An abundance of international research literature informs that peer coaching in education has the power to foster the creation of professional learning communities which support contextualised professional learning, cultivate shared learning environments and develop a purposeful sense of interconnectedness which nourishes human connection and teacher development. Underpinned by these overarching principles, an innovative pilot project introducing teacher-to-teacher coaching to Irish primary and post-primary schools, with ongoing action research, will illuminate a culturally responsive and readily transferable model for teacher peer coaching with the real potential to be scaled up systemwide. The essential aim of the project is to investigate the implications of implementing peer coaching as a tool to encourage, support, and sustain deep collaboration and connectedness among teachers in the Irish education system. This will be achieved through training teachers in the fundamentals of Collegial Peer Coaching (CPC) enabling them to actively practise skilled collaborative coaching with colleagues; creating an interconnected culture where teachers observe each other’s teaching practice; teaching and supporting teachers to conduct pre and post professional conversations on the learning processes observed during their lessons; support teachers to formally reflect on their experiences and learning from the overall collaborative coaching process. Commencing in early spring 2022 using a qualitative research design, this project will utilise a series of in-depth semi-structured interviews with the participants from the pilot schools along with a number of focus groups at pertinent points during the project. The intention is to gather data at multiple stages over a proposed 18 month period subsequent to the introduction of a CPC pilot scheme in each participating school. The findings of this research project are anticipated to support the development of coaching cultures throughout Irish primary and post-primary schools through the emergence of a customised coaching model. The potential transferability of the model to other school contexts will be continuously informed by the ongoing pilot programme and associated active research. Recent research highlights a lingering, historical reticence imbued within teachers’ dispositions towards meaningful collaborative endeavours. This study is intended to expose the full potential of peer coaching in education to act as a vehicle for sustainable individual and organisational improvement in Irish schools through the reconstruction of learning and teaching in classrooms and the professional learning of educators.