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

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.