2026 Art and Science of �Teacher Coaching Conference
October 5-6, 2026 | Scottsdale, AZ
Why Invest in Coaching?
Coaching Can Improve Teaching Practice
91% of teachers surveyed say that coaching improves their daily instructional practices
(TORSH, 2026).
Coaching Can Build Teacher Expertise
Teachers who received coaching demonstrated significantly greater instructional growth than teachers in the waitlist comparison group
(Wright & Bruner, 2026).
Coaching Can Support Teacher Retention
78.6% of teachers say professional coaching directly influences their decision to stay in the classroom
(TORSH, 2026).
Coaching can mitigate workplace stress
Harvard Business Review (2026) Meta Analysis of Workplace Stress
Not having a clear sense of direction at work is especially detrimental to job satisfaction, engagement, commitment, perception of fairness, performance, and willingness to share information, show courtesy, and help colleagues.
Role Ambiguity
Facing incompatible demands, priorities, and expectations was the most consequential cause of burnout, psychological distress, and slacking off.
Role Conflict
Being asked to do more than one can reasonably accomplish (and not knowing how to prioritize).
Role Overload
NOT
“How are things going?”
Do you know what is expected of you?
Are you getting incompatible requests from different stakeholders?
Do you have the resources to be successful at your job?
Rochambeau
The winner explains the impact of coaching on:�
OR
Coaching
(2025) Visible Learning MetaX
R=2
0.25
Coaching
(2025) Visible Learning MetaX
0.25
R=2
Why so low?
Focused on early career teachers?
Outdated or ineffective coaching models?
Coaches wear too many hats?
Effects are
too far downstream?
LEARNING INTENTION
We are learning about the coaching models and skills that are necessary to foster teacher expertise.
Today’s Success Criteria
Coaching Models
What is a Coaching Model?
A coaching model is a structured approach that guides how coaches support teacher learning and instructional improvement.
Coaching models help determine:
Examples of Coaching Models
Emphasizes equality, choice, voice, reflection, dialogue, and reciprocity.
Focuses on improving student outcomes through teacher collaboration.
Centers on enhancing teachers’ thinking and decision making.
Instructional Coaching Cycles
| Full Cycle Coaching |
| Goal-driven Short Cycle Coaching |
| Micro-coaching |
Fisher, Frey, Almarode, & Faddis, 2026
Full Cycle Coaching
sustained, job-embedded support that helps us refine our craft through reflective practice and collaborative problem solving
Full Cycle Coaching
The goal is sustained change, not one lesson
Challenges of Full Cycle Coaching
turns brief interactions into powerful growth, showing that small, consistent feedback drives lasting improvement.
Micro-coaching
Notice: The coach observes a specific teacher or student action and gathers quick evidence.
Name: The coach identifies one precise strength or growth opportunity.
Nudge: The coach offers a next step, often framed as a reflective question.
Notice: “During the turn-and-talk, most pairs jumped right into the discussion within seconds.”
Name: “That quick transition shows strong routines.”
Nudge: “What strategies do you think helped students get started so smoothly?”
Notice: “I saw students referencing the success criteria before beginning their work.”
Name: “You've created a routine that helps students clarify expectations.”
Nudge: “What might happen if students revisited the criteria midway through the lesson?"
Micro-Coaching in Practice
Students are using evidence from the text to justify their responses during a discussion.
SCENARIO
Consider a Notice – Name – Nudge for the
teacher.
YOUR TASK
Micro-Coaching in Practice
Nudge Examples:
Discussion-focused: "I wonder how students might begin using one another's evidence to strengthen their own arguments.”
Standard Focused: "What might happen if students were asked to compare two pieces of evidence and determine which was most convincing?"
SAMPLE RESPONSE
Micro-Coaching Moves
ALIGNMENT WITH A GOAL
GENTLE CHALLENGE
AFFIRMATION
CLARIFYING QUESTION
QUICK DATA POINT
p. 100
Goal-driven, Short Cycle Coaching
Short cycle coaching (2 to 4 weeks) follows a predictable structure while
allowing flexibility based on teacher needs.
The COACH framework is both a mindset and a set of actions that build relationships �while keeping student learning at the center.�
Build mutual respect, trust, and psychological safety so that feedback�feels like a partnership, not judgment.�
Connect
Build mutual respect, trust, and psychological safety so that feedback�feels like a partnership, not judgment.�
Collect descriptive, nonevaluative evidence of teaching and learning to�ground the conversation in shared reality.�
Connect
Observe
Build mutual respect, trust, and psychological safety so that feedback�feels like a partnership, not judgment.�
Use reflective questions to invite the teacher’s thinking and insight,�maintaining their sense of agency.
Collect descriptive, nonevaluative evidence of teaching and learning to�ground the conversation in shared reality.�
Connect
Ask
Observe
Build mutual respect, trust, and psychological safety so that feedback�feels like a partnership, not judgment.�
Codesign next steps and supports that are feasible, focused, and�instructionally sound.
Use reflective questions to invite the teacher’s thinking and insight,�maintaining their sense of agency.
