Meeting First-Year Teacher Needs: Classroom Management Coaching as an Induction Support

• In Event: Coaching, Mentoring, and Teacher Profession Development

Abstract

This qualitative study explores how first-year teachers could be supported in classroom management. We present a case study of one urban district’s pilot of a classroom management coaching program to curb persistent struggles with this vital pedagogical skill. We interviewed 15 first-year teachers about their programmatic experience, and also collected data from district administrators who oversee the program, campus principals who evaluate these teachers, and classroom management coaches. We identify five structural elements that undergird effective coaching classroom management for first-year teachers and construct a corresponding framework to guide similar support. Findings have implications for district induction programs towards ensuring beginning teachers can be more effective in classroom management.

Authors

• Megan Svajda-Hardy, Texas A&M University
  Presenting Author

• Andrew Kwok, Texas A&M University
  Presenting Author