Volume 2 - Issue 1 - DBU Journal of K-12 Educational Research - Page 44

42 Conclusions The purpose of the current study was to explore new teachers’ perceptions of instructional coaching as a form of professional development and their perceptions of the impact of instructional coaching on their classroom instruction and ability to implement district expectations. While the participants indicated instruc - tional coaching impacted their classroom instruction and their ability to implement district expectations, an unforeseen ben- efit to instructional coaching is the level of accountability for implementing district expectations felt by the teachers engaged in instructional coaching. In addition, the model is highly effective at providing per - sonalized professional development aligned specifically to the individual needs of the teachers. The participants described the professional development they received as personalized and more valuable than traditional workshop style professional develop - ment because of the personal relevancy built into instructional coaching. The relationships developed between the instructional coach- es and teachers emerged as a crucial component of instructional coaching. All of the participants referenced the relationship with their instructional coach as what was enjoyed most about instruc - tional coaching. While there are some recommendations to increase the effectiveness of the instructional coaching model at the research site, the current study revealed the instructional coaching model as effective professional development that has a positive impact on first year teachers’ instructional practices and on their ability to implement district expectations. References Anderson, R., Feldman, S., & Minstrell, J. (2014). Understanding relationship: Maximizing the effects of science coaching. Education Policy Analysis Archives, 22 (54) 1-25. Cochran-Smith, M., & Lytle, S. L. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education , 24 , 249-305. Croft, A., Coggshall, J.G., Dolon, M., & Powers, E. (April, 2010). Job-embedded professional development: What it is, who is responsible and how to get it done well. National Comprehensive Center for Teacher Quality, 1-16. Denton, C. & Hasbrouck, J. (2009). A description of instructional coaching and its relationship to consultation. Journal of Educational and Psychological Consultation , 19 , 150-175. Foster, K, Reed, H. &McGinnis, K. (2009). After the funding flees: A how to model for sustaining the professional development school partnership. School University Partnerships , 3 (1), 113-118. Hill, R. & Rapp, L. (August, 2012). School-based coaches plant seeds of learning. Journal of Staff Development , 33 (4), 36-39. Joyce, B. R., & Showers, B. (October, 1982). The coaching of teaching. Educational Leadership , 40 (1), 4-8. Knight, J. (2007). Instructional coaching: A partnership approach to improving instruction. Thousand Oaks, CA: Corwin Press. Knight, J. (2009). Coaching: The key to translating research into practice lies in continuous, job-embedded learning with ongoing support. National Staff Development Council, 30 (1), 18-22. Knight, J. (October, 2011). What good coaches do. Educational Leadership, 18-22. McAdamis, S. (June, 2010). Create a conversation. Journal of Staff Development , 31 (3), 24-27. Odden, A. (2011). Resources: The dollars and sense of comprehensive professional learning. Journal of Staff Development, 32 (4), 27-32. Renfro, L. & Grieshaber, A. (Fall, 2012). Focus, feedback, follow- through. National Staff Development Council , 30 (4), 26-31. Sackey, S. (February, 2012). The 3 R’s of learning time: Rethink, reshape, reclaim. Journal of Staff Development , 33 (1), 46-48. Showers, B., Joyce, B., & Bennett, B. (1987). Synthesis of research on staff development: A framework for future study and a state-of-the-art analysis. Educational Leadership , 45 (3), 77–87. Tienken, C. & Stonaker, L. (Spring, 2007). Every day is a professional development day. National Staff Development Council , 28 (2), 24-29. Wei, R. C, Darling-Hammond, L., Andrée, A, Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. National Staff Development Council , 1-36. Yendol-Hoppey, D. & Fichtman Dana, N. (2010). Powerful professional development:Building expertise within the four walls of your school . Washington, D.C.: American Psychological Association. June Ritchlin, Ed.D.