Instructional coach support: A case study approach to examining the perspectives and experiences of instructional coaches about their own professional development

This qualitative single embedded case study examines the perspectives and experiences of six K-12 instructional partners (coaches) about their own professional development experiences. The instructional coaches participating in this study are members of an exclusive professional learning network called the Instructional Partners' Network. This research study specifically examined the kinds of professional development and resources offered to this group of instructional partners to assist them with designing professional development for teachers, delivering professional development to teachers, coaching teachers, and leading school-based learning teams. The perspectives and experiences of the instructional partners were gathered through observations, interviews, documents, and artifacts. The observations include a number of coaching community sessions facilitated or supported by the Instructional Partners' Network. Interviews included one-on-one account with each instructional partner. The data analysis process includes the identification of themes, patterns, and big ideas. The following research questions guided the study: What are the perspectives and experiences of a select group of K-12 instructional coaches regarding the kinds of professional development trainings and resources that they receive to assist them in training and coaching teachers? What kinds of trainings and resources do coaches receive to assist them in designing professional development for teachers? What kinds of trainings and resources do coaches receive to assist them in effectively delivering professional development to teachers? What kinds of trainings and resources do coaches receive on how to coach teachers? and What kinds of trainings and resources do coaches receive on how to lead school-based learning teams? The study identified six big ideas regarding the perspectives and experiences of instructional coaches about their own professional development. Instructional coaches value professional development that supports and empowers coaches to empower teachers. Instructional coaches value professional development that promotes collaboration, networking, and continuous learning opportunities so that coaches, teachers, and administrators can learn and grow together. Instructional coaches value professional development that is based on the partnership philosophy (allowing for voice, choice, equality, dialogue, reflection, praxis and reciprocity) as a foundation for teaching and learning. Instructional coaches value professional development that models the process for effectively designing and facilitating professional development for adult learners. Instructional coaches value professional development that supports differentiation for adult learners. Instructional coaches value professional development that is designed to allow adult learners to have control of their own learning.