Volume 2 - Issue 1 - DBU Journal of K-12 Educational Research - Page 34

32 to the credibility and trustworthiness of the study (Merriam & Tisdell, 2015). The study utilized interview questions designed by the researcher with fidelity of implementation in mind. Creswell (2015) noted, in qualitative research, researchers develop their own open-ended interview questions and do not rely on someone else’s instrument. QSR NVivo 11 software was used to code and analyze the data. Findings and Interpretation of Results T hree themes emerged from the analysis of the QSR NVivo 11 software: support, trust, and confusion. The guiding questions that defined the study were: 1. What are the perceptions of instructional coaches after the first year of implementation of the instructional coaching program? 2. What are the perceptions of principals after the first year of implementation of the instructional coaching pro- gram? Instructional coaches shared their perceptions about the imple - mentation of the instructional coaching program with the follow- ing findings: • The decision on whether to hire an instructional coach from within the campus should be left to the principal. • Instructional coaches shared the need to be trained in instructional coaching by an expert before the beginning of the school year. • Instructional coaches feel that principals should attend coaching training with them. • Instructional coaches need time to build relationships with teachers and it begins with clear communication from the principal as to their role and responsibilities. • Instructional coaches need and want to spend the major - ity of their time working with teachers to improve teach - ing and increase student learning instead of being pulled away from their campus by the district for meetings and trainings not related to their instructional coaching work • Instructional coaches need additional training in re - search-based interventions and how to model them for teachers. • Instructional coaches want principals to ensure teachers know instructional coaches are not evaluators. • Principals and instructional coaches need to have a rela - tionship of mutual respect and trust. • Principals and instructional coaches need to have planned weekly meeting times. • Instructional coaches need to know how they will be evaluated. • Instructional coaches should be supported by their prin - cipal, the other instructional coaches, and the district. • Instructional coaches need to begin building trust with teachers from day one. Principals shared their perceptions about the implementation of the instructional coaching program with the following findings: • Principals look for the following characteristics when hiring an instructional coach: knowledge of curriculum and instruction, effective communication skills, empa - thy, people skills, and the ability to build relationships. • Instructional coaches need to be on their campuses in - stead of being pulled off by the district for meetings and other trainings not related to their instructional coaching work. • Principals and instructional coaches need to have planned weekly meeting times. • Instructional coaches need to be trained in instructional coaching by an expert before the beginning of the school year. • The decision on whether to hire an instructional coach from within the campus should be left to the principal. • Instructional coaches need additional training in re - search-based interventions and how to model them for teachers. • The position of instructional coach is not evaluative. • Principals and instructional coaches need to have a rela - tionship of mutual respect and trust. Pamela Bell Reece, Ed.D.