5 Tips for School Leaders to Change the Teacher-Coach Dynamic Through Feedback as an Investment

Reflecting on my own experiences with coaching as a teacher, I realize how rarely I felt truly supported. Too often, observations were reduced to box-checking exercises aimed at compliance rather than genuine growth. There was a noticeable absence of intentionality, mentorship, or real partnership. For school leaders who genuinely want to make a difference, the approach must shift. Coaching should be human-centered, transforming leaders into thoughtful partners rather than mere enforcers of practice. As master teachers ourselves, we must move beyond seeing feedback as mere critique and instead view it as a powerful investment in teacher development.

By reframing feedback as an investment, the relationship between coach and teacher fundamentally changes. Coaching ceases to be transactional and evolves into a meaningful partnership where both individuals work collaboratively toward a shared goal: improving student academic outcomes.

Here are 5 ways school leaders can transform their coaching relationship with teachers.

1. Adopt a Human-Centered Mindset

Effective coaching starts with seeing teachers as whole people, not just as professionals who need to be evaluated. When school leaders invest time in understanding the unique contexts, strengths, and challenges of each teacher, feedback becomes more meaningful and personalized. This involves actively listening and demonstrating empathy during conversations. Asking open-ended questions like “What are your current priorities?” or “How can I support you best?” helps create a safe and trusting environment. When teachers feel genuinely valued, they are more likely to embrace feedback as a tool for growth rather than as criticism. 

2. Cultivate Thought Partnership, Not Compliance

True coaching moves beyond transactional tasks and compliance checks to establish genuine partnerships. Instead of simply ticking boxes or enforcing rules, school leaders should serve as thought partners—engaging teachers in reflective dialogue about their practice, helping them identify strengths and areas for growth. Importantly, leaders should be willing to jump in and model effective practices alongside teachers, demonstrating a shared commitment to improvement. Collaboratively developing solutions signals that coach and teacher are working together toward shared goals, building mutual trust and professional respect.

Recently, while supporting a new teacher, I took the opportunity to co-teach her 10th grade ELA class. After listening to the challenges she faced, I recognized the urgency and realized that real-time coaching through co-teaching was what she needed -it didn’t matter that it wasn’t on my schedule for the day. By stepping in, I demonstrated my commitment to being an active partner willing to dive into the work alongside her.

During the lesson, I modeled effective strategies, including attention-getters, pacing, student engagement techniques, clear directions, and gentle redirection. The experience not only supported the teacher but also kept my own teaching skills sharp, making my feedback more relevant and meaningful. As school leaders, staying connected to the classroom helps maintain this vital perspective—something often lost when leaders move fully into administrative roles.

3. Set Clear, Mutual Goals Focused on Student Outcomes

Feedback becomes a powerful investment when it is purpose-driven. School leaders should work with teachers to set clear, relevant goals that directly connect instructional practice to student learning outcomes. Co-creating these goals ensures both parties are aligned and committed to the same priorities. Goals should be specific, measurable, and attainable to guide meaningful progress. Regularly revisiting these goals during coaching conversations keeps the focus on what matters most—improving academic success for students—while also validating teacher efforts. 

 4. Invest Time in Continuous, Personalized Development

True investment in coaching goes beyond one-off observations or walkthroughs. School leaders should engage in ongoing coaching cycles that allow for sustained and personalized growth. This includes frequent check-ins, follow-up conversations, and tailored professional development resources based on a teacher’s individual needs and goals. Celebrating incremental progress and collaboratively addressing challenges fosters motivation and resilience. Such consistent investment signals a long-term commitment to each teacher’s development and well-being.

5. Model and Encourage a Growth Mindset Culture

To transform the feedback dynamic, school leaders must actively embody and foster a culture where feedback is viewed as an opportunity for growth rather than a threat. This begins with leaders openly sharing their own learning journeys—including setbacks, challenges, and the lessons they’ve gained—while also inviting teachers to demonstrate the same level of openness and investment. By modeling how to receive and respond to feedback constructively, leaders help create a safe space where teachers feel more comfortable embracing feedback. Encouraging vulnerability and a willingness to experiment in the classroom helps normalize the understanding that growth is an ongoing process. 

At my current school, where I serve as Assistant Head of School, it is common for teachers to see me working alongside my executive leadership coach Val Joell from Jounce Partners in Philadelphia. She coaches the entire leadership team, including the Head of School, providing us with real-time feedback just as we do for teachers. We conduct walkthroughs together, and she helps sharpen my ability to support teacher development effectively. Her guidance enables our leadership team to focus on the most impactful strategies to improve student outcomes. By normalizing this kind of coaching culture, we transform the dynamic between teachers and school leaders from one of supervision to one of true partnership.  

Conclusion

When teachers feel safe taking risks, knowing feedback is intended to support rather than judge, they become more invested in their professional development. Recognizing and celebrating effort, curiosity, and reflection further reinforces a growth mindset across the entire school community.

Reframing feedback as an investment rather than a routine obligation transforms the entire coaching experience for both teachers and school leaders. When feedback is grounded in empathy, collaboration, clear goals, ongoing support, and a growth mindset, it becomes a powerful catalyst for meaningful change. By embracing these principles, school leaders can build authentic partnerships with teachers that inspire continuous development and ultimately lead to improved student outcomes. Investing in your teachers is investing in your school’s brightest future—one conversation, one reflection, and one collaborative step at a time.