Volume 2 - Issue 1 - DBU Journal of K-12 Educational Research - Page 39

Journal of K-12 Educational Research 37 FIRST YEAR TEACHER PERCEPTIONS OF INSTRUCTIONAL COACHING AS A PROFESSIONAL DEVELOPMENT MODEL June Ritchlin, Ed.D. Journal of K-12 Educational Research 2018, VOL. 2, ISSUE 1 www.dbu.edu/doctoral/edd Introduction While professional development for educators is valued, it has become more challenging to provide due to increased state and federal expectations and limited resources (Foster, Reed, & McGinnis, 2009). Job-embedded professional development is becoming a popular form of professional development because it is more cost effective and flexible than a workshop model, and is easily differentiated to meet the needs of teachers (Knight, 2007; Yendol-Hoppey & Dana, 2010). One such form of job-embedded professional development is instructional coaching, which pairs a teacher and an instructional coach together for an extended dura- tion to provide individualized professional development (Knight, 2007). Background of the Study In 1987, Showers and Joyce described coaching as a partnership between teachers and coaches that supports the transfer of knowl - edge gained from professional development to the classroom. According to Cochran-Smith and Lytle (1999), teachers often receive professional development on research-based practices but without time for reflection and follow through, never ade - quately apply their learning to the classroom. Showers, Joyce, and Bennett (1987), found that when teachers are provided time to practice, reflect, receive feedback, and observe research based practices, they develop a greater level of understanding and are more equipped to apply their new learning to their instruction. Statement of the Problem In 2009, the National Staff Development Council published a report on professional development and recognized instructional coaching as a promising tool to enhance professional develop- ment and build teacher capacity, but reiterated that additional research was needed to confirm its effectiveness (Wei, Dar - ling-Hammond, Andree, Richardson, & Orphanos, 2009). When considering the potential of instructional coaching to positively impact instructional practices, the lack of understanding of teach - ers’ perceptions of their experiences with instructional coaching as a professional development model should be addressed. Purpose of the Study The purpose of the current qualitative study was to explore new teachers’ perceptions of instructional coaching as a professional development model, their perceptions regarding the impact of instructional coaching on their instructional practices, and their perceptions of instructional coaching on their implementation of district expectations. Review of Literature In response to increased expectations on high-stakes assessments and decreased funding for education, school districts have begun to explore job-embedded professional development models to build capacity in teachers and increase student achievement (Knight, 2007; Odden, 2011). Job-embedded Professional Development Job-embedded professional development occurs daily, within the school day and is focused on the specific needs of educators at their work site (Croft, Coggshall, Dolon, & Powers, 2010; Tienken & Stonaker, 2007). A significant difference between traditional professional development and job-embedded profes -