One of the challenges instructional coaches face is deciding when to make a suggestion to a teacher. On the surface, offering suggestions seems like a straightforward way to support growth. However, knowing when to step in and how to approach these moments can significantly impact the effectiveness of the coaching relationship and the teacher’s professional growth. (I explored this topic in an earlier podcast, Should I make a suggestion?)
This blog explores the decision-making process, drawing from my podcast episode on the topic and insights shared by Daniel Pink in his Pinkcast episode, Stop Asking for Feedback, Start Asking for Advice. Together, these perspectives offer practical strategies for determining when and how to offer input to teachers.
Daniel Pink highlights a crucial distinction between advice and feedback. Advice often comes with a somewhat directive tone and reflects the advisor’s perspective: “Here’s what I think I would do.” While it can be helpful, advice can inadvertently reduce the autonomy of the person receiving it, as it implies that the advisor holds the solution. Feedback, on the other hand, is about providing information that encourages reflection and growth. Feedback is non-directive, designed to provoke thought and empower the recipient to chart their own course: “Here’s what I observed. What do you make of it?” Advice is actionable and can be just what a coachee is seeking.
For instructional coaches, understanding this spectrum is critical. Offering feedback instead of advice fosters deeper engagement and critical thinking, which can lead to more sustainable improvements in teaching practice.
Instructional coaching is about collaboration and fostering teacher agency. Feedback aligns with these goals by:
- Encouraging Reflection: When a coach provides feedback, it invites the teacher to analyze their practice and identify areas for improvement.
- Promoting Ownership: Teachers are more likely to implement and sustain changes when they have arrived at solutions through their own reflections.
- Building Trust: Feedback shows respect for the teacher’s expertise and professional judgment, strengthening the coach-teacher relationship.
While feedback is often the default approach, there are moments when offering advice is appropriate.
- When a Teacher Asks for It: If a teacher directly requests advice, it’s a sign they value your expertise. In these cases, frame your advice as one option: “One thing you might consider is…”
- In High-Stakes Situations: When a teacher faces an urgent challenge that demands immediate action, advice can provide clarity and direction. “The school policy would say that you are required to ……………………………..”
- For New Teachers: Novice educators often benefit from concrete guidance as they build their foundational skills. Even then, framing advice collaboratively can encourage ownership. “I wonder if student perseverance would increase if you……….”
Daisy Rosales offers these guidelines on giving advice:
#1 Listen carefully and expend judgement– One good way to avoid a hasty reaction is to force yourself to ask three deep questions before offering any advice.
#2 Align with their values, not yours -The worst way to share a piece of advice is to start with “If I were you, I would…” The whole point is that you are not the advice seeker.
#3 Name your own biases. If someone asks you for your “unbiased opinion,” you should immediately decline. You will always be biased— your bias comes from experience and your experience is what the advice seeker is after.
#4 Ask for feedback. Request advice on your advice. This adds to your learning and understanding and communicates your commitment to the coachee.
The art of coaching lies in balancing these approaches. Here are strategies to help:
Start with Questions: When observing a lesson or discussing a challenge, begin with open-ended questions that invite reflection:
“Where did student responses in the activity align with your expectations?”
“Were there challenges you noticed that you predicted? Any challenges that surprised you?
“What decisions did you make during the activity?
Share Observations: Offer objective observations to guide the conversation. For example, “I noticed several students who didn’t speak during their small group activity. What do you think was happening?”
Frame Suggestions Collaboratively: If you sense the need to offer advice, frame it as a possibility, not a directive: “One idea might be to try………” or “What do you think might happen if you…………?”
Encourage Experimentation: Remind teachers that improvement is an iterative process. Suggestions can serve as starting points for exploration, not fixed solutions. (Teaching is a profession. We study a lot, learn a lot and conduct experiments with our learners. We learn from the experiment and decide what to do next) Advise is usually an experiment, not a solution.
Deciding whether to offer advice or feedback requires careful consideration of the teacher’s needs and the context of the situation. While advice has its place, feedback should be the cornerstone of coaching conversations. By fostering reflection and ownership, feedback helps teachers develop the skills and confidence to continuously improve their practice.
