Instructional coaching and classroom practice: Dynamic leadership for teacher development

The purpose of this qualitative study was to gain an understanding of how instructional coaches as teacher leaders impact teacher practice and effectiveness in the classroom. This research provided data for educators seeking to discover specificity in teacher leadership, embedded professional learning, and the resulting impact on teacher practice. A critical review of literature revealed that shared distributed leadership sustained within learning communities is essential for cultures of high expectations and success. Gaps in current literature remain regarding specificity of a model of teacher leadership and professional learning relative to teacher practice in the classroom. Therefore, this research sought to fulfill gaps in literature by examining the phenomenon of instructional coaching as a form of teacher leadership and professional learning relative to teacher practice in the classroom. Participants of this study included a diverse suburban middle school population including teachers, instructional coaches and administrators. Multiple methods of qualitative data collection and triangulation were used to analyze and interpret results of this research. The data shed light on the phenomenon of this specific model of teacher leadership finding that instructional coaching provided significant influence and value for teachers in respect to professional learning and classroom practice. This research concluded that this model of instructional coaching offered specificity for distributing leadership in a professional learning community for the advancement of teacher effectiveness in the classroom. Implications from this study provide for social change by presenting information for educators to develop strong dynamic leadership capable of moving schools to higher levels of learning.