THE EMPATHETIC EDGE
A Mindful Approach to Instructional Coaching
NATHAN D. LANG-RAAD
THE EMPATHETIC EDGE
A Mindful Approach to Instructional Coaching
NATHAN D. LANG-RAAD
Copyright © 2026 by Solution Tree Press
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Library of Congress Cataloging-in-Publication Data
Names: Lang-Raad, Nathan D., 1982- author
Title: The empathetic edge : a mindful approach to instructional coaching / Nathan D. Lang-Raad.
Description: Bloomington, IN : Solution Tree Press, [2026] | Includes bibliographical references and index.
Identifiers: LCCN 2025021992 (print) | LCCN 2025021993 (ebook) | ISBN 9798893740677 paperback | ISBN 9798893740684 ebook
Subjects: LCSH: Mentoring in education | Teachers--Training of | Teachers--In-service training | Empathy
Classification: LCC LB1731.4 .L358 2026 (print) | LCC LB1731.4 (ebook)
LC record available at https://lccn.loc.gov/2025021992
LC ebook record available at https://lccn.loc.gov/2025021993
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Edmund M. Ackerman, President
Solution Tree Press
Publisher: Kendra Slayton
Associate Publisher: Todd Brakke
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ACKNOWLEDGMENTS
Iam deeply grateful to my husband, Herbie Raad, whose unwavering support, insightful feedback, and boundless patience made this book possible. His wisdom about human connection and his willingness to listen to countless drafts of coaching scenarios helped shape this book. Thank you for believing in this work and in me.
My profound appreciation goes to Miranda Addonizio, my extraordinary editor at Solution Tree, whose keen eye, thoughtful questions, and collaborative spirit made this manuscript even better. Miranda’s ability to see both the forest and the trees, maintaining focus on the big picture while perfecting every detail, exemplifies the kind of empathetic leadership this book advocates.
To Todd Brakke, associate publisher, whose vision and support for this project created the conditions where authentic coaching wisdom could flourish—thank you for your early feedback and for championing work that puts human connection at the center of professional development.
I am equally grateful to the peer reviewers who generously shared their time and expertise to strengthen this work. Their diverse perspectives—from classroom teachers to district leaders, from early-career educators to veteran practitioners—enriched every chapter. Their honest feedback, practical suggestions, and enthusiastic validation reminded me why this work matters so deeply. A special recognition to those reviewers who noted this book filled a gap in their professional practice; knowing it would serve coaches in their daily work made every hour of writing worthwhile.
To the instructional coaches, teachers, and administrators who have shared their wisdom and challenges with me throughout my career—their authentic questions, innovative solutions, and unwavering commitment to student learning shaped every framework and protocol in these pages. Special thanks to the coaches who taught me that the most profound transformations emerge through genuine
human connection; to the educators who demonstrated how scientific rigor and empathetic understanding can work hand in hand; and to my colleagues who continue to challenge and support my thinking about what makes professional development truly transformative.
Finally, my gratitude to the research community, whose work on mindfulness, empathy, and professional development provides the foundation for the practices explored in these pages. Their dedication to understanding how adults learn and grow makes books like this possible, bridging ancient wisdom with contemporary science to serve educators everywhere.
