Abstract
Numerous studies have been completed looking at what item in schools has the biggest impact on student learning. Results frequently produced the answer “the teacher.” With the inception of No Child Left Behind, many schools use teacher-centered interventions as a means of improving student performance. The United States Department of Education suggested instructional coaching as an intervention. Instructional coaching programs are prevalent in elementary schools but are not as common at the secondary level outside of English subjects. The purpose of this phenomenological study was to explore the perceptions of public secondary school mathematics teachers on the usefulness of instructional coaching. It explored interview data gathered from 22 mathematics teachers from public secondary schools in Nebraska. Participants gave their opinions on instructional coaching, their district programs, what characteristics were essential to being an instructional coach, and if possible, how their district programs could be improved. Participants identified common characteristics for a successful coach and provided suggestions for school leaders on how to create or improve a successful district instructional coaching program. The two main adjustments participants felt necessary for their programs to be successful were time and location. Participants believed their coaches were overcommitted within the district or the coaches were not housed within their building and therefore not easily accessible. A framework for a successful coaching program was included as a conclusion to the study. This study added to the existing literature and provided much needed insight into the realm of instructional coaching at the secondary level.