Michael talks about how interactions between adults benefit children.

A coach, like a travel agent, supports a teacher on his or her journey.

Shante and Irene having a coaching conversation.

Tychawn offers insights about static.

Tara, a center director, talks with Diana about the challenges of being both supervisor and coach.

Diana explains how her stance as a coach has evolved.

To establish a respectful working partnership, Tychawn helps a teacher see her own strengths.

Learning to articulate the “why” is an ongoing professional development conversation for coaches using Powerful Interactions.

Tychawn talks about the learning partnerships she creates with teachers.

Helena’s story describes how a strengths-based perspective builds a good team. 

Michael coaches Lucy using the three steps of Powerful Interactions.

Quieting the inner noise of static is the key to Michael’s effectiveness as a coach.

Tychawn offers her insights into what it means to be trustworthy.

Helena describes how she works with teachers to support their learning about culture.

Jill describes how quieting her agenda helps create a Powerful Interactions climate.

Tychawn and Helena talk about communicating effectively.

Listen as Tara, Michael, and Diana describe their venting and how they manage it to move their work ahead.

Tychawn shares insights about setting goals.

Helena talks about the importance of acknowledging tension between herself and a teacher and how she moves forward to repair the relationship.

Sarah shares what she is learning about “I notice” statements.

Diana talks about how accountability is a two-way street.

Clarissa and Jeanne clarify plans to work together.

Sarah shares what she is learning about “I notice” statements.

Anything, including frogs and environmental clutter, can cause static.

Taking notes helps Michael remember what he observes and lets teachers know that he is focused on them and their work.

Diana shares an insight that has helped her frame questions.

Sometimes prompts and questions lead to thinking and problem solving for adults.

Sarah shares her discovery that pausing gives teachers time they need to think and demonstrates her trust in them.

Helena describes the many ways a coach and teacher can document their work together.

Michael and Dana talk about what it feels like to get an email from a coach supervisor.