The foundation of this study was to analyze the positive and negative influences a collegial coaching model had on moving a culture in crisis to one of productivity and collaboration. Change indicators identified as positive contributors for a cultural change are accountability measures, school improvement, professional development, collegial coaching, enhancing classroom activities and instructional delivery, and staff movement toward collaboration. These identified elements are the basis of the interview and survey questions completed by the interviewees.

Quantitative and qualitative data was collected to determine if a coaching model was a viable means to change and enhance classroom teachings and practices of teachers for development of students. Data collected through a naturalistic inquiry process demonstrated if staff was willing and able to change their approach to instructional delivery. The information obtained through the semi-structured interviewing process known as Responsive Interview Model revealed the thoughts and feelings of teachers and administrators as their responses answered three research questions on the identified change indicators. The interview data was analyzed and categorized into unanimous, supported, and individual themes. Completion of a survey supported the ten interview questions and supplied quantitative data highlighted within the review of literature.

Responses to interview and survey questions categorized staff members into one of the three groups of educators identified by Barth (1990). A ranking order of the identified elements supplied additional quantitative data surrounding participants' perceptions of the influence each element has on school improvement.

Data obtained through the participants' answers revealed relevant positive and negative aspects of a collegial coaching model. In addition, responses unveiled if professional development delivered by colleagues impacted requirements of accountability and student improvement for sustainable change.