The Growth of Instructional Coaching Partner Conversations in a PreK-3rd Grade Teacher Professional Development Experience.

IntroductionInstructional coaching is often used as a professional development strategy for increasing teacher competence. However, much of the research conducted to date on instructional coaching models has been primarily exploratory and lacking in scientific rigor. The findings of Bush, Showers, Joyce and others combined with the findings from Instructional Coaches' reports on implementation rates, suggest that coaching increases actual implementation or skill transfer (Cornett & Knight, 2008). Knight (2007) developed an instructional coaching model that was rooted in partnership and modeling. Based on the partnership approach, Knight concluded that when teachers participated in professional development that included them as partners, they were more likely to be actively engaged, have greater retention of the training content, and implement the new learned practices. Showers (1982) found that training followed up with or combined with coaching was much more effective at enabling teachers' use of new teaching practices. Baker (1983) discovered that higher rates of implementation and continued use of new teaching practices persisted for teachers who had the support of an instructional coach.Theoretical FrameworkInstructional CoachesInstructional coaches' help teachers take all the ideas and practices they are learning and implement them in useful ways that foster student achievement. Without instructional coaching, all too often, no significant change occurs in teacher practices (Cornett & Knight, 2008). Instructional Coaches provide intensive, differentiated support to teachers so they are able to implement best practices. Effective instructional coaches have excellent communication skills and a deep respect for teachers' professionalism (Knight, 2007). They often model lessons, observe teachers, provide constructive feedback, and share their experiences and expertise. Instructional coaches are mentors and friends who instinctively understand the challenges that teachers face and are willing to partner with teachers to improve student achievement. Instructional coaches' partner with teachers to support them with understanding and implementing research based instructional practices into their teaching. Knight (2011) summed up the work of the instructional coaches' by suggesting they support implementation of the learning target. However, most important is they observe, provide constructive feedback, and actively engage teachers in supportive practices that are embedded in meaningful growth conversations.Instructional Coaching a RelationshipThe most noted characteristic about instructional coaching is the quality of the ongoing relationship between the instructional coach and the teacher. Knight (2011) espoused that an effective instructional coaching relationship is grounded in the element of partnership. Teachers often resist the idea of just being told what to do. Teachers' need and want to engage in the professional development experience as an equal partner. Knowles (1990) suggests that adult learners need to feel they are participants in their learning experiences and therefore seek to be actively engaged in the learning process. Thus, adult learners seek out control over their learning experience. However, at the same time adult learners must feel their opinions and experiences are valued, respected and used in ways that help them change and grow. Along these same lines, Knight (2011) argued that a partnership model which is more collaborative in nature is most effective in engaging teachers, rather than a top down authoritarian model where teachers are merely told what to believe and practice.Transformative Learning and Coaching ConservationsNo school reform effort or innovation is worth its effort and resources unless it transforms the understandings and practices of teachers. Simply put "transformational learning shapes people; they are different afterward, in ways both they and others can recognize" (Clark, 1993, p. …