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Sometimes teachers are resistant to the process because they may not see the impact of the strategies you are discussing with them. By starting with their goals, they can see the impact, and be more trusting about the impact other strategies can have

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I am excited to ask for feedback from my clients. I sometimes stress myself out trying to guess what my clients need when I can just ask them. 

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I am excited to ask for feedback from my clients. I sometimes stress myself out trying to guess what my clients need when I can just ask them. 

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One of my strategies is to have teachers who are overwhelmed look at the thrive framework as part of their journal and let me know if there is something that speaks to them and they want to work on

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I found it helpful to make the grow linked to the previous coaching point and showing evidence of that growth. I think it's important to celebrate!

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I am excited to ask my teachers for feedback at the end of coaching sessions. That is so powerful in order for me to grow and for them to feel heard when they are resistant and frustrated.

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I am excited to ask my teachers for feedback at the end of coaching sessions. That is so powerful in order for me to grow and for them to feel heard when they are resistant and frustrated.

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Making it fun for the teacher and a good use of their time.

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Making it fun for the teacher and a good use of their time.

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I try to tackle this but owning the changes that I was afraid of that worked really well for me. 

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I try to tackle this but owning the changes that I was afraid of that worked really well for me. 

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How do you have a conversation about critical consciousness / social justice when the teacher refuses to engage, even after building trust over time?

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How do you have a conversation about critical consciousness / social justice when the teacher refuses to engage, even after building trust over time?

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Removing scheduling barriers by either doubling up and using an extended video for two coaching meetings or one video for a longer double session. I think this would make a huge difference with teachers who feel pressed with time and hate recording.

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Always helping them to see the value of the change, and how it will help kids.

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Always helping them to see the value of the change, and how it will help kids.

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Have been working on a goal with a teacher and she was consistently improving. This last week, her data went right back to our starting number. Instead of sugar coating it, I told her what I observed and engaged her in an honest conversation around it. She seemed appreciative.

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Focusing on the teacher's goal that we talked about in the intro session, so that the purpose of the meetings relates back to their overall goal.

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Focusing on the teacher's goal that we talked about in the intro session, so that the purpose of the meetings relates back to their overall goal.

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For one teacher, she has a lot on her plate between students, school responsibilities, and family. So we used a 40 minute video to support two coaching sessions and she was appreciative of the opportunitiy to both save time in the big picture and also to have a whole literacy block shared and discussed.

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I love the idea of alleviating the workload by sharing resources you have used in the classroom that benefit the participant. I did this once in between sessions and the teacher was so thankful

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I love the idea of alleviating the workload by sharing resources you have used in the classroom that benefit the participant. I did this once in between sessions and the teacher was so thankful

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I am excited to try and get more feedback from my partners. I am interested to begin coaching in a way that is collaborative, rather than evaluative.

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Creating time to meet that works best for the teacher. Shows you care about their other responisbilities.

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Creating time to meet that works best for the teacher. Shows you care about their other responisbilities.

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Give teachers a chance to explain why they are resistant. Then use, "coaching-moves" to prove them wrong. Adaptability to personalities is the key!

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When I try ask the teacher to be reflective, I always get responses like "well it depends..." followed by a lot of generalizations. To combat this, I say "let's be specific about this class".

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I am excited to focus more on building relationships first with teachers that resist the process. It seems obvious but I often want to rush through the beginning to get to the practice, but for these teachers I want to try the opposite.

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Using coaching time to alleviate workload, support participant in connecting a high priority area of need and to your "grow," use part of dedicated practice to co-plan.

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A teacher didn't feel that his content required any rigor updates, and that it appropriately challenged students. By refocusing the feedback on student success, the process allowed him to see that this work would not support students in meeting their academic goals.

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Focus on Social Emotional Health: This has been a strategy that has worked with several resistant teachers. By providing some time to listen and talk about their outside of school passions (ex. one person was a runner and loves to exercise, so I allowed her to "coach" me and give me a goal each week toward running)...

