Abstract
Helping teachers improve their instructional practice is often the focus of professional development studies. However, it is not clear which types of professional development are effective in impacting teachers’ instructional practice. The purpose of this study is to examine the preferred delivery methods and characteristics that teachers at varying career stages have for job-embedded professional development delivered by reading coaches. However, coaching as professional development model has not been researched in relation to the professional development needs of teachers at early, middle, and late career stages. This mixed-methods study used an explanatory sequential mixed methods design. The quantitative component of this study was conducted using a Likert type survey, Career Stages Potential Impact on Job-Embedded Professional Development Delivered by a Reading Coach. The survey data were analyzed using descriptive statistics, ANOVA and Factor Analysis. Part I of the survey focused on preferred delivery methods, while Part II focused on preferred characteristics. The qualitative component of this study was conducted using semi-structured interviews and a focus group. Participants’ responses were coded using open and in vivo coding to determine themes. The quantitative results suggested there was not a statistically significant relationship between career stage and preferred professional development delivery methods and characteristics for job-embedded professional development delivered by a reading coach. However, several themes emerged during the qualitative portion of this research. These themes included differentiation, coach relationship, collaboration, teacher practice, scope of the professional development and the stigma of coaching. Key words: mixed methods, professional development, coaching, career stage, differentiation, coach relationship, collaboration, stigma of coaching