Coaching That Sticks: What to Say When Teachers Resist Feedback by Jaime Rechkemmer

You’ve been there. You prepare for a coaching conversation, choose your words carefully, and still, something doesn’t land. The teacher shuts down, gets defensive, or nods along without any real change. It’s frustrating, and it can make even the most dedicated leader question their impact.

In this engaging and practical session, you’ll learn how to turn those moments into meaningful opportunities for growth. You’ll explore why resistance happens — and, more importantly, what to do about it in real time. Through relatable scenarios and real-world language, you’ll build confidence in navigating difficult conversations with clarity and care, and learn how to shift teachers from resistant to reflective.

Together, we’ll move beyond compliance-driven feedback and into coaching that builds trust, reflection, and ownership. You’ll walk away with specific phrases you can use, simple frameworks to guide your approach, and strategies to help teachers feel seen, supported, and motivated to improve their practice.

Whether you’re coaching a new teacher who lacks confidence or a seasoned educator who resists change, this session will meet you where you are. You’ll leave with tools you can use immediately — because effective coaching isn’t about having all the answers. It’s about knowing how to ask the right questions, in the right way, at the right time.

If you’re ready to shift your coaching from frustrating to effective — and finally see it stick — this session is for you.

Learning Objectives

• Explain the underlying reasons teachers may resist feedback and how resistance shows up in coaching interactions.

• Apply effective, strengths-based coaching language and questioning techniques to reduce defensiveness and increase engagement.

• Analyze real-world coaching scenarios to determine the most effective responses for promoting reflection and growth.

• Design a practical coaching plan that addresses a current challenge and supports sustained improvement in teacher practice.