This quantitative study explores novice teacher and coach ratings on coaching skills. Annual surveys were collected from respondents throughout a two-year programme to learn more about their induction experiences. We run a series of t-tests to identify differences between respondent groups and over time as well as multiple linear regressions to predict for characteristics that are associated with respondent ratings of coaching skills. Results from this study indicate that novice teachers' belief that they were well matched with their coaches as well as coaches' beliefs about induction complimenting surrounding support separately predicted for higher ratings of coaching skills. Additionally, novice teachers rated their coaches' skills higher than the coaches did and all ratings increased over time. The findings have implications for creating more nuanced induction programme curricula to better support coaching interactions for novice teacher development.

The pedagogical beliefs of novice teachers and their coaches throughout a two-year induction program and how those beliefs impact their induction experiences were explored. Mixed methods were used to explore survey responses from novice teachers and their supporting coaches. We used t-tests to identify differences in specific beliefs within groups over time and across groups, and multiple linear regressions to identify how respondent beliefs about different aspects of induction predict novice teachers’ program outcomes. We also qualitatively analyzed comments to learn how Candidates and Coaches viewed their induction experience differently. The study identified differences in how novice teachers and their coaches process induction and, more importantly, the need for greater connection across novice teacher learning environments. That is, there needs to be more-coordinated efforts to create vertical professional development for novice teachers. Findings have implications for induction design and structures to help to promote novice teacher development.

Program surveys of over 2,000 novice teachers and 1,000 of their reflective coaches are analyzed to explore the impact of induction, generally, and coaching, specifically, on two program outcomes. Using Exploratory Structural Equation Modeling, we find that certain induction structures, aspects of coaching activities, and teacher-coach match characteristics can have an impact on professional learning and teacher pedagogical success. Findings have implications for induction program design and the impact teacher coaching can have in professional development.

This mixed-methods study explores the experiences and influence of induction on novice teachers. The authors quantitatively analyze survey data from over two thousand novice teachers and a thousand of their coaches through statistical comparisons and multiple linear regression analyses to explore whether structures of induction are associated with how teachers learn and develop in their pedagogy. Qualitative analyses of respondents' open-ended responses guided by word cluster formations indicate a positive feeling about this induction program but revealed differing areas of focus between novice teachers and their coaches. Results indicate the importance of coaches, curriculum, and the learning management system in creating positive induction experiences. Findings from this study have implications for the influence and structural design of induction programs for novice teacher development.

By reconsidering the nature of professional work, renowned scholar Douglas E. Mitchell argues for reconceptualizing educational practices and institutional structures in ways that facilitate and protect educator professional responsibility. This book explores ways educators and their political supporters can seize the social and political power necessary to accept professional responsibility for the design of their work environment. Chapters explore how unionization, ethics, public values, political power, school reform, and trust play an important role in the essence of professional responsibility in schools, arguing that we must use organization, management, and accountability mechanisms to encourage responsible civic participation and professional action in support of public education. This new text for graduate studies in teacher and leadership training frames a much needed analysis of where and how professional responsibility for public education is best incorporated into the work roles of teachers, administrators, and university scholars.

This mixed methods study explores a comprehensive survey administered in one induction program of over 2000 novice teachers and 1000 of their coaches. Quantitative analyses through Structural Equation Modeling indicate the mediating impact that coaches have on various design features of induction, which then have an impact on novice teacher learning and pedagogy. Qualitative analyses of comments reveal respondent satisfaction with programmatic structures in influencing their induction experiences while reiterating the importance of coaching. Findings have two main implications: 1) the impact of quality coaching for novice teacher professional growth, in conjunction with the importance of matching novice teachers and their coaches appropriately, and 2) the significance of curriculum, technology, and customer service in having an impact on the overall novice teacher and coach experience throughout induction. These findings have implications for the work of coaching and design features of induction programs.

Purpose: Trust is a key component of successful schools. Although scholars widely agree that trust is multifaceted, there is less agreement about the number and nature of these factors. In the October 2016 issue of Educational Administration Quarterly, C. M. Adams and Miskell argued that their Teacher Trust of District Administration Scale provided evidence that trust is a single factor that cannot be unpacked, and that our three-factor theory of trust, which asserts that trust involves the discernment of benevolence, competence, and integrity, is invalid. We find multiple conceptual and methodological flaws in their reasoning. Method/Approach: We analyze data provided by C. M. Adams and Miskell that were used in their original 2016 article. The data set includes responses from 606 teachers in 72 schools to the 10 survey questions that comprise the Teacher Trust of District Administration Scale. We reproduce and critique the results of four models presented, and corrected, by C. M. Adams and Miskell, and present an alternative second-order model of trust with three first-order factors representing benevolence, competence, and integrity. Findings and Implications: Consistent with theory, we find that trust is more appropriately modeled as a multifactor construct. A multifactor model of trust is not merely an advance in measurement, it has important, actionable implications for research and practice. Measuring trust as a second-order factor, with first-order factors benevolence, competence, and integrity, positions us to make more nuanced judgements about trust, more easily diagnose problems, and prescribe interventions needed to develop, maintain, or repair trust in schools.

