Michelle is a seventh-grade science department chair in her middle school. This is her second year in this position. She has taught in the same school for 10 years, and it is her only school experience. Michelle has a new principal this year. Kelly was named as principal in April of last year.

Michelle is a reflective thinker and learner who processes internally and takes some time before offering a thoughtful response. She sometimes feels she must verbalize before she is ready because many of her co-workers process verbally and she feels her voice will not be heard unless she speaks up quickly, even though she is frequently not pleased with those responses. In fact, she even says, “I sometimes put my foot in my mouth when I have not taken time to reflect before responding out loud.”

As Kelly, Michelle’s brand new principal, began her work in her new school, she sent out a questionnaire to all teachers requesting information that would help her get to know them better. In addition, she met with each teacher leader for an individual conversation. According to Michelle, this conversation immediately built trust with her principal in unexpected ways. She was asked for her own long-term professional goals as well as her goals for the upcoming year. She felt her communication style was honored because she was allowed reflection time to consider questions thoughtfully instead of being pressed to answer in the moment. She felt that her experience and expertise in her field and as a professional were honored and that her principal respected her and trusted her competence and integrity.

Michelle is bringing renewed energy to her work this year because Kelly is setting the stage for a culture of respect, collaboration, and individual contribution leading to increased teacher engagement in the often underappreciated and overwhelming work of teaching. The coaching culture is one which will sustain energy and engagement well beyond the initial excitement of a new school year.