In a previous article, we talked about the power of a sticky note—a simple, yet profound way to celebrate others and build trust through small, consistent actions. It’s amazing how something as small as a sticky note can set the foundation for a positive relationship between teachers and school leaders. But what about when you’re just starting the school year, when those relationships are still forming? How do you begin to build that trust and rapport that’s so crucial to your success as an instructional coach?

As you start the year, your first task is to establish trust and build strong relationships with the teachers you’ll be working with. Trust isn’t built overnight; it’s developed through every interaction, every conversation, and every gesture of support. And just like that sticky note, it’s the small things that matter most. Let’s explore some strategies for creating a foundation of trust and fostering open communication right from the start.

The Importance of Trust in Instructional Coaching

Trust is the cornerstone of any successful coaching relationship. Without it, even the best-intentioned advice and support can fall flat. Teachers need to know that you’re there to help, not to judge; to support, not to critique. Trust opens the door to honest dialogue, where teachers feel safe to share their challenges, seek advice, and try new strategies without fear of judgment.

In our previous discussion about sticky notes, we saw how these small, intentional actions can make a big impact on building trust. The same principle applies when you’re starting your work as an instructional coach. The way you interact with teachers from the very beginning sets the tone for your relationship throughout the year.

Strategies for Introductory Meetings

Your first meeting with a teacher is your opportunity to make a positive, lasting impression. This is where trust begins.

First Impressions Matter

Your goal for this initial meeting is simple: get to know the teacher as a person. This isn’t the time to dive into coaching goals or expectations unless the teacher brings it up. Instead, focus on building a connection. Ask about their background, their teaching journey, and what they love about their work. Show genuine interest in who they are, both as a professional and as an individual.

If a teacher feels more comfortable meeting as a group with their grade level or department, encourage that. These team meetings can be a great way to build a sense of community and support among colleagues. Remember, your role in this meeting is to listen, learn, and begin to establish that all-important trust.

Listening First

Let the teacher guide the conversation. Ask open-ended questions like, “What are you most excited about this year?” or “What challenges are you anticipating?” These kinds of questions show that you’re there to support their journey, not to dictate it.

If the conversation naturally turns to what your role as an instructional coach will entail, be ready to explain. But keep it brief and focused on how you can support their goals and needs. The key here is to prioritize the personal connection over the professional details.

The Role of Empathy and Active Listening

Empathy and active listening are two of the most powerful tools you have as an instructional coach. They’re the building blocks of trust.

Empathy in Action

Empathy means showing that you truly understand and care about the teacher’s experiences. It’s about putting yourself in their shoes and acknowledging the challenges they face. In those early conversations, let empathy guide your responses. When a teacher shares a concern, validate their feelings. For example, if a teacher is anxious about a new curriculum, you might say, “I can see how that would feel overwhelming. Let’s work together to find a way to make this transition smoother for you.”

Active Listening Techniques

Active listening goes hand-in-hand with empathy. It’s more than just hearing the words; it’s about fully engaging with what the teacher is saying. Use nonverbal cues like nodding and maintaining eye contact to show that you’re fully present. Reflect back what they’ve said to confirm your understanding, and ask follow-up questions to dive deeper into the conversation.

For instance, if a teacher mentions feeling stressed about classroom management, you might respond with, “It sounds like managing the classroom is really weighing on you. What strategies have you tried so far, and how can I support you in finding new approaches?”

By actively listening and responding with empathy, you’re not just building trust—you’re showing the teacher that they’re not alone, that they have someone in their corner who genuinely cares about their success.

Creating a Safe Space for Open Communication

To build strong relationships, teachers need to feel that they’re in a safe space where they can be open and honest. This is what we call psychological safety—a critical element in any coaching relationship.

Psychological Safety

Psychological safety means creating an environment where teachers feel comfortable expressing their concerns, asking for help, and sharing both their successes and challenges. It’s about fostering a culture where every voice is valued, and every experience is seen as an opportunity for growth.

Regular Check-Ins

One way to create this safe space is through regular, informal check-ins. These don’t have to be formal meetings—sometimes, a quick chat in the hallway or a few minutes after school is all it takes. The goal is to be consistent and approachable, offering teachers a reliable opportunity to touch base and share what’s on their mind.

Make it clear that these check-ins are supportive, not evaluative. You’re not there to judge but to listen and help. Over time, these regular interactions will build trust and encourage open communication.

Encouraging Honest Dialogue

Finally, encourage honest dialogue by modeling vulnerability yourself. Share your own challenges or uncertainties—this makes it easier for teachers to open up about theirs. When a teacher does share, celebrate it. Whether they’re sharing a success or a struggle, reinforce that all experiences are valuable and worth discussing.

For example, if a teacher tells you about a lesson that didn’t go as planned, respond with something like, “I really appreciate you sharing that. It’s so important to reflect on these moments. Let’s brainstorm some ideas together for next time.”

Establishing trust and building relationships early in the school year is essential for effective instructional coaching. Through strategies like getting to know teachers on a personal level, practicing empathy and active listening, and creating a safe space for open communication, you can lay the foundation for a successful coaching relationship.

Just like the power of a sticky note, these small, intentional actions can make a big difference. They set the stage for a year of collaboration, growth, and mutual respect. As you begin the new school year, take the time to build these relationships. The trust you establish now will be the key to your success as an instructional coach—and to the success of the teachers you support.