Match Games: Exploring the Match Between Novice Teachers and Induction Coaches

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Abstract

This mixed methods study investigates novice teacher and coach survey responses from a two-year induction program to learn more about what makes a good match. We qualitatively analyze comments from all novice teachers and coaches who were paired across years and find shared themes of structural, professional, and personality similarities as well as the importance of coaching support. We also use logistic regression to indicate that ratings of coaching skills and beliefs about vertical professional development were associated with perceptions of being well matched. Findings have implications for matching coaches with novice teachers to enhance teacher development.

Authors

• Andrew Kwok, Texas A&M University - College Station

• Ambyr Ruth Rios, Texas A&M University - College Station

• Mario I Suarez, Utah

• Cristina Worley, Texas A&M University - College Station

• Megan Patterson

• Jeffrey Keese, Mercer University

• Deborah Huston, University of California - Riverside

• Douglas E. Mitchell, University of California - Riverside