A Novel Approach to Professional Development in Middle School Science: Instructional Coaching by University Professors to Improve the Instructional Core

The current study was constructed based on the recommendations of a previous study (McHenry & Borger, 2013).Though inquiry-based teaching has long been touted as an effective pedagogy, its application by middle schoolscience teachers has been problematic. Using tools developed from the previous study in conjunction withprofessional development grounded in instructional coaching, the program attempted to support middle schoolteachers in making informed instructional decisions that enhance classroom practices to support students in reachingfull science proficiency. Over the two and one-half year span of the program, researchers found that middle schoolteachers were able to embrace major facets of the 5E model of inquiry. While their view of the nature of scienceexpanded slightly, they still struggle with ideas related to argumentation and theory building. The impediments thatinfluenced the success and continuation of the program were three-fold. There was a lack of administrativepartnership due to a change in upper-level district leadership. The decision to adopt new curricular materials wascounter to the goals of the inquiry-based teaching model and was adopted without discussion with the universitycoaches. There was inadequate time allotted to the program in the last year. Though administrative difficulties led tothe discontinuation of the program, the enthusiasm exhibited by the middle level teachers speaks to the need for aninstructional coaching partnership that provides this type of sustained, reform-based, transformational professionaldevelopment that enhances the instructional core.