Solution Tree Press would like to thank the following reviewers:
Heather Bell-Williams
Coach and Consultant
ConsultHBW Saint John, New Brunswick, Canada
Jeffrey Benson
Educational Consultant
Jeffrey Benson LLC Brookline, Massachusetts
Courtney Burdick
Apprenticeship Mentor Teacher
Spradling Elementary School Fort Smith, Arkansas
Molly Capps
Principal
McDeeds Creek Elementary School Southern Pines, North Carolina
Charlcy Carpenter
Middle Grades Instructional Coach
Cleveland County Schools
Lawndale, North Carolina
Gina Cherkowski
Executive Director of Research and Development
Headwater Learning Foundation Calgary, Alberta, Canada
Doug Crowley
Assistant Principal
DeForest Area High School
DeForest, Wisconsin
Carrie S. Cutler
Clinical Associate Professor, Mathematics Education University of Houston Houston, Texas
Hallie Edgerly
Eighth-Grade Science Teacher and Middle School Instructional Coach
Adel-De Soto-Minburn Middle School Adel, Iowa
Janet Gilbert Principal Deer Valley Unified School District Phoenix, Arizona
Tanya Rogers
Former District Principal of Early Learning and Childcare School District No. 73 (Kamloops-Thompson) Kamloops, British Columbia, Canada
Dawn Vang
Assistant Principal John B. Dey Elementary School Virginia Beach, Virginia
Elyse Webb
Instructional Coach
South Prairie Elementary School Grimes, Iowa
Jacqueline E. Yu
Student Services Consultant
Christ the Redeemer Catholic Schools
Calgary, Alberta, Canada
Allison Zamarripa
Reading and Language Arts Specialist
Pasadena Independent School District
Pasadena, Texas
Visit go.SolutionTree.com/instruction to download the free reproducibles in this book.
ABOUT THE AUTHOR
Nathan D. Lang-Raad, EdD, is an educator, author, and public speaker with a particular focus on fostering creativity and innovation in the world of education. He is vice president, national product line, at Savvas Learning Company, where he applies his expertise and understanding of education needs to influence product development and learning strategies.
Nathan started his career as a teacher and later moved into various administrative roles, including serving as the director of elementary curriculum and instruction for Metropolitan Nashville Public Schools in Tennessee. His tenure at NASA’s Johnson Space Center as an education supervisor underscores his broad scope of expertise in merging scientific knowledge with educational strategies. Additionally, as the chief education officer at WeVideo, he championed digital learning and creative exploration in education.
Nathan’s commitment to the international educational community is notable. He is a U.S. ambassador for the Climate Action Project, a global collaboration initiative supported by world-renowned organizations like the United Nations, World Wildlife Fund, NASA, and the Jane Goodall Institute. He also serves as an adviser for Take Action Global, reinforcing his position as a leading figure in shaping the future of education.
An accomplished author, Nathan has contributed significantly to education literature, writing extensively about instructional coaching, innovative teaching methods, and the integration of technology in classrooms. His publications include Mathematics Teaching Reimagined: Seven Competencies to Foster Robust Student Learning and Engagement; Renaissance Thinking in the Classroom: Interdisciplinary Learning, Real-World Problems, Intellectually Curious Students; Everyday Instructional Coaching: Seven Daily Drivers to Support Teacher Effectiveness; The New Art and
Science of Teaching Mathematics (coauthored with Robert J. Marzano); WeVideo Every Day: 40 Strategies to Deepen Learning in Any Class; Mathematics Unit Planning in a PLC at Work, Grades PreK–2 (coauthored with Sarah Schuhl, Timothy D. Kanold, Jennifer Deinhart, Matthew R. Larson, and Nanci N. Smith); The Teachers of Oz: Leading With Wisdom, Heart, Courage, and Spirit (coauthored with Herbie Raad); The Boundless Classroom: Designing Purposeful Instruction for Any Learning Environment (coauthored with James Vince Witty); Instructional Coaching Connection: Building Relationships to Better Support Teachers; and Never Stop Asking: Teaching Students to Be Better Critical Thinkers.
Nathan earned a bachelor’s degree in general science–chemistry from Harding University, a master’s degree in administration and supervision from the University of Houston–Victoria, and a doctorate in learning organizations and strategic change from Lipscomb University.
Nathan lives with his husband, Herbie Raad, in scenic Maine, where he continues his pursuit of empowering educators and transforming learning landscapes.
To learn more about Nathan’s pioneering work, follow him @drlangraad on Bluesky and X or visit https://drlangraad.com.
To book Nathan D. Lang-Raad for professional development, cont act pd@SolutionTree.com.
