Tim Livingston, development specialist in Texas, shares both his insights on how coaches can better manage their time and questions to guide the journey.

When starting off as a coach, it's difficult to gauge exactly how, and how much, to support your teachers. Coaches often go straight from the classroom, where they are used to directly managing students, to their coaching role of supporting adult learners. In that transition, how do you decide the level of input you provide vs. what a teacher provides? How do you help guide them to the strongest levers of action in their classroom while helping them work towards their self-identified goals?

The TeachBoost Coach product team is always listening to feedback from our customers as we share the common goal of helping instructional leaders measure the time, effort, and impact of their coaching programs. We’re excited to share some exciting updates to the Activity Timeline that are a direct result of the thoughtful feedback we’ve received from coaches and leaders.

In part 1 of this 2-part series, Cailin Minor, literacy coach at Shanghai American School in China, explains why a culture of collaboration is important for achieving school-wide goals and how it's necessary to first establish the knowledge and skills of collaboration.

Lindsey Frank, the district-wide climate and social-emotional learning coach for Community Consolidated School District 59 in Illinois, shares strategies for understanding and supporting the social and emotional needs of adults—both in partnerships and coaching cycles—in order to impact student learning.

Teachers learn best when they're given a voice and a choice in their professional learning. Pam Hubler, instructional coach in South Carolina, shares how she creates opportunities for teachers to choose their level of coaching support through the use of Coaching Choice Boards, and how you can build your own!

Jessica Johnson is an elementary school principal and district assessment coordinator in Wisconsin. She explains how the mindset of a coach doesn't have to stop after transitioning into an administrative role and ways to achieve balance as both a principal and coach.

Everyone uses goals at some point in their personal or professional lives—big or small, intentionally or unintentionally. While the bigger ones are often written down on a sticky note or saved somewhere, the most powerful features of setting goals are unfortunately often lost. When a goal is measurable, personalized, trackable, and approached with a growth mindset, it is most able to serve as a vehicle for accomplishing anything and focusing on these qualities can make any goal much more successful.

Samantha Shields, an Early Literacy Specialist in Round Rock, Texas combines elements from both Jim Knight and Diane Sweeney's work to help you set the right kind of goal with your teachers, every time.