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Working in teams can be hard and dysfunctional. Without the help of a facilitator, things often stay the same. Last year, my team was dysfunctional. We needed a facilitator to step in to help "repair" our team.

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In our meetings with our facilitator, I felt that things were not being repaired. What are some steps to take to begin repairing a team that is dysfunctional?

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It talks a lot about the emotional support and resilience that is coached. I think that is a really important piece. There is an emotional part of every moment that can be unpacked. Some parts don't hold big emotional value, but other parts do. It is important to allow the coachee to share the emotional part(s) of their lesson or day in order to make progress in the coaching.

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This is my second district and it's interesting to think about and see such a large difference between the 2 schools. At one, the instructional coach has helped me make sure that I was doing well as a person and my mental health was okay while also asking if I needed help doing student testing. In the other district, I met the instructional coach once to determine who needed additional support.

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If one aspect of the team is going well but another isn't how can the struggle be addressed without putting the blame on a person or group of people. I could use "I feel..." but to me that is still putting blame on another person.

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The line, "My job as a coach is to meet people where they are and help them move forward." caught my attention because as a new teacher often feel bombarded with information and feel as thought I am expected to know everything. When this was said it made me think about how the coaching should be in a way that is effective for all participates and in a way that all of them feel like their ideas are respected, validated, and heard.

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The connection I made is that the coach wears many hats. The coach can be there to help the team, help one or more people emotionally and be there to facilitate meetings or work to resolve issues that teams or a person may be having. The coach isn't limited to just helping with lesson plans and the teaching aspect and telling you what needs to be fixed.

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If the coach is coming from the same department as the issue, how do they help the team the department team and still be able to facilitate a restorative process that needs to be fixed, but may be a part of that broken system? Is this when you call in coaches from within your district to help out?

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I hadn't thought of the coaches being there for emotional health, but it makes sense and I wish that maybe more teachers were aware of that piece.

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The connection I made was that Instructional Coaches are more than someone who helps you or asks you to "create" new lesson plans. I think it is great how coaches can and should help with emotional resilience. This is something I would love to see more.

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I have a very similar question to a few others. But what are strategies to help a group member who is struggling or difficult to work with? How can the Instructional Coach help facilitate teamwork?

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This article shed some more light to be about what an Instructional Coach can really be. It honestly made me think about how I might enjoy this type of leadership role inside of a school someday. I love how the Instructional Coach is trying to help individual teachers as well as the overall school.

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The connection I made includes the instructional coach I have at my school. She is not only someone I can lean on for any academic needs, but she is also one of the most uplifting people I have ever met. My first year of teaching was really hard for me. Without realizing it at the time, she coached me into more positive outlooks around my teaching/students and has all around made me a better teacher. I see all of these qualities in her and more.

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When something is weighing heavily on my brain, it is hard to focus on anything else. By nature, I am a typically quiet individual who views sharing my problems with others as an unnecessary burden to those listening. Unfortunately, this has detrimentally impacted my mental health. When it came to school, I also maintained this mindset. However, upon building a relationship with my mentor and other close coworkers, I have opened up much more about emotionally taxing events that occur on any given day. I have learned that sharing with another person has helped me also build the emotional resilience the article discussed.

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How we can lift up people who naturally do these things but have not been trained in coaching?

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Something that caught my attention is that coaching is more than "one on one" work. it's easy to assume that coaching is around an individual's goals and what they are working toward, but really the coach has the opportunity to see the work across the school. This puts them into a neat perspective and allows them to engage with teams in a unique capacity. With the knowledge of what is going on with other teams, they can carry that information across grade levels.

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I assume becoming an instructional coach is not an on/off switch that comes with a new title. I view it as a process in which experiences shape your ability to become a more impactful coach. Regardless, I am wondering if there is a "starting place" we should focus on to begin this journey?

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"Sometimes I feel like a therapist, and coaching is not therapy, but it's the reality of how things are in our schools and what educators need." This caught my attention as I recognized the truth behind the statement. I find it sad that in our profession the burnout rate is so high and that therapy is considered to be "what educators need." In one particular moment last year in school, I felt as though I could have used a therapist myself. However, I had a certain few confidants I was comfortable to speak with about my feelings and worries, and it kept me grounded and emotionally stable.

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The connection I made is working in teams is so important to the improvement of a school. As the fourth grade chair of our school, I take my role very seriously. I want to make sure that I am leading my team well. Instructional coaching is something that I will look forward to learning more about as I continue on this journey.

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I am the facilitator of our fourth grade team meetings. How can I build emotional resiliency within my fourth grade level team during a challenging time?

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"Positive views of the future" captured my attention. Morale is low in my building at the moment. Instructional coaching may be something that turns things around in a positive way. In the mean time, I can create a space where my colleagues can process their emotions.