Caring coaching: Centering teachers in practice

Abstract

Classroom teaching is increasingly complex and stressful, often resulting in burnout. While many solutions emphasize individual self-care, Meghan A. Kessler, Alexis L. Jones, and Evthokia Stephanie Saclarides advocate for institutional support through instructional coaches. Positioned uniquely within schools, coaches can promote teacher well-being by centering care in their practice. Based on a study of seven coaches, they introduce “caring coaching” – a responsive coaching model that explicitly addresses teachers’ holistic needs. To help implement this model, they offer a three-part framework with practical tools to foster a more supportive, humanizing environment that prioritizes care for teachers.