All aspects of Mundelein’s evaluation process are now centralized on the TeachBoost platform, from informal observations to summatives. Read more about their success story!

Genevie Rodríguez-Quiñones, instructional coach in San Antonio, Texas, shares three tips for building teacher capacity, while both reducing the pressure on coaches and empowering teachers at the same time! 

Jennifer Lane, master teacher at Hubbard Middle School in Tyler, Texas, applies the adult learning theory to coaching and explains how it can be used to engage reluctant educators in continued professional learning.

At TeachBoost, we love to ask instructional coaches what tools they include in their instructional coaching toolbox. Our guest blogger, Megan Ryder, was generous enough to share some of her acquired strategies for building relationships as an instructional coach.

Cailin Minor is back with part 2 in her series on building a culture of collaboration at your school or district. Last week you established the skills, now learn how to inspire your teachers and some steps you can take to start building that culture!

The team at PERTS—Stanford University’s Project for Education Research That Scales—has been researching growth mindset for quite some time, and their findings on student and educator learning capacity are fascinating.

Jennifer Wood, 4th grade ELAR teacher in Richardson ISD in Texas, shares ideas for goals during coaching cycles and guiding questions to support creating your own coaching checklist when working with teachers.

Like many districts, Hesperia Unified School District experienced a soaring demand for teacher support during the COVID pandemic. They found that solution in TeachBoost Coach.

Picture yourself sitting down to have a reflecting conversation with a teacher you just observed teaching a lesson. The conversation is going well; the teacher shares that she thought the lesson went okay, basically the way she had planned.

To help the teacher explore her practice more deeply, when the teacher finishes sharing you ask, “So what would you do differently next time?”

Suddenly the teacher’s posture changes.