The most powerful coaching move: Let teachers lead

Goal setting is something I feel incredibly passionate about, and it plays a central role in both my work with students and my work with teachers. I truly believe this work can have a powerful impact on school culture when implemented with consistency and care.

When I taught physical education, goal setting and reflection were at the center of my classroom culture. Students regularly analyzed their heart rate data, fitness data and skill progressions in each unit. They set personal goals, monitored their growth and reflected on their progress at the end of each week. This process created a strong sense of ownership over learning because students were not simply completing tasks. They were developing a clear understanding of their own learning patterns, recognizing the impact of effort and connecting personal habits to performance. When students see their own data and understand how their actions shape outcomes, the learning becomes authentic and intrinsically motivating.

Now, in my current role as an instructional coach, I approach teacher growth in a very similar way. I never impose goals on teachers. Instead, I guide them through a structured reflection process that helps them identify an instructional area they genuinely want to strengthen. When teachers select their own goals, ownership increases dramatically, and the coaching partnership feels supportive rather than evaluative. The conversations become meaningful, and teachers are far more invested in trying new strategies, gathering evidence and reflecting on impact.

Here is the coaching cycle I use with teachers. It outlines the full process, including goal setting, observations, feedback and reflection:

Check out the full coaching template here.

What I love most about this approach is that it mirrors what I have always believed about learning. When people feel ownership, whether students or teachers, the work becomes more meaningful. Small wins feel personal. Progress feels earned. Growth becomes internal rather than imposed. This is the type of learning that lasts.