How do we determine whether someone is truly “uncoachable” versus simply resisting a coaching approach that doesn’t align with their nervous system state, mindset, or lived experience?

Coaching focuses on student learning—not fixing teachers.
Goals and decisions are grounded in student work and data.

Use structured coaching cycles.
Cycles include goal-setting, pre-assessment, co-planning/co-teaching, and post-assessment.

Start with standards-based goals and clear learning targets.
These make instruction and coaching more focused and measurable.

Let student evidence drive the work.
Formative assessments and student tasks determine next steps in instruction.

Use consistent coaching moves.
Tools like micro-modeling, thinking aloud, and noticing & naming guide effective coaching conversations.

Feedback is strengths-based.
Coaches build on what teachers are already doing well.

Measure the impact of coaching.
Use tools to track how coaching affects student learning over time.

Build a supportive coaching culture.
Administrators, schedules, and systems must align with the coaching model.

Prioritize equity.
Coaching is asset-based and ensures all students have access to strong instruction.