Episode Description: In this episode of C3: Connecting Coaches & Cognition, Courtney Groskin sits down with Justin Baeder, founder of The Principal Center and author, to explore the art and science of instructional leadership and feedback. Justin draws on his experiences as a teacher and principal to share practical strategies for giving feedback that actually changes teacher practice and improves school-level decision-making.

Justin discusses:

• The importance of consistent classroom observations and making feedback a normal, low-stakes practice.
• How to strike the balance between encouragement and constructive critique while promoting teacher autonomy.
• Common pitfalls in feedback conversations, including postmortem critiques that miss the opportunity to influence teacher judgment.
• How to create a culture of reflection where teachers retain ownership of their practice.
• The “sweet spot” for feedback and why not every conversation will immediately lead to change.
• A simple but powerful mindset shift: approaching every conversation with curiosity.

Justin also shares practical resources for school leaders and coaches, including his classroom walkthrough FAQ at principalcenter.com/FAQ.

Rapid Fire Insights from Justin:

• Top resource: Principalcenter.com/FAQ for classroom walkthrough advice.
• Coaching strategy to keep in your back pocket: Patience—sometimes people need more than we can give in one conversation.
• Advice for new teachers: Teaching is challenging but rewarding; the learning curve is long, but it’s worth it—don’t give up.

This episode is a must-listen for school leaders, instructional coaches, and anyone who wants to make feedback conversations more effective, actionable, and supportive of teacher growth.

In this episode of the C3 Podcast, we welcome Heather, an educator, administrator, author, and superintendent whose work has reshaped how we think about student engagement. Heather shares her journey from aspiring writer to classroom teacher, staff developer, administrator, and now published author—bringing both practical wisdom and fresh metaphors to the conversation.

Heather’s book, Engagement is Not a Unicorn, It’s a Narwhal, reframes engagement as something real and attainable, not mythical or out of reach. She introduces us to the continuum of engagement—non-compliant, compliant, interested, and absorbed—and explains how shifting students along this spectrum is less like flipping a switch and more like adjusting a dimmer.

We also explore her follow-up collaboration, The Big Book of Engagement Strategies, a collection of over 50 practitioner-driven strategies to help teachers bring lessons to life. Heather highlights a few of her favorites, including:

• Caught Tickets – simple notes of recognition that strengthen relationships and encourage positive behavior.

• Almost/Some Learning Targets – a differentiation approach that creates choice, voice, and pathways for all learners.

• Room to Breathe – a balance of “inhale” (input) and “exhale” (output) that empowers students to engage actively rather than remain passive.

Throughout the episode, Heather emphasizes that engagement isn’t about students cheering at the end of a lesson—it’s about fostering genuine curiosity, investment, and moments of absorption that, while rare, are powerful and real.

Whether you’re a classroom teacher, coach, or administrator, Heather’s insights will leave you with practical strategies and a renewed belief that engagement is within reach.

Resources Mentioned:

• Engagement is Not a Unicorn, It’s a Narwhal by Heather

• The Big Book of Engagement Strategies by Heather and contributing educators

• To contact Heather for speaking or consulting, please visit www.LyonsLetters.com, where you can also subscribe to her weekly blog posts.

Episode Notes:

-Teacher, H.S. Administrator, worked for the State Department in Kentucky, and a middle and high school expert, and worked nationally with schools on instructional improvement and instructional leadership.

-Coaching Redefined Book- instructional leaders can have a guide book of how to set it up effectively and all of the components that go into it: growing yourself to growing your school and thinking of the culture of the school. It came from a desire to make it work and from real experience in a coaching and admin role.

-Intentional Instructional Moves Book- it sets up what classroom instruction should look like based on research and the intentional steps to get there. The audience is to teachers because they are the ones who will make these shifts. It is also powerful for admins or coaches, but it starts with the teacher shifts.

-Actions speak louder than words, teachers see what we are doing as coaches. We need to be humble in our position, and know we are all learners. We are not the people who know it all. Coaches can show that they are still learning too.

-Ask reflective questions. Have a listening tour prior to meeting with a teacher. Constantly ask questions, ask for feedback, and all the nuances in between. See the best in people as coaches.

-We need to believe in the teachers’ ability to grow constantly!

-Listening Tour - when schools try it, they think it is the best thing. It shapes the coaching within our school. A respectful approach to how we lead. It can change your trajectory in how teachers in your school see coaching.

-Get clarity around your role as a coach. See the website for questions to ask and the admin when entering that role. They understand the parameters and protocols within that role.

-Recognize the positive part of the instructional methods. There is a lot of research as to how individuals are recognized for their positive work, engaged deeper in the work, and is connected to retention. All is important for us in education right now. We need to recognize the positive things teachers do.

-Provide timely, honest, and consistent feedback.

-Honest conversations can go a long way. Critical conversations grounded in the third point of data can also be powerful.

-When we look back, we can remember which teachers believed in us, respected us, and loved us - and we know the ones who didn't. And for those who did, we would do anything in the world they asked us to improve.

-We need to have collaborative goals set with our teachers. Research shows that goals can bump our productivity from 11 to 25 percent. Think about that per classroom. A clear goal set with that teacher could make a huge impact. That has to be a collaborative goal.

-We need to differentiate as coaches for educators. If we expect teachers to model differentiation for our students, we also have to model that differentiated learning.

-Research shows that our walk-throughs should take between 3- 10 minutes. If the goal is right you will be able to see it in that amount of time. Sometimes we can spend too much time. Then they miss out on other classrooms. If we can get in more often but for less time we will see greater growth in those educators we are coaching.

-We have to be very intentional with our time and our feedback. We have to think about the small steps.

We have to be mindful of their next step, not necessarily where we want them to be. Those can at times be two very different places, but focus on the small steps. Think about not the end mark, but the next small step in that learning progression.

-Intentional Instructional Moves - it outlines those big concepts of effective instruction, and breaks it down to intentional steps, and a virtual guide to have all the resources for each strategy.

-Human growth and psychology research and podcasts can be helpful. Listen to the podcasts and it can impact your work.

-Take accurate notes- so we can see what we are doing so we can get where we are trying to go.

-Coaches are collaborators of content and that partner for growth, that understands teachers do not come to school as a blank slate. They have other things going on outside of the school. We all need the support of other humans.

-Embedded coaching has the largest impact on student learning. It is hard because it is so important. It is also equally rich and rewarding.

-Find yourself a community of coaches and latch onto them. It is how people see things they need to see within themselves.

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