First-Year Teacher Needs in the Urban Classroom: Creating a Sustainable Framework for Classroom Management Coaching
- Philip Young
- Oct 30
- 1 min read
This qualitative study explores classroom management coaching for first-year teachers (FYT). We present a case study of a pilot coaching program in one urban district to curb persistent struggles with this vital pedagogical skill. To gain a comprehensive understanding of this program, we interviewed 15 FYTs about their experience, along with district administrators who oversaw the program, campus principals who evaluated these teachers, and classroom management coaches. We learned how these decision makers, evaluators, implementers, and stakeholders experienced, observed, and addressed student misbehavior for FYTs. We present five structural elements —context, observation, advice, collaboration, and harmony —that undergird effective classroom management coaching for FYTs. Findings have implications for district induction programs, helping ensure that urban beginning teachers are supported in classroom management.
