Little Wins, Large Impact: Impactful Coaching Practices to Support New Teachers

• In Event: AERA Roundtable Session Friday 3:20 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Research on Teacher Induction Roundtable 2 (Table 8)

Abstract

The North Carolina New Teacher Support Program (NC NTSP) has provided induction support to 9,300+ teachers since 2014, with documented impacts on teacher retention. This qualitative study explores NC NTSP coaching practices post-pandemic, including what coaches envision as impactful practices and contextual factors that shaped their practices and outcomes. Our collaborative thematic analysis of 12 focus group interviews (N=37) elucidated a growing complexity in participants’ coaching practices posed by a greater variability among new teachers, increasing top-down policy mandates, and, most importantly, teacher receptivity. Recognizing new teachers’ psychological and professional fragility, the coaches prioritized building relationships with teachers and supporting their growth. Coaches desired ongoing professional development to keep up with evolving state and district contexts.

Authors

• Anne Henry Cash, University of North Carolina - Charlotte

• Jae Hoon Lim, University of North Carolina - Charlotte

• Marah Lambert, University of North Carolina - Charlotte

• Jada Marie Deiderich, Charlotte Mecklenburg Schools

• Kyle T. Cox, University of North Carolina - Charlotte

• Rebekah S. Davis, William and Ida Friday Institute for Educational Innovation

• Elizabeth M. Hodge, East Carolina University

• Jason Michael Miller, Eastern Kentucky University