While instructional coaching has existed since the mid-1800s, such models became widespread in the 1950s. With so many annual federal mandates in educational legislation aimed to ensure high student achievement, there has been a nationwide increase in the use of instructional coaching models to improve the quality of instruction. The professional literature based on implementation of instructional coaching models indicated, when done so with fidelity, their use improves the quality of teacher instruction. This study was based upon a quantitative-correlational design and involved the implementation of instructional coaching models. The purpose of this study was to determine whether an instructional coaching model would improve the quality of teacher instruction based on teacher evaluation rubric scores and student state assessment scores. The intervention was implemented in an urban Northwest Indiana secondary school. This study used 15 seventh through twelfth grade teachers who were subject to the implementation of instructional coaching models. The intervention was implemented and data, based on the intervention, were collected. A comparison of the intervention results using teacher evaluation rubric scores to student achievement on state assessments were also included. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]