While professional development is a requirement for all educators, many teachers have a negative opinion of PD. Districts have attempted to use professional learning communities and the presence of instructional coaches as an answer to the concerns of irrelevant professional development. This study examined educators' opinions of an opt-in professional development cohort, VALOR, compared to those of traditional professional development as well as the program's effect on teacher self-efficacy. Themes from a semi structured interviews, questionnaire, and VALOR artifacts revealed that teachers favor the VALOR program over other forms of professional development due to its individualized and experiential nature. A comparative survey also revealed that VALOR participants have a higher self-efficacy than those who have not taken part in the program. This could be attributed to the community building within the program, the focus on growth mindset, and the observation and feedback cycle facilitated by instructional coaches. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]