4 Tips for Instructional Coaches

These tactics can be used by both new and seasoned teachers to help them enhance their teaching skills.

As a coach, I’ve assisted instructors in becoming more effective educators. I’ve also worked with coaches to help them become better facilitators so that they may better coach their teachers. The following tactics, which are displayed on a wall behind my desk, can be utilized to increase the performance of coaches.

Slow down to accelerate.

If coaches want to go swiftly, they must be patient with their players. There are numerous tactics that coaches might employ, which can be found in books and on social media platforms. These tactics are beneficial if they are compatible with the school’s culture. Those that I find interesting are bookmarked and saved in my bookmarks folder. Learn about the culture of the school by observing and listening to them. It is critical to look into the tried and tested procedures in a given district to determine what might be successful in the future in that area.

While it is crucial to share ideas, the most important thing to remember is that creating relationships must come first. It takes time to establish confidence. One of my first years of coaching was particularly challenging. A teacher expressed his dissatisfaction with the excessive amount of initiatives he was taking on. He stated that he should step down. When I asked him where he felt most comfortable, he said, “Technology.” I was surprised by his response. Thus, we were able to concentrate on technology until he felt confident enough to consider new techniques. Meeting teachers where they are, and accepting their feelings, is at the heart of Slow to Go Quick.


Students, instructors, administrators, and other coaches communicate with us as coaches. Even though listening to so many complaints can be discouraging, there are certain advantages to doing so. Each complaint has a specific request at its heart.

The fact that it is impossible to complete the entire curriculum is a common complaint. This is a non-starter. This is a non-starter. The teacher may be overburdened with assignments and tests. If teachers are pressed for time, I ask them to select the three most important topics that they would like to cover right now. Inviting teachers to consider possible solutions can assist them in coming up with their ideas.

Some teachers have expressed dissatisfaction with the curriculum, which they believe stems from a lack of guidance in curriculum preparation. Providing visual assistance such as a calendar that breaks down the curriculum into smaller portions can benefit in the facilitation of the planning, especially if the coach interprets the request as a complaint. A coach can aid you in facilitating the talk by asking specific questions that will help you move the conversation in the direction of a positive growth opportunity.


It is just as vital to pay attention to what we are saying about ourselves as it is to engage in meaningful dialogues with those around us. Our negative perceptions of a meeting or meeting can have an impact on the result of a meeting or meeting. Make an effort to shift your negative thoughts into a more positive frame of mind.

Some rookie coaches may believe that experienced teachers will not want or require their assistance. This is a common misconception. It is feasible to construct a foundation for success by holding the belief that all teachers are open to coaching and mentoring.


It comes from the book Dialogue: Rediscovering the Transforming Power of Conversation, written by Linda Ellinor and Glenna Gerard, which I highly recommend. “It appears to be so simple… to be able to deeply listen to another person without trying to repair them… it is transforming in and of itself,” the article states. It is important to remember not to offer immediate solutions, but rather to actively listen instead.

A person may indicate that they aren’t ready for a solution if they bring up a problem and you provide a remedy in response. A coach can distinguish between when it is appropriate to provide solutions and when it is appropriate to listen.

Teachers could express frustration when they get a new responsibility or order. Teaching through active listening demonstrates that teachers are accepting of the prospect of feeling overwhelmed and frustrated by what they have just discovered. Teachers who take the time to grasp and digest new knowledge are highly valued by their students. Thinking about what questions you would ask them after listening to their opinions will help you come up with creative ideas.

Active listening entails much more than simply taking in grievances. It’s best not to ride on the coattails of a teacher’s success. Avoid copying a teacher when he or she is discussing specifics about a lesson that went very well. Instead, pose a question to the instructor and pay attention to what he has to say about it.

Teachers’ strengths are used to improve capacity through active listening, knowledge of needs, and the development of new skills. The use of a deliberate approach, attentive listening to every complaint, and the adoption of positive objectives can help coaches be more effective in helping and engaging teachers.