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Focus on Social Emotional Health: This has been a strategy that has worked with several resistant teachers. By providing some time to listen and talk about their outside of school passions (ex. one person was a runner and loves to exercise, so I allowed her to "coach" me and give me a goal each week toward running)...

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Having an honest conversation about the resistance. They see you see it and are acknowledging it's there.

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I like the idea of inviting them to take the meeting on the go, maybe while on a walk or during lunch. Sometimes people are able to engage better this way than while sitting at their desk with their to-do list stacked around them. I also want to think more about how I might ask for feedback more.

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I'm excited to try to look for opportunities to leverage coaching to reduce workload.  This could be through sharing resources already made or helping them prioritize time.

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I'm excited to try to look for opportunities to leverage coaching to reduce workload.  This could be through sharing resources already made or helping them prioritize time.

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Being vulnerable as well.  Showing them you are in this together.

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Being vulnerable as well.  Showing them you are in this together.

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One issue I usually run into at the beginning is how much time I'm going to take from planning/grading/etc. Right out of the gate, I explain that I will *always* honor their time and everything we do will be with the goal of saving time/effort in the long run. Once they see I'm serious (esp about sticking to 30 minutes), the buy in starts to happen more easily. In fact, half the time I have to cut them off and log out because they want more time. 😅

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I am excited to ask for feedback from my teachers! That is a great way to build a relationship and increase trust, as well as focus my observations and work.

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Alleviate workload. Make some decisions during a coaching or training so that teachers can get immediate feedback on next steps.

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I think when teachers have the space and autonomy to lead parts of the coaching meeting, they are more open to receiving honest feedback. So, I've been giving time for teachers to share a rose & a thorn during check-in of each meeting.

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I have tried the small talk strategy as a way to show the teacher that I can relate to the stresses of education. This made her more comfortable with me.

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I want to try the "make it less personal" strategy of using articles/case studies to introduce mindset conversations

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I have found that starting small is a great way to build trust and get buy-in. I have a brand new teacher I'm coaching and we have been working on routines and procedures. I call these things low hanging fruit. He can implement change tomorrow and feel successful which helps him buy in to the process.

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I have found that starting small is a great way to build trust and get buy-in. I have a brand new teacher I'm coaching and we have been working on routines and procedures. I call these things low hanging fruit. He can implement change tomorrow and feel successful which helps him buy in to the process.

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I've had success with resistant teachers by starting with focusing heavily on the positives. They may also know that those are positives in your classroom, and so then they are more likely to trust you when you introduce "grow" areas, since they feel like they are minor comparatively, and that if your "glow" areas are accurate, the "grow" ones might be too

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1. Clarifying ways that the teacher is already utilizing the strategy that you are coaching them up on, they just don't know it and haven't identified it's effectiveness.  

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1. Clarifying ways that the teacher is already utilizing the strategy that you are coaching them up on, they just don't know it and haven't identified it's effectiveness.  

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Often teachers live in such silos that they don't know that their practices are actually best practices! Our role as a coach is to take the tools that they already have and teach them how to use them more effectively so that they can build their tool box.

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A participant was attending meetings purely out of compliance. They were polite and followed through on action steps but had zero buy-in. I spent a few meetings offering a lot of praise, genuine appreciation, and high leverage strategies and, in our last meeting, I saw a huge shift in their mindset!

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With a change averse teacher, I try to find a quick practice win with a lot of payout.  It makes it easier in the long run to have harder conversations.

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Interested in helping a resistant teacher get organized - Eisenhower Matrix sounds cool.

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I try my best to keep it simple with teacher’s resistant to change. I understand their desire to stay in their comfort zone, so I try to push in small increments.

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I have found a lot of success with really stressing the collaborative part of the process. That this is really a "we" with just an extra set of eyes to brainstorm teaching strategies.

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One strategy I love to use is building relationships. When watching the teachers' observation videos I push myself to remember and document student names so I can refer back to them in meetings. I find that saying the student's name helps the teachers open up more and want to share. I also check in each meeting and bring up events mentioned the previous week. I work to show my teachers that I actually care about them and their students.

