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Counter 5 Common Instructional Coaching Challenges: Here’s How

Typically, instructional coaches do not require teachers to change. After all, their role is traditionally not an evaluative one. They generally cannot mandate changes in practice or hold teachers accountable in the same ways that principals and other supervisors can. These can seem like insurmountable hurdles to success.

Yet, instructional coaches have some advantages that are not always available to formal supervisors. Their relationships are based more on trust, credibility, and support rather than formal evaluation-related powers. Change is chosen rather than imposed, and shifts in behavior are more likely to be based on insight and understanding than compliance. These advantages can lead to levels of cooperation, commitment, and continued growth that are sometimes difficult to achieve in formal supervisory relationships.

Of course, there are challenges associated with coaching roles. If instructional coaching is unfamiliar, or past coaching attempts have not been successful, resistance can be a natural reaction. Here are a few of the most common challenges instructional coaches face, along with counterstrategies to consider.

Challenge: Confusion about coaches' roles. Teachers may assume that coaches are reporting to administrators or feeding evaluation processes.

Counterstrategy: Begin the relationship by clarifying what the role is and is not. Assurances of confidentiality, commitment, and consistent support can help to start the relationship off on the right foot.

Challenge: Some teachers may choose to participate at minimal levels.

Counterstrategy: Patience, reassurance, continued open invitation, lowering perceived risks, and beginning with small steps can be places to start and build on.

Challenge: Lasting change through influence takes time. Pressures can compromise the time and shared experiences necessary for change-producing influence to develop.

Counterstrategy: Realistic expectations and goals can help to relieve the pressure to move too quickly. Recognize where change is occurring and build scaffolding to support growth even when time is at a premium.

Challenge: Building trust while maintaining a focus on growth. Teachers come to the coaching relationship with varying levels of confidence, expertise, and commitment to grow. A one-size-fits-all approach is likely not to work for many teachers.

Counterstrategy: Take time to build trusting relationships before focusing on areas for growth. Listen and proceed carefully. Be ready to adjust as necessary. However, maintain strong support and never lose sight of the need and potential for growth.

Challenge: Translating feedback into action. Coaches can be tempted to present feedback that is too comprehensive or scattered. When this happens, teachers often become overwhelmed and use little, if any, of what they hear. Equally important, feedback that fuels action matches what is relevant and important to the teacher.

Counterstrategy: Careful listening and a focus on what the teacher sees as important and realistic can increase the likelihood that behavior will change. Information and action suggestions that match teacher readiness offer the best bets for action.

The most powerful tools instructional coaches possess are the trust they build, the credibility they earn, the evidence they share, and the relationships they nurture. These can be potent forces in helping teachers to shift their practice and increase their impact. When teachers choose to change because they are convinced of the need and the potential benefits of doing so, they are more likely to invest, persist, and prevail in the adjustments they make.

August 13, 2026

Retaining Special Education Teachers Starts with Meaningful Onboarding

Every August, school leaders invest countless hours preparing for the new school year. Class schedules are finalized, classrooms are prepared, professional development is planned, and staff members return in various states of eagerness to begin again. Amidst all of that preparation, one group often arrives carrying a unique combination of excitement and uncertainty: new special education teachers.

Whether they are entering the profession for the first time or transitioning from another district, these educators are stepping into one of the most complex roles in education. They're expected to both learn their students and teach them, of course, but also to build relationships with families, navigate compliance requirements, coordinate services, collaborate with multiple stakeholders, and establish instructional routines—all within the first few weeks of school. The sheer volume of information and responsibilities can leave even experienced educators questioning whether they are doing enough.

Research consistently identifies special education teachers as being at a higher risk of burnout and attrition than many of their general education peers. However, the same research points to a hopeful reality: When schools provide intentional onboarding, mentoring, and coaching, teachers are significantly more likely to remain in the profession and thrive.

Studies examining special educator retention repeatedly identify similar themes. New teachers report feeling isolated as they navigate complex responsibilities, unsure of where to turn for guidance and hesitant to ask questions for fear of appearing unqualified. They often describe the challenge not as a lack of commitment, but as a lack of connection. They need trusted relationships, specialized support, and time to learn these systems that more experienced educators may take for granted.

As leaders, we cannot eliminate every challenge a new special education teacher will face. What we can do is intentionally shape their early experiences.

The first days of school are about orientation, certainly, but they are also about establishing a sense of belonging. Every administrator has welcomed a new special education teacher who arrives eager to make a difference. They come with fresh ideas, energy, and a desire to support students. Yet within days, that excitement can quickly be coupled with—or replaced by—anxiety.

Effective onboarding is less about delivering information and more about sequencing experiences. Before teachers can confidently manage compliance responsibilities, they need to understand the culture of the building. Before they can navigate difficult conversations, they need trusted relationships. Before they can create systems for service delivery, they need time to learn who their students are.