INTRODUCTION
Think back to a transformative coaching conversation from your career, a moment when genuine understanding catalyzed real change. What distinguished this interaction from the countless other professional exchanges filling your days? The difference likely stemmed not from your instructional expertise or coaching protocols but from the quality of presence you brought to that interaction—your capacity to understand the teacher’s experience and respond with both wisdom and empathy.
My own journey to understanding the deeper dimensions of coaching began when I had the opportunity to work with a group of 150 instructional coaches as a director of curriculum and instruction. Even though I’d worked with coaches as a building administrator, I didn’t fully grasp the scale and impact of coaching until I was at the district level of a large urban school district (Metro Nashville Public Schools). I quickly discovered that the most impactful moments in coaching rarely stemmed from perfect execution of techniques. Instead, transformation emerged through genuine connection—those instances when teachers felt truly seen and understood in both their struggles and aspirations. The coaches taught me that effective coaching requires more than instructional expertise; it demands the ability to recognize and respond to the human elements that shape how teachers grow and change.
These experiences drove me to explore how mindfulness and empathy could enhance traditional coaching approaches. Through years of working with diverse school communities, I’ve witnessed how coaches who develop these deeper capacities both improve instruction and transform professional cultures. This book emerges from that journey, offering structured ways to combine technical coaching expertise with authentic human understanding.
The role of instructional coach encompasses far more than directing teachers through coaching cycles and implementing instructional strategies. Instructional coaching today operates within a context of increasing complexity. Cultural and generational diversity within schools continues to expand. Teachers face mounting pressures from standardized assessments and rapidly evolving societal demands. Coaches must excel at fostering change; building relationships across diverse groups; bridging cultural, generational, and experiential divides; and providing emotional support. Their responsibilities require not just knowledge of pedagogy but profound skills in human understanding. Amjad Islam Amjad, Sarfraz Aslam, and Sharareh Shahidi Hamedani (2024) document the urgent need for approaches that bridge structural divides in education, while Sandra J. Diller, Christina Mühlberger, Nele Löhlau, and Eva Jonas’s (2023) research introduces the concept of imagine-other empathy. This form of professional understanding allows coaches to truly comprehend others’ experiences while maintaining appropriate boundaries and personal well-being.
EMPATHETIC COACHING
To reiterate a fundamental truth about instructional coaching: Instructional strategy and curricular expertise, while necessary, prove insufficient on their own. The most effective coaches succeed through their ability to connect deeply with teachers, understand the nuances of their challenges, and respond wisely to the complex human dynamics of change. Throughout this book, you’ll encounter narratives that illuminate common coaching challenges: supporting overwhelmed new teachers, working with resistant teachers, and helping administrators balance competing demands. These stories serve not as mere illustrations but as mirrors reflecting the daily opportunities within instructional coaching. Each reveals practical empathy in action, showing how deep understanding leads to wise responses in complex situations. This approach emphasizes emotional awareness as well as clearer perception and more effective intervention.
The journey toward empathetic coaching follows a clear progression, building from foundational mindfulness to increasingly complex aspects of understanding and connection. While each chapter represents a distinct step forward, together they create an integrated path toward more effective, empathetic coaching practice. The visual road map in figure I.1 illustrates this developmental journey, showing how each chapter contributes to a coach’s growth from basic awareness to sustainable, meaningful practice.
This book offers something fundamentally different from other instructional coaching books. Our complex educational landscape demands more than additional techniques for your professional tool kit. Instead, I focus on developing essential capacities: presence, understanding, and a wise response in any situation. Consider how often that standard professional development focuses on actions rather than ways of being. While strategies and techniques matter, profound improvements in coaching effectiveness emerge from developing fundamental capacities for awareness and understanding. Research by María Encarnación Aguilar-Ferrándiz and her colleagues (2024) validates this insight, showing that enhanced empathic capacity leads to significantly stronger teacher engagement, improved coach-teacher relationships, and more sustained implementation of instructional changes compared to approaches focused solely on acquiring new coaching techniques. Their study finds that coaches who develop stronger empathy skills see an increase in teachers’ voluntary participation in coaching activities and an improvement in teachers’ reported willingness to try new instructional approaches.
