Induction program structures as mediating factors for coach influence on novice teacher development

ABSTRACT

This mixed methods study explores a comprehensive survey administered in one induction program of over 2000 novice teachers and 1000 of their coaches. Quantitative analyses through Structural Equation Modeling indicate the mediating impact that coaches have on various design features of induction, which then have an impact on novice teacher learning and pedagogy. Qualitative analyses of comments reveal respondent satisfaction with programmatic structures in influencing their induction experiences while reiterating the importance of coaching. Findings have two main implications: 1) the impact of quality coaching for novice teacher professional growth, in conjunction with the importance of matching novice teachers and their coaches appropriately, and 2) the significance of curriculum, technology, and customer service in having an impact on the overall novice teacher and coach experience throughout induction. These findings have implications for the work of coaching and design features of induction programs.

KEYWORDS:

• Induction
• novice teachers
• coaching
• mixed methods

Acknowledgments

This material is based on work supported by Riverside County Superintendent of Schools under C-1006110 and The Regents of the University of California. Any opinions, findings, and conclusions or recommendations expressed in this publication are those of the author(s) and do not necessarily reflect the views of the Riverside County Superintendent of Schools or The Regents of the University of California.

We first want to thank Barbara Howard, director of CTI, and the CTI program staff for their willingness to share about their invaluable work to the community at large. We want to thank Linda Sanada for her technical expertise and guidance throughout this research. Finally, we would like to thank all Candidates and Coaches for their tireless work in the classrooms.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This material is based on work supported byRiverside County Superintendent of Schools under C-1006110 andThe Regents of the University of California.