consulting teachers with regular class teacher colleagues. Use of the instrument was piloted by a special education consulting teacher with three middle school teachers whose classes included special education and at-risk students. The instrument was developed to guide observation of a teacher's lesson and subsequent debriefing and coaching of the teacher for improving instructional effectiveness. The three middle school teachers had experience levels of 10 years, 3 years, and 3 months, respectively. Following the observations and debriefing, teachers were encouraged to select areas for improvement and to keep a written journal tracking all efforts undertaken to meet their goals. Teachers were observed again 3 to 5 weeks later. Two of the three teachers raised their scores in the targeted areas (the third had received high scores in all areas initially) and all three responded positively to being observed and to the consultation and improvement process. (Contains 23 references.) (DB)