During the first week, the focus should be on people. New teachers should be given multiple opportunities to connect with administrators, colleagues, related service providers, and the students they will serve. They should learn who to call when they have questions, and they should feel comfortable asking those questions. The second week can begin to shift toward systems like developing schedules, organizing service documentation, creating accommodation tracking processes, and reviewing upcoming IEP responsibilities. By intentionally pacing the experience, leaders communicate that growth is expected and support is available.

One of the most powerful things an administrator can say to a new special education teacher is, “You don't need to know everything today.” That simple message creates space for learning. It acknowledges the complexity of the role and reinforces that mistakes, questions, and uncertainty are all part of the process. When teachers feel psychologically safe, they are more likely to seek help, collaborate with colleagues, and remain engaged through challenges.

Long after teachers forget the orientation agenda or the stacks of forms they received during the first week, they will remember how they felt. They remember whether they felt welcomed, supported, and valued, and they will certainly remember whether they were viewed as a compliance manager or as an educator with the potential to change lives.

As another school year begins, perhaps the most important question leaders can ask is not, “What information do our new teachers need?” but rather, “What experience do we want them to have?” The answer to that question may determine far more than how their first two weeks unfold. It may shape whether they see a future for themselves in special education at all.

Bonus: Example Two-Week Onboarding Roadmap

Week 1: Orientation and Relationships

Days 1-2

Meet building administrators.

Review school culture and communication expectations.

Tour the building.

Meet grade-level/content teams.

Meet and have time to get to know their assigned mentor.

Days 3-4

Review their caseload.

Begin to learn IEP management systems.

Review service delivery expectations.

Locate special education forms and resources.

Day 5

Review student profiles/portfolios.

Begin drafting schedules.

Meet related service providers.

Week 2: Systems and Planning

Days 6-7

Create service schedules.

Set up service logs.

Develop accommodation tracking systems.

Days 8-9

Review upcoming IEP meetings.

Practice district procedures for notices, documentation, and progress monitoring.

Day 10

Reflect on success and questions.

Establish goals for first month.

August 05, 2026

The More Powerful AI Becomes, the More Leadership Matters

Artificial intelligence can do many things, but it cannot lead—not in a classroom, not in a school, not in a district. AI can generate information, analyze data, summarize knowledge, and even mimic expertise, but it cannot read a room, exercise contextual judgment, or demonstrate emotional stability and wisdom. It is not a leader.

Leadership is a complex, uniquely human behavior. In fact, rather than replacing leadership, the rise of AI has magnified its importance. Our students, staff, and communities want to know that we understand what matters to them and that we will be there for them. They want assurance that we can handle complex and emotional situations, and they want to feel that we are capable and trustworthy. These elements cannot be handled by technology.

Consequently, now is the time to really, truly lead. The clarity, credibility, and conviction we bring to our work cannot be easily replaced by technology. People want leaders to whom they can turn in times of confusion, drama, and pressure. This is our opportunity.

The truth is that as the capacity of artificial intelligence grows, so does the need for insightful, stable, skilled leaders. Consider these ways in which leadership becomes even more important and valued in an era of artificial intelligence.

Judgment gains importance when information is abundant.

Leadership gains value by demonstrating discernment, wisdom, and contextual understanding while considering information that AI can provide. Knowledge and expertise remain important when integrated with AI, but the value leaders add becomes less driven by their knowledge. Asking the right questions, navigating ambiguity, and making sound decisions in the face of uncertainty and competing priorities matter even more.

The value of trust grows with the proliferation of auto-generated content.

Incidents of deepfakes, hallucinations, and algorithmic decision-making raise caution and skepticism about the information AI produces. Trust remains among the most valuable currencies in organizations. Consequently, leaders who communicate openly, consistently, and authentically come to be increasingly relied on. People are more likely to assume credibility based on their emotions than to evaluate it solely on an intellectual level.

Calmness and consistency are crucial in times of complexity and constant change.

AI is accelerating the pace and breadth of change for most institutions and industries, including education. Rapid change inevitably generates confusion, fear, resistance, and fatigue. Leaders can provide stability and reassurance by projecting calm, consistency, and clarity. The key is not to pretend to have all the answers. Curiosity, adaptability, intellectual humility, and commitment to learning are increasingly important and impactful leadership behaviors.

Genuine human connections mean more in the context of AI-simulated emotions.

AI can simulate empathy and understanding, but artificial, mechanical emotions have limits and often lead to disappointment and a lack of fulfillment. They are poor substitutes for genuine emotional safety, human connection, and meaningful relationships. Leaders can offer authentic attentiveness, genuine care, and emotional intelligence that technology cannot fully replicate. People want to be seen, experience hope, and feel psychological safety in ways that only humans can provide.

Real communication is even more important in an era of auto-generated content.

It is true that AI can make communication easier and more efficient. It can produce polished emails, professional-looking presentations, and succinct reports. However, the presence of these tools also makes meaningful communication even more valuable. People want to feel connections that are authentic, deeply human, and emotionally fulfilling. Leaders can tap into the benefits AI offers, but the communication that matters most is an extension of who they are and what they value, and it reflects the connections they make with their audience.

