Here are five things a coach must do when he or she sees a teacher engaged in a behavior that hurts student learning.

When we coach teachers, we must remember that we are coaching—and talking to—a human being, and to recognize and honor their humanity is a coach's primary mandate.

If coaching is new at your school, if you're new at your school, or you're new in the role of coach, you can cultivate trust by being explicit, direct and transparent about what you're doing and why.

If a teacher is delivering a message of hatred and exclusion to students, how should other teachers respond?

What I learned from my Kenyan colleagues was that we need each other because their work and who they are being in the world gives me strength and perspective. They help me see our commonalities and interdependence.

The intentions and struggles of instructional coaches in Nairobi, Kenya, are remarkably similar to those of their counterparts in the United States.

In June, I went to Nairobi to work with Kenyan coaches, who work in the "slums" and have more in common with North American coaches than you might expect.

Learning about race is essential if you're driven by a commitment to creating equitable schools. Here are some suggestions for summer reading on race.

"Will" gaps can be connected to feelings of disempowerment. When teachers feel disempowered, they start disengaging. So for coaches, our work is to put the learner back in the driver's seat.

Asset-based coaching isn't about ignoring the areas of greatest need--it's about solidifying other areas first and helping someone feel so confident in their strengths that they feel almost invincible when it comes to tackling areas for growth.

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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