Abstract
The purpose of this study was to examine perceptions of teachers and coaches working within a coaching model in a small, rural K-12 school district in northern California. This study highlights narratives and experiences of teachers and coaches that work in a coaching model and how those experiences impact their beliefs and practices in their classroom and subsequently the impact on student achievement. This study utilized a qualitative methods design and collected data through in person interviews. The qualitative data collected was analyzed using an open coding process which led to categories and ultimately to emergent themes. Seven themes describe the perspectives of teachers and coaches currently working in the coaching model: belief of student learning, relationships, effectiveness of the coaches, learning focused conversations, supporting role of the coaches, teaching strategies, and teaching practices.