By Kim Darche
The teaching profession is deeply rewarding, yet many educators feel overwhelmed by unrealistic expectations and the pressure to find a “perfect” approach. This mismatch contributes to an alarming number of teachers leaving the profession within the first five years and discourages many talented people from entering the field at all. Instructional leaders—coaches, principals, and administrators—play a vital role in retaining a diverse, committed corps of educators for all students.
Shift focus from curriculum to craft to build confidence
Instructional coaching is often tasked with rolling out curricula, but its deeper purpose should be to strengthen teachers’ instructional craft. Instead of training teachers solely on a specific curriculum, use those sessions to model and reinforce teaching practices grounded in research. When teachers refine their craft—classroom management, questioning strategies, formative assessment, and responsive instruction—they gain confidence to handle unpredictable classroom moments. Confident teachers take productive risks; when a lesson does not go as planned they pivot instead of burning out.
Curriculum materials change frequently. Teaching skills endure. Help early-career teachers develop routines and strategies they can adapt to any curriculum. Show them research-based practices, demonstrate how to implement them, and support iterative practice. As teachers see small, measurable improvements in student engagement and learning, they are more likely to stay committed—just as people persist with programs that produce visible results.
Emotional resilience is part of the work. Coaches can normalize setbacks and model how to respond calmly and constructively. By year five, the goal is that teachers feel steadier, more resourceful, and more skilled than when they began.
Prioritize human capital over resources
While materials and technology help, what novice educators need most is a person who believes in them. They need a listener, a mentor, an observer, and a guide. A present, invested coach makes a bigger difference than a drawer full of unused resources.
Avoid spending excessive time creating newsletters or videos that go unread. Those hours are better spent co-teaching, observing, or debriefing in person. Conversations and meaningful feedback create durable memories and practical shifts in practice. In other words, invest time in relationships and regular, focused interactions rather than one-off resources that rarely get used.
Seek first to understand
Effective coaching conversations begin with genuine listening. Put devices away, bring a notepad, and be fully present. Listen without an agenda and use questions that validate the teacher’s experience while prompting reflection. Helpful prompts include:
- Tell me about your day.
- How are you getting through this week?
- What are you most proud of amid these challenges?
- What small moment reminded you why you became a teacher?
- Tell me more about that.
- What else might we try?
- Have you faced something like this before?
Favor “what” and “how” question stems over “why.” “What” and “how” focus on observable actions and next steps, while “why” can unintentionally prompt defensiveness. Talk less, listen more, and resist the urge to control the conversation.
Conquer the internal voices
Coaches and leaders generate solutions in their heads—dozens of ideas rush forward. Resist the impulse to offer all those fixes. Quiet the internal commentator and keep asking probing questions. When teachers reach their own conclusions, they commit more fully and are likelier to follow through. The role of the coach is to guide discovery, not to prescribe every move.
Honor reflection as a core practice
Teach, then reflect. This simple cycle should be institutionalized. After lessons, teachers should ask themselves:
- What worked?
- Did I read the room accurately?
- When did students show they understood—or not?
- What phrasing or moves were especially effective?
- Did students talk enough compared to teacher talk?
Recording lessons—video or audio—can powerfully support reflection. Encourage teachers to review their recordings with focused questions: When do they show energy? How do they move and interact? What vocabulary or routines emerge? These reflections help teachers clarify their instructional philosophy and strengthen core beliefs.
Coaching is not easy, and it demands patience, empathy, and skilled questioning. When coaching centers on the human side of teaching—relationship building, reflection, and craft—the impact on teacher retention and student learning is substantial and long-lasting.
About the author
Kim Darche is an adjunct professor with 15 years of coaching experience who returned to the classroom in 2022 to teach third grade and apply her coaching knowledge in practice. Email: [email protected]
This article was originally published by The Learning Counsel, a research institute and news media hub focused on the shift in education to digital curriculum.
Resources
Sibme (video coaching platform)