Why does “fixing it” never seem to fix the situation? That is the million-dollar question coaches frequently ask. Many coaches find themselves in the predicament of being asked to “fix” a problem in a classroom. Unfortunately, this can feel daunting and unsustainable. If fixing were the solution, wouldn’t the problem be resolved for good?
It is difficult to stay out of “fix-it” mode when coaching. A coach enters a classroom with the best intentions to support the teacher and students, sees many solutions to the issues, and jumps in to implement one. The challenge is that when the coach leaves the room, the “fix” does not stick, and the problems return.
But how do we resist the urge to solve problems for others?
Leaning into research around motivation and choice can help us understand how to approach coaching in a way that maximizes teacher commitment and sustains change in the classroom—without taking over and solving problems for the teacher.
Education research reinforces the power of teacher choice. Studies have shown that when teachers have a say in their professional learning and decision-making, they experience greater job satisfaction, increased efficacy, and a stronger commitment to implementing instructional strategies.
Our Partnership Principles further support this idea, particularly the principle of choice. Teachers should have control over their learning. Coaching should not be a top-down process but rather a partnership where teachers are empowered to make decisions that best suit their needs as well as their students’ needs. When coaches provide teachers with choice, they build trust and create a collaborative environment where teachers feel ownership over their professional development. This not only increases engagement but also ensures that changes are more likely to be implemented effectively and sustainably.
Daniel Pink, in his book Drive: The Surprising Truth About What Motivates Us, highlights three key elements that drive intrinsic motivation: autonomy, mastery, and purpose. When applied to instructional coaching, autonomy—the ability to have control over one’s own work—is essential for teachers to make meaningful and lasting improvements. If a coach constantly provides solutions, the teacher may comply in the moment but will not develop the internal drive to sustain those changes. Instead, when teachers have the autonomy to identify challenges, explore solutions, and take ownership of their professional growth, they are far more likely to engage deeply and implement lasting changes.
Choice is not carte blanche, nor is it the option to do nothing. Professional autonomy means providing teachers with meaningful choices while trusting their ability to make the best decisions for their students. In this process, a coach plays a vital role by refining and guiding choices and offering support to help teachers select the most effective options for their students. For instance, if a teacher is unsure about selecting an engagement strategy, a coach can present a range of strategies, such as cooperative learning, formative assessment techniques, or thinking prompts. Rather than prescribing a solution, the coach can facilitate a conversation about the pros and cons of each approach, allowing the teacher to decide which strategy aligns best with their student-focused goal.
So, what does this mean for coaching?
It means shifting from a top-down model of “fixing” to one of partnership with choice.
Coaches should partner with teachers, guiding them to reflect on their current reality, choose a student-focused goal, and implement strategies targeted toward that goal. This approach aligns with teachers’ unique teaching styles and complex classroom environments rather than limiting the solution to the coach’s perspective and experiences. Fostering choice helps ensure that teachers are not just passive recipients of solutions but active participants in their development.
Ultimately, coaching that honors teacher autonomy leads to deeper learning, greater commitment, and sustainable change for student success. The “fix-it” approach may provide temporary relief, but empowering teachers to take ownership of their growth is what truly transforms instruction.
About the Author
Dr. Mary Webb began her teaching career in Texas where she taught fourth grade, third grade, and served as a school librarian before becoming a campus administrator. With more than 19 years of experience in administration as an assistant principal, principal, and Managing Director of Elementary Instruction, Mary successfully built her large suburban’s district elementary instructional coaching program into a cohesive and robust support program for teachers and students in partnership with the Instructional Coaching Group. Mary received her doctoral degree in Education Leadership from the University of North Texas where her focus was identifying the systems and supports a district can put into place to support the Principal and Instructional Coach. She lives in Dallas, Texas with her husband Scott, and two sons Kieran and Thomas.
Contact Information
email: mary@instructionalcoaching.com
