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Higher accountability for student learning requires that districts and schools reflect onhow they can maximize teacher growth and student achievement. Professionaldevelopment provides an avenue to meet both of these goals. A recent development thathas grown from an increased focus on quality professional development is theimplementation of coaching programs. The focus of this study was a learning coachmodel that blends components of content and change coaching. The purpose of thisresearch study was to determine if a difference existed between teacher perceptions ofprofessional development in a district where a blended coaching model existed, whencompared to a random sample of school districts from across the state. The StandardsAssessment Inventory (SAI) was used to measure teachers’ perceptions of theprofessional development provided by the coaches. The research design allowed for acomparison of the mean of two different groups. The teacher perceptions of professionaldevelopment of teachers in USD 232 were compared to the mean of a random sample ofteachers from across the state of Kansas. The data provided responses aligned to all 12 ofthe National Staff Development Council Standards. The 12 hypothesis tests indicatedthere were differences on 3 of the 12 indicators between the teacher perceptions wherethe blended coaching model existed and the sample of teachers across the state. Of the 12strands, the three strands that showed a difference were leadership, evaluation, andequity. In each of these strands, the USD 232 teacher perceptions were significantlyhigher than the state sample. Therefore, it can be concluded that teachers in USD 232viewed their professional development more favorably in the three areas, identified asleadership, evaluation, and equity, than did teachers across the state. |
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