The most powerful coaching moves often aren't complex protocols or sophisticated frameworks – they're simple questions that create space for teachers to direct their own learning and growth. After years of coaching conversations, I've found three questions that help maintain purpose while honoring teacher agency. Each serves a specific moment in the coaching conversation, creating distinct opportunities for shared decision-making about where to focus our energy.
Starting Strong:
What would be the best possible use of this time?
This question cuts right through the noise to focus the conversation on what's most important. Instead of defaulting to our planned agenda or following every emerging thread, this question helps identify what matters most right now.
The key is that we're not wrestling the conversation back to our agenda or unilaterally deciding what deserves attention – we're creating space for shared decision-making about where to focus our limited time. I've found it especially powerful when:
Teachers arrive looking overwhelmed
Multiple competing priorities emerge
Time is tighter than planned
The teacher seems unsure where to begin
Our original agenda needs adjusting based on new developments
Mid-Meeting Reset
We said we would [original objective], but now we're [current focus]. Where should we go next?
Think of this as the coaching equivalent of your phone's "You've been scrolling for 2 hours" notification – except instead of inducing shame, it creates space for intentional choices. When you notice the conversation has wandered into uncharted territory, this question helps everyone pause and choose the path forward. Rather than redirecting the conversation ourselves, we're inviting the teacher to assess whether the new direction actually deserves our attention. The key is describing the shift without judgment:
We said we would analyze student work samples, but now we're discussing homework completion rates. Where should we go next?
Closing with Commitment:
On a scale of 1-10, how likely are you to complete that step?
This question creates a pause for teachers to tune into their own capacity and commitment level. It's not about pushing for accountability (though this can actually help increase follow-through) – it's about creating space for teachers to consider the reality of their energy, time, and genuine desire to implement a particular change. When teachers rate their likelihood below an 8, it opens crucial conversations about timing, support needs, and potential barriers. The goal isn't to push for higher numbers – it's to co-create action steps that align with current capacity and commitment.
Used thoughtfully, these questions help maintain both purpose and partnership throughout coaching conversations.
The exact wording matters less than the intent:
to focus energy where it matters most
make direction shifts conscious choices rather than drift
ensure action steps translate into real change for teachers and students.
Want to learn more moves you can use at different stages of your coaching meetings to make them even more effective and impactful?
>> Sign up for The Instructional Coaching Meeting Blueprint, a one-hour workshop that will help your conversations flow from connection to implementation in service of students.