Ethical leadership is crucial to evaluate machine-generated advice and direction.

AI can be vulnerable to bias, dismissive of privacy, insensitive to equity, and unconcerned with human dignity. Technical competence is not a substitute for moral clarity and ethical considerations. Leaders can ensure alignment with values, exercise the courage to make principled decisions, and model other behaviors that protect and value those who depend on them to guide and serve in ways that reflect everyone’s best hopes and highest expectations.

As technology continues to advance and get better at generating information and providing answers, people will increasingly seek and value leadership that features the human qualities of wisdom, curiosity, empathy, vision, and trust. Now is the time to embrace our role and lead with humility, authenticity, and courage.

June 04, 2026

Get the Most from Instructional Coaching

A growing number of schools are investing in instructional coaches to help teachers to reflect on their practices, broaden their teaching strategies, and build their skillset. On its face, this seems like a great new resource for teachers and a wise investment for schools and school districts. However, instructional coaching is not always welcomed and valued.

Many veteran educators have not experienced a coach since they were a student teacher, and that experience may not have been positive. Consequently, they are now resistant to the idea of being coached. Some teachers are reluctant to engage with an instructional coach because they fear that having a coach may suggest that their skills and practices are not adequate or viewed positively. Still others resist coaching because they are not convinced that a coach will offer significant benefit in exchange for the investment of time and effort.

Yet, most top-performing CEOs and other executives have coaches to help them maintain and improve their performance. Top athletes are constantly coached to help them perform at their very best and remain at elite levels. World-famous visual and performing artists have coaches to help them refine their techniques and hone their skills. The list could go on, but the point is that receiving coaching does not mean that there is a skill deficit or performance problem. Rather, it reflects a commitment to constantly improve and perform at our best and, when done well, instructional coaching offers among the most powerful impact on student learning of all school-based professional development initiatives.

Instructional coaches are not necessarily smarter, better skilled, or more experienced that those they coach. Rather, they serve as reflectors, collaborators, resource providers, and explorers to help us do our very best work on behalf of our students and their learning. They may share observations, ask questions, explore options, and otherwise help us to reflect on and improve our practice.

The challenge we face when being coached is how to get the most from the experience. Coaching takes time, requires investment of effort, and may occasionally challenge us to take risks. We want to be certain that our investment pays off. Here are seven experience-proven insights we can tap to make the best of the coaching we receive.

First, we need to commit to active listening. The first step toward a successful coaching experience is being open to listen and consider what we hear. We may have years of experience under our belt and enjoyed significant success, but becoming even better starts with a willingness to hear and consider ideas and suggestions that do not originate with us.

Second, we must “put our ego in our pocket.” If it has been a while since we have engaged with a coach, it can be a challenge to accept someone else’s ideas and perspectives. We can feel the urge to resist or argue when our coach notices something or somewhere we might improve. We need to be humble enough to accept that there may be areas in which we can and need to improve and that sometimes others are in a good position to notice and suggest opportunities.

Third, we need to avoid making excuses. When we are nervous, defensive, or feeling less than successful, it can be tempting to look for ways to justify our behavior rather than accepting that something did not work or admit that we may not have given our best effort. We need to keep our focus on progress and what can help us to move forward rather than become distracted with deflections and justifications.

Fourth, we can adopt a growth mindset. Just because we have not tried something in the past, or have tried and not been successful, does not mean that we cannot develop a skill or learn a new technique. We may need a better strategy, renewed effort, or access to some additional tools or resources, but we have accomplished difficult things in the past and there is no reason to be less than confident in success if we give our best.

Fifth, we need to ask questions. We may hear something from our coach that seems unclear or confusing. We may not fully understand how to implement what they suggest. Our relationship and the results we and our coach seek to achieve will require clarity and full understanding. Asking for clarification, examples, and models can improve our ability to implement and succeed with new behaviors.

Sixth, we must commit to implementing the results of coaching. Coaching naturally involves conversations, but it truly matters when what we hear and agree to is translated into action. It is not enough to see how a change might be beneficial. We need to put our new learning and emerging insights into practice.

Seventh, we need to remember that our coach wants us to be our best. We may sometimes disagree with what our coach suggests, or we may have what we think is a better idea. But this is not a contest or a circumstance in which we need to win an argument. While we may occasionally choose not to implement a suggestion, we need to remember that our coach is our advocate. They want us to do our best. When we do, they win, too.

Engaging with an instructional coach may be challenging at first, especially if we have little recent experience being coached. However, with patience, commitment, flexibility, courage, and some humor, being coached can be a rich and rewarding experience.

July 17, 2024

We’re In Your Corner!

Other than our students themselves, time is the most important resource in any classroom. The more time we spend managing behavior, the less time remains for teaching and learning.

The Master Teacher Blog

Counter 5 Common Instructional Coaching Challenges: Here’s How

Retaining Special Education Teachers Starts with Meaningful Onboarding

The More Powerful AI Becomes, the More Leadership Matters

Get the Most from Instructional Coaching

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