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Writer's pictureDeborah Meister

Coaching When Time Is Tight

Updated: 6 days ago


"Oh good! I've been hoping to catch you. Do you have a minute?"


You actually have 12 minutes until your next meeting down the hall. But you know this teacher has been working hard on implementing a new discussion protocol. How can you make this moment count?


Most coaching literature (and my work) focuses on formal coaching cycles and structured meetings. And while those sustained partnerships are crucial for deep change, the reality of school-based coaching means that some of our most important work happens in these brief touchpoints. Rather than see these moments as limitations, we can approach them as opportunities for targeted impact.


The Both/And of Quick Coaching Conversations

Brief doesn't have to mean shallow. Just as skilled teachers can make a 3-minute conference with a student meaningful, coaches can create depth in short conversations by:

- Staying fully present

- Listening for what's under the surface

- Using coaching moves that match the moment


Making Minutes Matter: A Framework for Brief Coaching Conversations


✨ Start with Connection

Even in five minutes, take a breath and truly see the person in front of you. A genuine "How are you doing?" creates space for what follows. Relationship building isn't something we do before getting to the "real work." It's and essential part of the work.


✨ Name the Timeline (with Care)

"I have about 10 minutes now - would it be helpful to think together for that time, or should we find a longer block later?" This transparency builds trust and helps focus the conversation. But notice the framing: we're offering choice rather than constraint. If we are chatting now, I personally also set a timer and say so in order to keep me on track and honor the time for the next meeting.


✨ Find Focus Fast

When coaching in the in-between moments, start with an open invitation that helps quickly focus the conversation and ensure you're able to match questions or ideas to the immediate need:

  • "What's on your mind?"

  • "What did you want to check in about?"

  • "How can I support right now?"

  • "What would make these next few minutes most valuable for you?"


✨ Listen for Layers Sometimes what seems like a quick question about classroom management is really about feeling overwhelmed or unsupported. Stay attuned to these layers, but you don't have to explore them all fully in the moment. Add them to the mental file cabinet. Questions that can help you go deeper:

  • "What's your biggest concern with this right now?"

  • "Of everything you're working on, what would be most helpful to think through together?"

  • "What feels most challenging about this?"


✨ Support Next Steps (Without Taking Over)

In brief conversations, it's tempting to jump straight to solutions. Instead:

- Honor teacher expertise: "What have you already considered or tried?"

- Get to the heart: "What do you see as the core of this challenge?"

- Co-create doable actions: "What's one small step that feels manageable?"


✨ Build Bridges

Use brief conversations to identify areas that might benefit from more sustained coaching. "You're asking some important questions. Would you be interested in digging deeper into this during our next coaching meeting/cycle?"


A Note About Equity and Access

Brief conversations aren't just about efficiency - they're also about access. When we get skilled at these moments, we can support more teachers more often, especially those who might not seek out formal coaching or for different reasons. But this only works if we're intentional about who we're having these conversations with and how we're using them.


Keep track of:

- Who feels comfortable or is able to initiate these brief conversations?

- Who do you tend to make time for?

- Who are you not getting to?

- What barriers might be in place for others?


Making It Sustainable

To make the most of brief coaching conversations while maintaining your own bandwidth:

- Block prep time in your schedule for anticipated quick conversations (before/after school, passing periods)

- Keep coaching tools readily accessible (I keep a Together Leader - style flexi of key frameworks and reference materials in my backpack)

- Document key takeaways right after (voice notes work great between classes!)

- Set boundaries with care ("I want to give this the attention it deserves - can we schedule 30 minutes tomorrow?")


Remember: These aren't shortcuts - they're skillful adaptations. By approaching brief conversations with intention, we honor both the immediate needs of teachers and the longer-term work of instructional improvement.


What strategies have you found for making the most of brief coaching conversations? How do you balance responding to in-the-moment needs while maintaining focus on longer-term goals?





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