Coaching in teacher residency programs: a strategy for professional learning and development for in-service teachers

Abstract

PurposeTeacher residency programs (TRPs) offer an alternative to traditional models of teacher preparation with the aim of developing teachers to work and stay in hard-to-staff schools. Research on these extended field placement programs is limited and typically examines program outcomes or the experiences and development of the pre-service teachers, or residents. This study focuses on a relatively unexamined area of TRPs to explore how providing mentoring and coaching supports the professional development of the in-service TRP coaches.Design/methodology/approachThis study employed a qualitative case study design. Fourteen coaches in an urban teacher residency program were interviewed over a three-year period. Using a semi-structured protocol, participants’ experiences and the influence of program participation were explored.FindingsFindings revealed that coaches experienced professional growth in their instructional practices and deepened or renewed their commitment to teaching. Program components such as evidence-based observational tools and protocols encouraged reflective practice and (re)evaluation of teaching that contributed to beliefs about improved practice.Practical implicationsIn-service teachers experience development in their pedagogical practices and may feel a renewed sense of professional engagement through serving as a coach for a pre-service teacher. Additionally, hard-to-staff schools that partner with TRPs to recruit and develop new teachers may find an added benefit in retaining a greater number of veteran teachers who participate as coaches in residency pre-service education programs.Originality/valueMuch of the teacher residency literature explores the outcomes and experiences of pre-service teacher residents and has little focus on how these programs may benefit TRP coaches. Coaches have an essential role in the implementation and influence of residency programs on pre-service teachers, yet little is understood about how the act of coaching impacts the in-service teacher coach. This article suggests that coaches experience meaningful professional benefits of participation in TRPs and has implications for effective residency program design.

The benefits of being a mentor teacher in a teacher residency program

“…Recent research has suggested that mentor teachers gain from reflecting on and improving their pedagogical practice as they support aspiring teachers (Azar et al, 2020;DiCamillo et al, 2021;Garza et al, 2018;Hope et al, 2022;Ricci et al, 2019). In addition, mentor teachers benefit from the professional development resources and leadership opportunities received through their role, which potentially can expand their professional future (Guha et al, 2016;Wells et al, 2021).…”

“…In addition, mentor teachers benefit from the professional development resources and leadership opportunities received through their role, which potentially can expand their professional future (Guha et al, 2016;Wells et al, 2021). For instance, mentor teachers have reported that they are able to use their mentoring and coaching skills gained from participating in teacher residency programs when serving in school leadership roles (Hope et al, 2022). Mentor teachers also see broader benefits as resident teachers allow for stronger teacherstudent relationships and a consistent classroom (DiCamillo et al, 2021).…”

“…, 2021). For instance, mentor teachers have reported that they are able to use their mentoring and coaching skills gained from participating in teacher residency programs when serving in school leadership roles (Hope et al. , 2022).…”

Learning to expand our communities to support coaching for equity: a collaboration of seven university-based teacher preparation programs

“…Previously, publications have looked at coaching and mentoring as both practice based and connected to field experiences (e.g. Hoffman et al, 2018;Hope et al, 2022).…”

“…Scholarship has identified the need for partnerships and for collaboration and the impact for preservice teachers and coaches alike. Our work expands on this by looking at the use of coaching tools and strategies such as protocols (Hope et al. , 2022) to move toward equity-based coaching outcomes.…”