The purpose of this study was to explore the perceived effectiveness of literacy coaching as a valuable professional development practice for teachers in New Jersey provided with literacy coaching support from a school-based literacy coach. This study also explored instructional coaching and the potential impact this support has on teacher practice. The study was designed to identify the successful professional development strategies that instructional coaches in New Jersey utilized to influence teacher practice. This study may be valuable to researchers, school districts, and educators currently or seeking to implement an instructional coaching program as part of high-quality professional development. The lived experiences of practicing teachers and literacy coaches yielded a substantial amount of specific strategies employed to ensure the successful utilization of literacy coaching as a professional development practice. This investigation may also bring awareness to educational professionals seeking to understand the link between instructional coaching support and professional development practices.
For this study, a narrative research design was best suited to examine and understand teachers’ perceptions of coaching-related experiences and the meaning derived from their interactions with literacy coaches. Themes were developed and focused on specific motifs, carefully weaving out central elements within the narrative. As evidenced by the research, it is well-advised to investigate the progression of professional development practices to identify and develop future instructional coaches, programs, and adequate professional development opportunities