WHAT LIES AHEAD
This book weaves together narrative storytelling, evidence-based strategies, and immersive learning experiences. Each chapter builds on previous insights, creating a comprehensive tool kit for empathetic coaching across diverse learning contexts. Chapter 1 establishes the foundations of mindful coaching and explores how presence transforms routine interactions into opportunities for growth. Through specific protocols and guided
Figure I.1: Road to empathetic coaching.
practice, you’ll develop concrete techniques for maintaining professional awareness amid daily demands. The story “The Coach and the Busy Mind” illustrates how small shifts in attention dramatically alter coaching outcomes.
Chapter 2 moves beyond basic presence into the realm of empathetic practice. While chapter 1 focuses on self-awareness, this chapter examines how to direct that awareness toward understanding others. You’ll learn specific strategies for bridging cultural and generational divides and pay particular attention to supporting struggling teachers through periods of professional transformation. Chapter 3 addresses a distinct challenge: maintaining inner stability during institutional change. Building on the individual practices from earlier chapters, you’ll develop systems for staying grounded when organizational turbulence threatens to derail coaching relationships. This chapter provides concrete tools for navigating schoolwide challenges while maintaining focus on teacher growth.
Chapter 4 explores the art of building trust through compassionate communication. Unlike the previous chapter’s focus on systemic challenges, this chapter examines the interpersonal dynamics of resistance and transformation. You’ll explore specific approaches for converting defensive resistance into collaborative growth. Chapter 5 focuses on simplifying complex initiatives by teaching coaches to identify core issues beneath surface-level complications. This skill set proves essential for maintaining clarity in multifaceted projects. Chapter 6 applies these simplification principles specifically to technological change, addressing the unique challenges of supporting teachers through digital transformation.
Chapters 7 and 8 address complementary aspects of sustainable coaching practice. Chapter 7 examines the cultivation of patience through systematic mindfulness practices, focusing on supporting gradual departmental change. Chapter 8 then builds on this foundation to address the distinct challenge of perfectionism; this chapter offers specific strategies for helping both coaches and teachers release rigid expectations without sacrificing excellence. Chapter 9 introduces practices for sustaining professional vitality through intentional gratitude. While previous chapters focus on managing challenges, this chapter provides concrete methods for building positive momentum. You’ll learn systematic approaches for fostering appreciation across diverse groups.
Chapter 10 culminates in advanced strategies for building genuine connections across diverse communities. Moving beyond basic cultural awareness, this chapter provides tools for bridging socioeconomic divides and uniting fragmented school
communities. The frameworks presented here help coaches create lasting institutional change through enhanced understanding.
Each chapter includes narrative scenarios illuminating key challenges; these nuanced stories are drawn from real coaching experiences. The coaching scenarios and teacher stories throughout this book represent composite narratives drawn from my experiences working with hundreds of educators over two decades. The situations and challenges described are authentic; however, all names are fictional, and individual details have been modified to protect people’s privacy while maintaining the instructional value of each example. These narratives provide mirrors for examining your own practice while opening windows to new possibilities.
The mindfulness practices explored throughout this book draw from contemplative traditions spanning thousands of years—from Buddhist mindfulness meditation to Stoic practices of present-moment awareness. These time-tested approaches to attention and emotional regulation, now validated by extensive neuroscience research, provide coaches with practical tools for maintaining presence amid the complexity of educational change. When we combine this ancient wisdom about human consciousness with current research on adult learning and professional development, we create more robust approaches to supporting teacher growth. Most distinctively, each chapter includes immersive exercises for developing real-world skills. These structured experiences allow you to refine your coaching presence in low-stakes environments before applying new techniques in actual coaching situations. This comprehensive approach ensures you develop not just intellectual understanding but also practical wisdom for effective implementation.
