Five strategies for coaching a cranky teacher that start with getting humble and empathetic.

Teachers commonly express strong emotions in coaching sessions. Here are a few ways to help them process those.

Transformational coaching is an approach that explores a teacher's behaviors, beliefs, and ways of being, and that uses a systems thinking perspective to solve for common instructional challenges.

A basic plan for a coaching conversation provides a routine that allows you and your coachee to enter each conversation with confidence, while also providing a structure to return to should the conversation digress.

While educators as a whole are terribly underappreciated, coaches might be the least appreciated group of all.

As a coach, you are trained to have a critical eye, and as an experienced educator, you may first see what isn't working in a classroom before you notice what is working. Coaches and their coachees will benefit greatly when a coach focuses first on what is going well in a classroom and not on what needs to be fixed.

There's so much advice, suggestions, tips and tricks for coaches, but here are my top five rules. These keep me grounded and effective as a coach.

The teacher she was coaching was in crisis, and although she was using all her coaching strategies, students were exasperated. Have you ever felt torn between the needs of your client and the needs of students? In this honest and thought-provoking post by guest, Lizzie Salzfass, she describes this tension and how she navigated it.

How can you use your coaching skills to strengthen your leadership role? Guest blogger, Lori Cohen, offers three core lessons and clear actionable steps for new leaders.

Being a new instructional coach is hard. What to focus on? How to prove your competence and value? What to share about previous experiences? Yet in the beginning of the year especially, new coaches can make some big mistakes that can be hard to come back from.

The opinions expressed in The Art of Coaching Teachers are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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