Nishira Mitchell eliminated teacher turnover in her school through daily coaching sessions. Here’s how she did it.
Her approach seems to be paying off, as teacher turnover at Adams Middle School has dropped significantly this year. We recently spoke with Mrs. Mitchell to learn more about these daily coaching sessions and her overall philosophy on school leadership.
This interview has been edited for length and clarity.
Q: Can you explain these daily coaching sessions you've implemented and what motivated you to take this approach?
A: The coaching sessions came about because I'm in a high-needs school, and those schools really struggle with teacher and administrator retention. It's not a job you can do for a long time without support—many educators need a break to recharge. This was a way for me to respect teachers' time, support their needs, and work towards our school goals.
Respecting their time is crucial. The best time to support students is during the school day, not after hours. So I thought, why don't we apply that same philosophy to supporting our teachers? That's why I built daily coaching periods right into their schedules.
We have a literacy coach who pretty much coaches the whole school. She is a complete beacon of light and helps lead sessions with teachers. I go to coaching support sessions every day, too.
Each coaching session has a theme we're focused on so that teachers see them as useful. Teachers come with their needs based on the theme and start collaborating. If I present something to the faculty, I can break it down into smaller parts in the coaching sessions so that it's less intimidating.
These coaching sessions also give us the time and space to have outside coaches come in. For example, I've partnered with Carnegie Learning this school year for my math department. I am loving the opportunities that are created for my teachers and passed down to my students. My teachers are loving it, and what's so exciting about that is my teachers truly have a coach in the Carnegie Learning consultants.
Mrs. Mitchell believes these daily coaching sessions are having a positive impact not just on instruction but on school culture and teacher turnover as well.
Q: How have the coaching sessions helped cultivate a supportive culture and environment?
A: As school leaders, we know firsthand what it's like for people to disrespect us on a regular basis and think that we work for free. So, it's important to build a support system for our teachers so they know that we respect them.
The pandemic showed teachers that they really are superheroes. They can do all these things even if they shouldn't have to. When my teachers have a problem, I always try to do a root-cause analysis.
It's like peeling an onion; "Can you tell me more so we don't stay in this space?" We talk about action steps and what we can and can't control so that we are able to move forward. That helps cultivate a sense of hope and buy-in.
I don't allow negativity to fester. We watch how we talk about students and colleagues. I try to communicate that you cannot unhear what you heard; you cannot unsee what you saw. So it's important that we all protect one another's peace.
Another piece of this is that, as a leader, you can't expect what you don't inspect. You have to have a vision for where you want to take your school. You have to first figure out what your goals are.
In addition to the cultural benefits, Mrs. Mitchell has already seen promising results in terms of teacher retention this year.
Q: You mentioned teacher turnover has dropped significantly. Can you expand on the impact the coaching has had on keeping teachers in the classroom?
A: This year, none of my teachers have lost a planning period. None of my teachers have quit. As an administrator, you can choose not to take care of your staff. But they'll just find a job at another school.
Teachers go where they feel supported. They aren't going to be anywhere they don't want to be.
Q: Have there been any logistical challenges to making this coaching model work on a daily basis?
A: It is a lot. This isn't something you can just do in the middle of the year. You have to have a vision and consider your master schedule. You definitely have to be involved in scheduling, and you have to unite your administrative team around it.
It's important to define what it will and will not be. It's important to get feedback from your teachers, too.
But if you're willing to put in the work, it will be something magical.
While implementing daily coaching requires significant planning and buy-in, Mrs. Mitchell believes the rewards have been worth the effort. By supporting her teachers, fostering a positive culture, and protecting time for professional development, she has made her educators feel valued and supported. Mrs. Mitchell's innovative approach provides a model for how school leaders can keep great teachers in the classroom long-term.
Adams Middle School utilizes Carnegie Learning’s Professional Learning services.
Before joining Carnegie Learning in 2023, Kelly worked in education for ten years as a classroom teacher and an administrator. She holds both a Bachelor's degree and a Master's degree in French and began her career writing for the press office at the French Embassy in Washington, D.C. She is a certified ACTFL OPI rater, an AP French Exam reader, and taught out of Carnegie Learning's T'es Branché? curriculum for six years.
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Nishira Mitchell, Principal of Adams Middle School in Tampa, FL
