We are dedicated to creating professional development for coaches, teachers, and leaders so students experience better learning, better lives.
instructional coaches trained
developing instructional coaching
a few of our partners
How We Work
Our research has helped us identify seven success factors that are essential for developing and sustaining a great coaching program. We help people in organizations learn and implement these factors through workshops, institutes, and consulting.
We have been studying instructional coaching for more than two decades. The goal of our research has always been improving education for every student.
We host on-site and virtual workshops and institutes to help coaches, teachers, and administrators learn and implement the factors, habits, and strategies they need to succeed.
our partnership principles
At its core, a partnership approach is about treating others the way you would like to be treated. We see coaching as dialogical. Instead of dictating exactly what someone should do to improve, we believe a respectful and collaborative dialogue paves the way to positive change. We work from 7 Partnership Principles to guide all of the work we do.
One partner does not tell the other partner what to do; both partners share ideas and make decisions together as equals.
More on Equality
Choice positions teachers as the final decision-makers—partners who choose their coaching goals and decide which practices to adopt.
More on Choice
Coaches who foster dialogue actively seek out others’ ideas and share their own in a way that encourages discussion.
More on Dialogue
“Looking back,” “looking at,” and “looking ahead” is engaging, energizing, and essential to professional development.
More on Reflection
Learning is not a one-way street, so coaches should also learn during the coaching process, not just the coachee.
Before taking this course I was unsure how I was going to help new teachers improve. I now have a basic understanding of how to help teachers identify a goal, learn and improve.
– Instructional Supervisor
We initially attended the Teaching | Learning | Coaching Conference in Kansas City last October to develop our coaching skills with our newly appointed task of evaluating teachers. We were very concerned—being district office administrators—at entering a building and having meaningful dialogue with our teachers concerning their teaching practices in a way that would produce fruitful partnerships. Our experience at the conference and in our roles since has been such a joy as a result of some of the practices we have applied since the training.