How should I support a struggling teacher?
Start with directive feedback — specific, concrete guidance about what to do differently. This sounds counterintuitive if you believe that all teachers benefit from reflective coaching, but a teacher who's struggling with the fundamentals often lacks the baseline competence that reflection requires. Asking someone who's flailing to reflect on their practice produces more flailing, not insight.
Directive feedback says: "Here is specifically what I need you to do. Let me show you what it looks like. Let's check back in a week to see how it's going." It's not punitive — it's supportive in the way that a struggling teacher actually needs.
As their practice stabilizes and the fundamentals improve, you can shift to more reflective approaches — asking questions, inviting self-assessment, exploring options together. But that transition happens when the teacher is ready for it, not when you're comfortable with it.
More on Teacher Growth and Change
How do teachers actually change their practice?
When three conditions are met: they believe the change is worthwhile, they believe they can do it, and they see evidence that it works.
What does it mean to "move the middle" in a teaching staff?
Your staff roughly divides into three groups: a small number of high performers, a small number who are struggling, and a large middle group who are competent but have significant room to grow.
Why do peer observations often fail, and how can they work?
They fail when they're unfocused.
Answered by Justin Baeder, PhD, Director of The Principal Center and author of three books on instructional leadership.