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I love the encourage storytelling - giving space to describe what has worked or not worked in the past opens the door to further insight into their mindset and needs

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I love the encourage storytelling - giving space to describe what has worked or not worked in the past opens the door to further insight into their mindset and needs

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Years ago, I had a teacher that was actually intimidated to teach students. This made her resistant to my coaching and feedback and she would actually become rude during our sessions. I decided to have a heart to heart with her and discuss my purpose for coaching, that I was on her team and that respect should take place between both parties. I asked what made her so resistant. This discussion made a difference and she was more receptive

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A current teacher delays scheduling next meeting. Forgetting to send observation videos, using WIFI as an excuse not to meet. 

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A current teacher delays scheduling next meeting. Forgetting to send observation videos, using WIFI as an excuse not to meet. 

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Provide choice. This is part of adult learning theory. Adults like choice.

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I experienced a teacher completely shut down when I addressed their inequitable treatment of minority students. The coaching came to a stop. Since them, I am hesitant to have those kinds of conversations. Any advice on how to deal with teachers who resist honest reflection?

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I experienced a teacher completely shut down when I addressed their inequitable treatment of minority students. The coaching came to a stop. Since them, I am hesitant to have those kinds of conversations. Any advice on how to deal with teachers who resist honest reflection?

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I love the use of letting students speak - I've had success with this in coaching previously and it's always eye opening and generates purpose with teachers. 

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I love the use of letting students speak - I've had success with this in coaching previously and it's always eye opening and generates purpose with teachers. 

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I really try to focus on all of the positive aspects of their teaching and let them know how awesome they are. It seems to really help open the door to the rest of the constructive conversation. Many teachers are not used to positive feedback- sad, but true.

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This is the part that is most stressful. I try to use a lot of data and facts when faced with someone resistant to true reflection.

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When there is resistance, I have learned to not take it personal. Many things are beyond my control, so the resistance isn't directly towards me, so making the best out of the situation, showing them that you are there for support, keeping a positive attitude and outlook can change the outcome.

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Be vulnerable and make connections to the process of change. Share times when you had to give in to change.

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Be vulnerable and make connections to the process of change. Share times when you had to give in to change.

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Use new language. Based on their style, change the way we phrase feedback.

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Keeping it simple and focusing on the data is a great way to help teachers see value in change and new ideas.

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I shared how we are BOTH learning together so we need to see all the "good, bad, ugly, great, needy, ...." and grow from the process.  It moved the needle

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I've just started working with a teacher who has explicitly stated multiple times they they don't need to improve their practice. I'm excited to use these strategies to build a relationship with this teacher, specifically storytelling and providing choice.

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Collaborate. We are working together.

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I am working with two administrators in a school district that was resistant to coaching or rather EdConnective coaching protocol. I started using storytelling as a strategy for coaching them. One of them stated that using the storytelling strategy, allowing an opportunity for them to share their story, and coaching them around those experiences has been beneficial compared to watching videos and naming a high leverage focus area which they did not care for at all.

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I like giving the space to vent but also redirecting to locus of control.

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I like giving the space to vent but also redirecting to locus of control.

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Its great to watch the teachers video together. Many teachers do not watch their own videos. I also like giving them videos to watch from Teaching Channel or Vimeo for examples to jump off from .

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Give them a chance to brag on themselves and tell you what they're really good at! 

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Give them a chance to brag on themselves and tell you what they're really good at! 

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Teachers love to talk about what they're good at. So if a teacher wants to talk, listen and be ready to support them, whether it's in Community Building, Student Voice, Rigor!

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How do you pinpoint the key action step to focus on?

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I try to explain that this is a relatively easy way to get another set of eyes into their classroom in a very low stakes setting. It seemed to help!

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I find that my current role and experience as an Assistant Principal buys trust with teachers. They recognize we are in this together! Even just sharing my classroom experiences helps tremendously. (Relating to them)

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I've found some success with bringing in research to make feedback feel more objective.