Figure I.2 (page 6) provides a preview in the form of essential tools to have in your coaching toolbox that will give your efforts a quick start.
The path ahead offers both challenges and profound opportunities. As you move through these pages, you’ll develop not just skills but wisdom and not just techniques but understanding. The practice of empathetic, mindful coaching demands commitment yet offers remarkable rewards: stronger professional relationships, more effective coaching interactions, and the deep satisfaction of contributing meaningfully to transformation. Whether you’re establishing your foundational coaching skills or deepening an established practice, this book provides a structured path toward enhanced effectiveness through mindful, empathetic coaching. Each chapter systematically expands on previous learning, allowing you to develop professional capacities at a sustainable pace.
If you’re seeking immediate strategies to enhance your coaching practice, start here. While I recommend reading the full text for deeper understanding, these three core tools can be implemented right away.
1. The PAUSE Protocol (5 minutes)
y Purpose: To reset your coaching mindset between interactions
y Application: Before any coaching conversation
y Steps:
Pause—Take three deliberate breaths. Assess—Notice your current mental state. Understand—Consider the teacher’s context. Set your intention—Define your coaching purpose. Engage—Enter the interaction mindfully.
2. The CONNECTION (During conversations)
y Clear your mind of preconceptions.
y Observe nonverbal cues.
y Notice the teacher’s emotional tone.
y Notice the teacher’s energy level.
y Express genuine curiosity.
y Create a safe space.
y Track key themes.
y Identify next steps.
y Organize follow-up.
y Navigate forward together.
3. Quick Reference: Signs of Coaching Readiness
y The teacher initiates professional discussions.
y The teacher shows curiosity about new approaches.
y The teacher expresses specific challenges.
y The teacher demonstrates reflection on practice.
y The teacher seeks specific feedback.
Scenario
An overwhelmed teacher
First Response
Key Focus
Create immediate safety. Identify one manageable step.
Resistance to change Listen for underlying concerns. Find common ground.
A need for specific strategies
Clarify the exact need. Build from current practice.
Conflict management Maintain a neutral presence. Seek shared goals.
Trust building
Demonstrate reliability. Follow through consistently.
Figure I.2: Quick start guide—Essential tools for immediate impact. Visit go.SolutionTree.com/instruction for a free reproducible version of this figure.
Let’s begin this journey of professional transformation together with the reproducible “Reflection Questions for Deepening Your Coaching Practice” (page 8). Each chapter includes a set of reflection questions. Take time to write out your responses, perhaps in a dedicated coaching journal. Return to these questions periodically as you read the book to track how your perspective evolves.
Reflection Questions for Deepening Your Coaching Practice
As you begin your journey with empathetic coaching, take time to consider these questions. Your responses will help guide your development and provide valuable context for applying the concepts in upcoming chapters.
Your Professional Journey
1. What experiences or insights have led you to explore empathetic coaching?
2. Which aspects of coaching do you find most challenging right now?
3. What unique strengths and experiences do you bring to your coaching role?
Your Current Context
4. What makes your school community unique? Consider both challenges and opportunities.
5. What pressing coaching situations are you currently navigating?
6. What support systems and resources can you draw on in your coaching work?
Your Growth Goals
7. Which specific coaching skills would you most like to develop?
8. How will you know your coaching practice is growing and evolving?
9. What additional support might you need to achieve your coaching goals?
CHAPTER 1
Cultivating Mindfulness in Coaching
Every instructional coach knows the feeling: Your mind races with upcoming observations, pending coaching cycle to-dos, and the latest district initiative while you’re simultaneously trying to offer meaningful support to teachers. This cognitive multitasking, so common that it seems normal, fundamentally undermines our effectiveness as coaches. But the solution isn’t adding another strategy to an already-overflowing professional tool kit. Instead, mindful coaching (what you might also think of as presence-based coaching) offers something more fundamental—a transformation in how we approach each interaction, each decision, and each moment of our professional life.