Collect descriptive, nonevaluative evidence of teaching and learning to�ground the conversation in shared reality.�
Connect
Collaborate
Ask
Observe
Build mutual respect, trust, and psychological safety so that feedback�feels like a partnership, not judgment.�
Ensure follow-through for both parties by clarifying�commitments and circling back with transparency
Codesign next steps and supports that are feasible, focused, and�instructionally sound.
Use reflective questions to invite the teacher’s thinking and insight,�maintaining their sense of agency.
Collect descriptive, nonevaluative evidence of teaching and learning to�ground the conversation in shared reality.�
Connect
Hold Accountable
Collaborate
Ask
Observe
✅ I can distinguish between different coaching models.
Today’s Success Criteria
Authentic relationship
Shared evidence and mutual understanding
Guiding reflection and authentic dialogue
Moving forward with clarity, support, and shared ownership
4 Coaching Skills
p. 71
Connect �Establish Rapport and Trust
Before feedback can make a difference, teachers
need to feel psychologically safe, respected, and supported.
p. 73-75
Ground� Use Evidence with Clarity and Neutrality
Grounding the work in clear, accurate, and neutral data
ensures that feedback is credible, constructive, and actionable.
p. 78-79
Engage �Guide Thinking Through Conversation
The goal isn’t for the coach to do the thinking, but to guide the teacher to examine, interpret, and determine their own next steps.
p. 83-84
Advance�Provide Actionable Next Steps
Advancing begins with feedback that is specific, timely, and tied to goals.
p. 87-88
What If AI could help you practice your coaching skills?
What If AI could help you practice your coaching skills?
Meet EDNA
✅ I can distinguish between different coaching models.
✅ I can analyze the coaching skills required to build teacher expertise.
Today’s Success Criteria
Credibility
in
Coaching
Credibility is the difference between feedback that is heard and feedback that is used.
The Engine of Coaching
Four Dimensions of Credibility
Four Dimensions of Credibility
Which dimension feels most familiar? Least familiar?
Dimension | Rating |
Trustworthiness | |
Competence | |
Dynamism | |
Immediacy | |
Limited
Understanding
Strong
Understanding
Some
Four Dimensions of Credibility
TRUSTWORTHINESS
Trustworthiness signals:
Trust is not declared. Trust is earned.
Building Trustworthiness
Discuss with a partner:
If teachers do not need their coaches to be perfect, what do they need from their coach instead?
Coaches’ Corner
Four Dimensions of Credibility
COMPETENCE
Teachers judge competence by:
Coaches demonstrate competence
through the quality of
their conversations.
Types of Coaching Language
DIRECTION GIVING
Clarifies expectations and
provides feedback
EMPATHETIC
Conveys care and
encouragement
MEANING-MAKING
Helps teachers connect their work to broader values and purposes
Coaching Language
DIRECTION GIVING
Clarifies expectations and
provides feedback
Example:
“One next step might be planning a few follow-up questions that prompt students to explain their reasoning using evidence.”
Coaching Language
Example:
“It's encouraging that you're already noticing the difference between students completing the task and students fully explaining their thinking.”
EMPATHETIC
Conveys care and
encouragement
Coaching Language
Example:
“Helping students explain their thinking is important because it gives us insight into their understanding and helps them develop deeper reasoning skills.”
MEANING-MAKING
Helps teachers connect their work to broader values and purposes
Coaching Language in Practice
During a classroom observation, you notice that students are completing the assigned task, but most responses are brief and do not include evidence or reasoning.
After the lesson, the teacher says:
"I thought the lesson went okay, but I was hoping students would explain their thinking more."
SCENARIO
Offer a coaching response using ONE of the following:
YOUR TASK
Four Dimensions of Credibility
COMPETENCE
Competent coaches:
The Cost of Low Competence
TEACHERS MAY:
Four Dimensions of Credibility
DYNAMISM
Purposeful Energy
DYNAMISM
Optimism
Confidence
Four Dimensions of Credibility
DYNAMISM
Dynamic Coaches:
Dynamism
WEAK DYNAMISM
“Just keep trying.”
STRONG DYNAMISM
“Let’s take a look at the evidence together and identify one small adjustment we can make before the next lesson.”
Presence in Practice
A teacher says:
"I've tried this strategy several times and honestly I don't think it's making much difference."
SCENARIO
Create a one-sentence response that demonstrates
dynamism.
YOUR TASK
Four Dimensions of Credibility
IMMEDIACY
CONNECTION
CREATES
Four Dimensions of Credibility
IMMEDIACY
Teachers are more likely to engage when they feel:
Verbal and Nonverbal
VERBAL | NONVERBAL |
|
|
Open door policies are not the same as immediacy.
Accessibility is passive.
Immediacy is proactive.
Who Are We Connecting With?
Without awareness, we may unintentionally:
Who might you unintentionally be missing?
Who have you
connected with frequently?
Designing for Connection
Connection should not be left to chance.
✅ I can distinguish between different coaching models.
✅ I can analyze the coaching skills required to build teacher expertise.
✅ I can explain the role of coach credibility in having my support be accepted and valued.
Today’s Success Criteria
Complete the session survey for a chance to win win a free seat to �The 2027 Art and Science of Teacher Coaching Conference