The high turnover rates of science educators in high-need secondary schools are a concern for many educational leaders. There is a gap in the literature for understanding the coaching strategies and practices that are perceived as being beneficial for science instructional coaching of novice science teachers in high-need secondary schools. In this grounded theory approach, data were collected from four high-need schools that employ a science instructional coach who works with at least two teachers within their first five years. Semi-structured interviews and observations of novice science teachers and coaches focused on the positioning of and strategies for instructional coaching. This research also investigated other structures within a school system supporting the success of science instructional coaches. My research found that coaches who perceived stronger support from administrators were more likely to remain in the profession. The most frequently used coaching practice was praxis and there were multiple coach positions that were perceived as beneficial. This work serves as a template for schools seeking to employ science instructional coaches to support new science teachers in high-need secondary schools.
