In this episode of C3: Connecting Coaches & Cognition, Courtney Groskin and Sandy Heiser sit down with Craig Randall, author of Trust-Based Observations, to explore how reimagining classroom observations through the lens of trust can transform school culture, teacher growth, and instructional practice.

Craig shares his unique professional journey—from school counselor to international school leader—and how those experiences shaped his belief that observations should be rooted in relationships rather than compliance. Drawing on research, real-world examples, and years of leadership experience, he explains why traditional observation models often fail to improve teaching and can unintentionally harm teacher efficacy.

Together, the conversation dives into:

• What trust-based observations are and how they differ from traditional evaluation models

• The role of psychological safety in teacher risk-taking and growth

• Why focusing on strengths first builds relational trust and instructional momentum

• Practical, high-impact moves evaluators can make before, during, and after observations

• How trust-based practices support teacher cognition, reflection, and self-assessment

• Strategies for rebuilding trust when teachers bring past negative observation experiences

• Small shifts leaders can make right now to begin transforming their observation practice

Craig also shares a powerful story illustrating how quickly a culture of trust can spread—and why teachers deeply crave authentic, strengths-based feedback.

The episode wraps up with a rapid-fire round full of practical wisdom and encouragement for school leaders and evaluators at any stage of their journey.

• Website: trustbased.com

• Book: Trust-Based Observations (available on Amazon)

• Social Media: @trustbasedcraig

• Email: craig@trustbased.com

Episode Title: Elevating Coaching & Instruction with AI Host: Courtney Groskin Co-Host: Sandy Heiser Guest: Tori Fitka, Community Coach of the Year (2025), SchoolAI

In this episode of C3: Connecting Coaches & Cognition, Courtney Groskin and Sandy Heiser kick off the new year with an engaging conversation about AI, coaching, and instructional impact. They are joined by Tori Fitka, former high school science teacher and current Community Coach at SchoolAI, who was recently named Community Coach of the Year for 2025.

Together, they explore how AI—when used intentionally—can enhance teaching, deepen reflection, and build educator capacity without replacing the human side of learning and coaching.

Tori Fitka is a former high school science teacher turned community coach at SchoolAI, where she supports educators nationwide in leveraging AI and blended learning to create meaningful, student-centered experiences. With a background in digital learning and instructional coaching, Tori is passionate about thoughtful design, strong relationships, and using technology to serve a clear instructional purpose—not just because it’s available.

🧠 AI as a Thought Partner, Not a Replacement Tori emphasizes that AI should support educators by freeing up time for what matters most—relationships, reflection, and responsive instruction—rather than replacing professional judgment.

🔍 Reflection & Metacognition with AI The group dives into how tools like SchoolAI’s Assistants and Spaces can help teachers and leaders engage in ongoing reflection, analyze student work and data, and prepare for deeper coaching conversations.

🤝 Coaching at Scale AI can provide “just-in-time” coaching support for educators who may not always have access to a human coach, making reflective practice more accessible and consistent.

🛠️ From Curiosity to Confidence Effective AI professional learning is:

• Hands-on and experiential

• Grounded in real classroom use cases

• Supported by ongoing coaching and leadership

• Designed with time to explore, fail, revise, and reflect

🚀 Building Capacity Without Adding to Workload Successful AI rollouts are intentional, gradual, and responsive to teacher feedback—focusing on purpose, repetition, and celebration of successes.

🔮 The Future of AI in Education Tori shares her vision for the next frontier: moving beyond productivity toward AI literacy, modification, and redefinition of learning experiences—helping students explore content, careers, and critical thinking in ways previously impossible.

⚡ One Strategy Every Coach Should Have: Help educators clearly define goals, context, and constraints so AI supports thinking rather than replaces it.

⚡ Advice for New Teachers: Don’t reinvent the wheel. Use AI as a thought partner, focus on learning and relationships, and avoid burnout.

You can connect with Tori and access free trainings through the SchoolAI Community (available once logged into SchoolAI). Be sure to explore both synchronous and asynchronous learning opportunities.

In this episode of C3, hosts Courtney Groskin and Sandy Heiser welcome Joy De Los Santos, a special education coach with over 20 years of experience who now co-leads an instructional coaching team supporting nine districts.