Throughout the history of California's Beginning Teacher Support and Assessment (BTSA) program, new teachers have reported experiencing substantial tension between the curricular and programmatic demands arising from their induction programs' formative assessment systems and the immediate coaching help they need to deal with day-to-day classroom responsibilities. To examine some dimensions of this tension, we undertook in-depth case study analyses of 18 novice teacher participants in an innovative online induction program managed by the Riverside County Office of Education (RCOE). Because the online format provides reasonably complete transcriptions of the new teachers' induction experiences, we anticipated being able to examine this tension in some detail. Preliminary analysis does indicate that inductees see coaching as fundamental, with formative assessment activities as valued but secondary in importance to their overall perceived needs within the classroom. Additionally, when examining overall satisfaction of new teachers enrolled in an induction program, we find important differences associated with teacher characteristics and assignments needing interpretation. We learned, however, that the data collected from this online induction program are more fragmentary and harder to organize than expected. As a result, this report must be considered a preliminary work in progress, and our findings will need to be confirmed (or modified) by future work. An important context for this study is a substantial change in state policy regarding the funding of BTSA programs. With implementation of California's Local Control Funding Formula (LCFF), BTSA induction programs no longer have state-level budget authorization and are challenged to prove that they deserve preservation. Having lost categorical budget support and facing energized criticism from some participants, this important component of California's teacher education continuum may collapse. It is imperative that detailed evaluation studies find what, if any, critical program variables within the formative assessment systems make induction attractive to and effective for new teachers as well as empowering for their mentoring coaches. Insights Gleaned From Prior Research Several hundred published editorials, technical reports, journal articles, and books address the character and impacts of new teacher induction programs. Most are opinion pieces reporting the views of an author or interest group. Although a substantial number (approximately 200) present research findings, many of these utilize weak research designs, making their findings unreliable. In the most widely cited review of this research literature (Ingersoll & Strong, 2011), the reviewers could find only 15 empirical studies meeting basic reliability standards and purporting to describe the impact and nature of new teacher induction programs throughout the nation. The substance of this review is elaborated by Ingersoll and Strong (2012), who reiterate essentially the same conclusions. The best overall summary of the state of our knowledge about new teacher induction programs can be found in Organization and Effectiveness of Induction Programs for New Teachers (Smith, Desimone, Porter, & National Society for the Study of Education, 2012). In this section of our report, we look briefly at a critical conundrum in this impact literature, and then we turn to the literature on the use of online technologies to facilitate the induction process. In a third section, we examine the extent to which published qualitative analyses of induction programs and processes provide a framework for our study of the induction experiences of our sample of 18 teacher induction program participants from among the 81 teachers supported in a pilot online program developed by the RCOE and implemented in the 2013-2014 academic year. Studies of the Impact of New Teacher Induction Programs When Richard Ingersoll and colleagues initially examined the impact of induction programs on new teachers in 2003 and 2004 (Ingersoll, 2003; Ingersoll & Kralik, 2004), there seemed to be near-unanimous agreement among research scholars that new teacher induction programs had two potent impacts on the public school teacher workforce. …

Professionals in education and medicine are well aware that serious and repeated attempts at systemic reform and program improvement have not overcome political criticism or client dissatisfaction. Advances in research are not overcoming inadequacies in professional practice that are producing distressing gaps in health care and educational attainment; gaps separating the rich from the poor, majority from minority ethnic groups, and English speakers from English learners. The central problem, this chapter suggests, is one of empowering professional responsibility among those who provide educational and medical services. In the literature of both occupations, there is a rich history of deliberation over the nature of professional responsibility. Key points of convergence are noted (e.g., professions are complex and professionals responsible for client well-being). So are points of divergence (e.g., Does being professional mean working in a particular occupation, or attaining superior performance within an occupational group, or does it mean execution of specifically professional tasks?). This chapter introduces an exploration of professional responsibility pursued throughout this volume to bring fresh perspective to a neglected side of education and medical reform and improvement. The chapter closes with a brief orientation to the rest of this book.

At the center of this book is the complex and perplexing question of how to design professional preparation programs, organizational management practices, public policy systems and robust professional