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Some feedback may be negative and reveal something you may have overlooked or not made clear. It's important to be humble while addressing or responding to feedback.

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I think it's important for teachers to know they are doing a lot well. Sometimes we forget to really celebrate how amazing we are. I like to tell my teachers that they are doing an amazing job and we celebrate all the good.

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I have found that adapting my style or content for a teacher ready to retire and resistant to change has helped us build a relationship and make her feel more like it is more of a partnership where her plethora of experience is valued. A less formal tone and flexibility in my plans has helped her move from the defensive space to a reflective one.

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Giving teachers the time to vent and listening to their concerns has helped build trust in our relationships. Now, it's just to connect back to what they actually can control will be the next step.

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I communicate how I felt being coached but also how this process is not meant to hurt, but help their process.

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I communicate how I felt being coached but also how this process is not meant to hurt, but help their process.

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Sometimes it's helpful to view parts of the video together so the teacher can see where data is coming from.

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Some teachers with challenging leadership situations need to be reminded and again that our conversation is between me and you. I've never met admin. :)

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I help them to identify a purpose because they have to own that

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I help them to identify a purpose because they have to own that

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I learned this from another coach, but to really think about the difference between learning vs performance. Showing a clip of this video especially the Beyonce part and tying it into coaching.

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Eduardo Briceño: How to get better at the things you care about | TED

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Building Rapport. Listening to their needs. 

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Building Rapport. Listening to their needs. 

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When I work with "resistant" teachers (I really dislike the word resistant because often teachers are just not seeing coaching as their priority), we often focus on relationship building. The teacher/admin has a chance to get to know me and tell me about their ebbs and flows. I share a little about me and my humanness. Then, it's like the flood of gates are opened. I've had teachers and admin cry in my sessions because often times, they just need an ear. Then, they are ready to work and discuss what's really at the heart of the issue. That may take all of session 1.

Next, I'll focus on why they really don't see this as a priority and instead of telling them that they are wrong. We work on their students' mindset and simultaneously work on theirs. I'm also very flexible on what they desire to work through in their classrooms, etc. It's an ENTIRE process for my teachers/admin because no person is the same. Needs vary.

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I had a teacher that needed the space to share with me exactly how she was feeling at the beginning of our meetings. By providing this space, we really built trust in a short time!

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I had a teacher that needed the space to share with me exactly how she was feeling at the beginning of our meetings. By providing this space, we really built trust in a short time!

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I am excited to try "keeping the student in mind" for my next resistant teacher experience! I think that will help them take things less personally.

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I am excited to try "keeping the student in mind" for my next resistant teacher experience! I think that will help them take things less personally.

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Reflecting on the positive has been very helpful for me! It really changes the tone.

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Reflecting on the positive has been very helpful for me! It really changes the tone.

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Establishing my credibility not just as a leader, but also a teacher on the ground has really supported buy in for me. Often times, teachers think they might know our story (based on their pasts) and it is helpful for us to shift that.

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Establishing my credibility not just as a leader, but also a teacher on the ground has really supported buy in for me. Often times, teachers think they might know our story (based on their pasts) and it is helpful for us to shift that.

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One thing that I find helpful in the first session(s) with experienced teachers/coaches is to remind them that the ultimate goal is the student experience.

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One thing that I find helpful in the first session(s) with experienced teachers/coaches is to remind them that the ultimate goal is the student experience.

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Share personal testimony of how I have embraced changes and how it has impacted the student experience

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It's hard sometimes to really get into reflection when time is limited. If teacher feels uncomfortable on the spot, some of the reflection can be done in writing outside of the session

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Reinforcing positively the purpose of coaching in each session can serve as a good reminder

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In addition to emphasizing the positive things that are going on in the classroom, it's been helpful for me to ask teachers questions about the glow area (what actions did you take that contributed to this awesomeness? what did you do that helped make this go so well?) to help them start to reflect on how their behaviors and actions impact student learning and success.