To support new teachers during the challenging transition to the profession, schools and districts across the country often establish induction supports such as professional development, mentorship, and coaching. This report describes the findings of a research study designed to examine how the Chicago implementation of the New Teacher Center induction model supports teachers who are new to the profession. As part of this model, CNTC provides beginning teachers in Chicago Public Schools with an individual coach who acts as an expert colleague. This study looks specifically at the ways in which coaches supported beginning teachers toward becoming autonomous professionals. The study was designed as a formative evaluation to inform the organizational knowledge and decision making at the Chicago New Teacher Center; as such, the findings are meant to be reflective and descriptive.
This is a working paper. Working papers are preliminary versions that are shared in a timely manner, with the aim of contributing to ongoing conversations in research and practice. They have not undergone the Consortium’s full internal review process, nor have they received external peer review. Views expressed in this paper do not necessarily reflect those of the UChicago Consortium or the University of Chicago. Any errors are the authors’ own.