The purpose of this study was to determine the degree to which professional development planned by K-12 public schools to increase academic performance was coherent. Specifically, this study determined the extent to which high-quality professional development components were integrated within planned actions to increase academic performance. Relationships among the extent to which high-quality professional development components were integrated within planned actions were examined and differences between school types were explored. Finally, common descriptors of academic coaching as a professional development strategy noted within school improvement plans that make AYP were identified. This sequential mixed method study is a combination of retrospective descriptive and empirical phenomenological research. The plans for 60 schools were reviewed. This study was framed by seven research questions. The independent variables included NCLB school status and a specific professional development strategy. The phase 1 dependent variables were the four high-quality, school-centered professional development components. Phase 2 dependent variables were three quality teaching components. Significant relationships among the four high-quality professional development components were found to exist. Collaborative designs had a significantly higher rating than either time to learn or active learning tasks. Whether the school met AYP was significantly related to 10 of 21 ratings, and whether the school had an explicitly identified professional development coach was significantly related to 7 of 21 ratings. The location of the school was significantly related to 4 of 21 ratings. Similarities in academic coaching professional development strategy included a focus on teaching and assessing the state-mandated curriculum. Coherence is a function of structure and practice. The results of this study seem to validate the idea that planned actions that improve school performance must have conceptual reciprocal links among classrooms, teacher teams, the school, and student outcomes. Schools should design the school‘s infrastructure to ensure learning support at the classroom, team, and school levels is primary.