The influence a central office program support teacher and a building -specific teacher leader as an academic coach have on the self -efficacy of the classroom teacher as evidenced by increased use of best practice instructional strategies and materials

The purpose of this study was to determine if the self-efficacy of the classroom teacher could be influenced by the collaborative efforts of a central office program support teacher and a building-specific teacher leader/academic coach resulting in increased use of Best Practices in classroom instruction. Findings supported the hypothesis. Key factors included providing teachers with research about targeted strategies, creating/compiling classroom-ready materials that supported the teaching strategies, and debriefing with teachers about their successes and concerns. The study further concluded the partnership of the program support teacher and the teacher leader as academic coach was essential in influencing the self-efficacy of teachers as it provided the philosophical framework and the practical classroom applications. Increased teacher understanding yielded increased use of strategies and materials.