The Heart of the Work: Coaching New Teachers Through Credential Completion
I never expected coaching to feel so much like mentorship. But the more I sit with it, the more I realize — that's exactly what it is.
This year, I've had the privilege of serving as a reflective coach through CTI's Induction Program, supporting new teachers as they work toward clearing their preliminary credentials. And I have to say, watching these educators grow has been one of the most meaningful professional experiences of my career.
California Standards for the Teaching Profession
Here's what the work actually looks like: I conduct classroom observations, hold weekly one-on-one meetings with each candidate, and together we build professional growth goals rooted in the California Standards for the Teaching Profession (CSTP). We move through structured inquiry cycles — exploring, planning, applying, and reflecting — and each cycle teaches us both something new.
But if I'm honest? The structure is only the container. What fills it is relationships.
Every observation I do isn't about evaluation — it's about seeing a teacher in their element and then asking the right questions afterward. What did you notice about your students during that moment? What would you do differently? What are you most proud of? I've learned that the best coaching conversations happen when a teacher trusts that I'm in their corner, not standing in judgment.
Mentorship
The weekly meetings matter more than I can say. Consistency builds trust, and trust is what allows a new teacher to say, "I'm struggling with this," instead of quietly powering through. These conversations give us the space to celebrate the small wins — a student finally accessing the content, a management strategy that clicked — and to problem-solve the hard days without shame.
What I've come to deeply believe is that the inquiry cycle isn't just a framework for new teachers. It's a way of thinking. When we model curiosity — when we ask "What if I tried this?" instead of assuming we already know the answer — we give teachers permission to be learners, too. And that, ultimately, is what we want for every student in every classroom.
Past Experience Shaping My Current Work
I bring to this work more than three decades of experience in education, having led teachers, teams, and entire school divisions. I know what strong teaching looks like across grade levels and disciplines. I know how to give feedback that lands with care and honesty. And I know that a new teacher who feels seen, supported, and challenged in just the right way is a teacher who stays — and thrives.
I'm grateful to the candidates who have trusted me with their growth, their doubts, and their breakthroughs. They remind me why this work matters. They remind me that behind every credential cleared is a teacher who chose to stay, to grow, and to show up for their students every day.
That's worth celebrating.