Joy discusses her journey into coaching, practical strategies for overwhelmed teachers—including prioritizing high-impact supports and using visuals like visual schedules—and the importance of using data to guide decisions and build common ground among teams.

The conversation highlights what true inclusion looks like (access, engagement, and respectful peer interaction), leadership coaching to build capacity, and real coaching wins that helped teachers feel empowered and improved student outcomes.

In this episode:

• Courtney and Sandy share highlights from facilitating Day 5 of the Cognitive Coaching Foundation Seminar, celebrating the energy and dedication of their 35-person cohort.

• They discuss the transformative power of coaching conversations, including a moment where a 20-minute planning conversation left a participant feeling empowered and energized.

Featured Guest: Joy de los Santos Joy brings over 20 years of experience in special education, working with students from early childhood through high school. She now co-leads an instructional coaching team across nine districts, supporting educators in building inclusive and supportive classrooms for students with disabilities.

Key Takeaways from Joy:

• Her journey into special education coaching grew from supporting teachers and students while reducing high turnover rates and increasing inclusive practices.

• When teachers feel overwhelmed by IEP requirements or diverse learner needs, Joy recommends strategies that support multiple students across contexts to maximize impact with sustainable effort.

• Collaboration and alignment are essential: she emphasizes using data as a neutral tool to guide team decisions and resolve differing perspectives.

• For Joy, a truly inclusive classroom means all students have access, engagement, and respect for differences, not just physical placement in the classroom.

• Memorable coaching impact: supporting a veteran special education teacher to feel confident and effective with a challenging student population—demonstrating the power of coaching for teachers at any career stage.

Rapid-Fire Tips from Joy:

• One strategy every coach should have: Visual supports, especially visual schedules, to support student independence and classroom management.

Advice for new teachers: Feeling unsure is normal. Asking for help is a sign of strength, and no one has all the answers—especially early in your career.

In this episode Courtney and Sandy welcome Connie Hamilton, author and consultant, to discuss the power of well-crafted coaching questions. Connie explains how to create a cognitive journey for teachers, balance coaching and consulting roles, normalize imperfection, and use targeted follow-up questions to deepen reflection and instructional growth.

Listeners get practical strategies: focus deeply on one instructional goal, use metacognitive prompts (How will you know? What will tell you to pivot?), offer multiple options as a menu, and gather data to inform coaching conversations. Resources are available at ConnieHamilton.org.

Episode Description: In this episode of C3: Connecting Coaches & Cognition, we sit down with Connie Hamilton, an experienced educator, author, and consultant, to explore the art and science of instructional coaching. Connie shares her journey through various roles in education—from classroom teacher to principal to assistant superintendent—and how those experiences inform her approach to supporting teachers.

We dive deep into the power of well-crafted coaching questions, discussing how they can spark reflection, build teacher efficacy, and create a culture of continuous improvement. Connie offers practical strategies for balancing coaching and consulting roles, supporting new teachers, and fostering collective efficacy within schools.

Listeners will gain actionable insights on:

• How to frame coaching questions that promote metacognitive thinking and reflection
• The balance between curiosity and guidance in coaching conversations
• Strategies for normalizing imperfection and embracing iterative teaching
• Techniques for observing and analyzing classroom data to support teacher growth
• Approaches to working with both new and experienced teachers, including emotional support and building confidence

Connie also shares a free resource on her website, SIFT Data Descriptions, which provides practical ways for coaches to collect and use classroom data to guide instructional conversations.

Rapid Fire Highlights:

• One coaching strategy to always have: Identify the most challenging part of a lesson and reflect on what to keep or adjust for next time.
• Advice for new teachers: Focus on student learning as the true measure of lesson success, not just busyness or adherence to a plan.

Connect with Connie Hamilton: Website: www.conniehamilton.org Free Resources: Available on her website, including SIFT Data Descriptions

Timestamps (Approximate):

• 0:00 – Introduction & Connie’s background in education
• 5:30 – The power of well-crafted coaching questions
• 15:00 – Balancing curiosity and guidance as a coach
• 23:00 – Strategies for deeper teacher reflection
• 32:00 – Working with new teachers and supporting emotional states
• 42:00 – One habit coaches can start tomorrow to be more intentional

50:00 – Rapid fire tips & final thoughts

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.

Connect with Sherry:

-reflecttolearn.com - newsletter sign up there

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