Classroom Management Coaching for First-Year Urban Teachers: Purpose, Design, and Implementation Academic Article

abstract

• This qualitative study explores one urban district's purpose, design, and implementation of a unique classroom management coaching program for first-year teachers (FYTs). Through interviews of coaches, assistant principals, and district administrators, we identify why and how this program supported FYTs’ struggles with classroom management. Results highlight difficulties related to culturally responsive classroom management, which was mitigated by district coaches who provided individualized support. Data also indicates specific misconceptions held by FYTs, strategic district decisions in designing the coaching program, and challenges encountered throughout implementation. Findings have implications for the preparation and support of culturally responsive classroom management for FYTs.

authors

• Kwok, Andrew

published proceedings

• URBAN EDUCATION

altmetric score

• 3.5

author list (cited authors)

• Kwok, A., & Svajda-Hardy, M.

citation count

• 0

complete list of authors

• Kwok, Andrew||Svajda-Hardy, Megan

publication date

• November 2021

publisher

• SAGE Publications  Publisher

published in

• Urban Education  Journal

keywords

• Beginning Teachers
• Coaching
• Cultural Responsiveness < Social
• Culturally Responsive Classroom Management
• Culture < Subjects
• Discipline Policies < Subjects
• Programs
• Teacher Development < Urban Education

Digital Object Identifier (DOI)

• 10.1177/00420859211058418

start page

• 004208592110584

end page

• 004208592110584

URL

• http://dx.doi.org/10.1177/00420859211058418