Early in January, I had the privilege to meet with a group of experienced literacy coaches who were discussing goal setting for themselves in the new year. Several discussed how they have observed an increasing sense of disempowerment and heightened emotions in the teachers they work with. One shared that he was feeling the teachers were expecting him to coach them to conform to mandates as he has repeatedly heard, “Just tell me what to do.” He asked the group if we could think together about how to support teachers in strengthening their confidence with their decision-making abilities.
As the group brainstormed together, revisiting what they value and believe about coaching, several key ideas emerged that they decided to hold on to as they work toward fostering teacher empowerment in the new year.
1. Form partnerships with teachers by positioning yourself as a knowledgeable co-learner, not content area expert.
Through some honest self-reflection, several in the group acknowledged that their tendency to talk at length might be unintentionally communicating a message that they viewed themselves as the experts and teachers were to be the recipients of their wisdom and knowledge.
The group went on to discuss the importance of keeping student reading and writing behaviors evidenced through student work samples and teacher observation at the center of their work with colleagues. By providing space and time for teachers to talk about what they are observing, you will support them in thinking more deeply and increase the possibility that they will find the answers on their own. Through genuine dialogue, a coach can effectively support the teacher by thinking together about possible next steps, ultimately with the teacher deciding the best course to take. “Coaches don’t support teachers effectively by withholding ideas that could be helpful. However, neither do they serve teachers by dictating what to do without seeking input (Knight et al., 2025).”
2. Ask honest questions.
Another coach shared her frustration with teachers asking her for advice on what were seemingly simple questions that she felt they should be able to answer for themselves. As the coach reflected on her experience with her colleagues, talking through possible causes for the questions, she realized how she might need to get behind the teachers’ inquiries. She decided she needs to take a step back in these situations, remain curious, and ask follow-up questions to truly understand why the teacher is requesting support and advice. If you listen carefully to a teacher’s question, probing to get behind the teacher’s thinking, you may find that there is much more behind the teacher’s original question that they are hoping to discuss.
3. Validate frustration or other feelings and then brainstorm possible solutions.
Oftentimes heightened emotions, including anger, arise from a lack of control in specific situations or circumstances. If a teacher feels that their concerns are heard and acknowledged, it is far more likely that they can then focus on determining small steps to take that will lead to improvement. Don’t get stuck in complaining, but allow space for the teacher to vent and then move toward problem-solving
4. Choose your words wisely.
Finally, the group pondered how their word choice may be impacting their colleagues’ perceptions of them and their coaching role. They recommitted to recording some of their coaching conversations, transcribing them, and then reflecting upon their patterns of discourse. They decided to analyze the transcripts for the following:
- Use of open-ended questions.
- Questions or prompts focused on the use of student data
- Conversational moves that were directives from the coach
- Prompts focused on teaching and/or theory
I’ll be curious to hear more about what the coaches notice in their language patterns. Because these coaches believe in the power of coaching and in the professional capacity of their colleagues, they are willing to examine how their own actions and use of language can either empower teachers or disempower them. These coaches truly believe, “A well-executed coaching partnership enables teachers to solve their own problems, which fosters resilience and self-reliance and builds motivation (Knight et al., 2025).”
References
Knight, J., Campbell, J., & Van Nieuwerburgh, C. (2025, January). A coaching approach to Leadership. NASSP. https://www.nassp.org/publication/principal-leadership/volume-25-2024-2025/principal-leadership-january-2025/a-coaching-approach-to-leadership/
Wall, H., & Palmer, M. (2015). Courage to love: Coaching dialogically toward teacher empowerment. The Reading Teacher, 68(8), 627 – 635.
Want to Think More About Your Coaching Interactions with Teachers?
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