In this chapter, I’ll walk you through how presence-based coaching can transform routine interactions into opportunities for genuine growth. We’ll explore the following.
• The foundations of mindful awareness in coaching practice
• Evidence-based approaches to developing professional presence
• Practical techniques for maintaining awareness amid daily demands
• A systematic framework for building sustainable mindful practice
OPENING STORY
The Coach and the Busy Mind
Sarah Chen pushed through the school’s double doors, her mind already racing with the day ahead. She had three teacher observations and an after-school meeting about the new literacy initiative, and somewhere in between, she needed to finish
the professional development plan that was due to her principal for next month. As she hurried down the hallway, a familiar voice called out.
“Ms. Chen! Do you have a minute?”
Sarah turned to see Alicia, a first-year teacher whose classroom management challenges had been a frequent topic in their coaching sessions. Sarah glanced at her watch—her first observation started in twenty minutes, and she still needed to review her notes.
“I’m actually running to . . .” Sarah began but stopped midsentence. She noticed the slight tremor in Alicia’s voice and the way she clutched her teacher’s edition book close to her chest. In that moment, Sarah remembered how, in her own first year of teaching, a simple “I’ll find you later . . .” from her mentor had felt like a door slamming shut.
Taking a deep breath, Sarah consciously shifted her attention away from her mental to-do list. “Of course, Alicia. Let’s find somewhere quiet to talk.”
CORE CONCEPT
Developing Present-Moment Awareness in Coaching Practice
Mindful coaching transforms routine professional interactions into opportunities for genuine understanding and growth. Unlike meditation or stress management, mindful coaching focuses specifically on maintaining present-moment awareness during complex professional situations. This capacity enables coaches to notice subtle patterns, respond thoughtfully rather than reactively, and create space for authentic dialogue even amid demanding schedules. The development of this awareness follows systematic patterns that, once understood, enhance every aspect of coaching effectiveness while supporting sustainable professional well-being. Once we understand mindfulness, we can move from myth to practice.
Understanding Mindfulness in Coaching Practice
The preceding scenario illustrates a pivotal moment many coaches face: the choice between rushing through the day and bringing genuine presence to each interaction. While Sarah’s situation might seem routine, it represents the fundamental challenge of instructional coaching: maintaining meaningful connection amid constant demands. Mindful coaching doesn’t mean achieving perfect presence or eliminating distractions. Instead, it involves developing practical skills that enhance every aspect of our work.
Before diving into specific techniques, let’s examine the core elements that make mindful coaching effective. In my work with instructional coaches, four common components have emerged that create a lasting impact together.
1. Present-moment awareness during coaching interactions
2. Enhanced observation of subtle professional dynamics
3. Thoughtful responses rather than automatic reactions
4. Sustainable professional well-being
You might imagine these require superhuman concentration, an ability to maintain unwavering focus amid a barrage of events happening throughout the day. Nothing could be further from the truth. Present-moment awareness simply means noticing when your mind wanders, as it inevitably will, and gently returning your attention to the teacher before you. Jon Kabat-Zinn (2005), who teaches mindfulness, defines mindfulness as “paying attention in a particular way: on purpose, in the present moment, and nonjudgmentally” (p. 4). In coaching contexts, this translates to consciously attending to what’s actually happening in each interaction, rather than being caught up in planning, evaluating, or problem solving. Even brief moments of genuine presence can transform a routine interaction into an opportunity for real insight.
Think of this as developing a sort of professional peripheral vision: the ability to notice not just what’s being said directly but all the subtle currents that shape a coaching interaction. Many coaches believe this requires expertise in psychology. In reality, it requires something both simpler and more challenging: sustained, curious attention to what’s actually happening in each moment. The quality of attention we bring to each interaction matters more than any particular technique or strategy. When we observe carefully, patterns emerge. We notice how teachers respond differently to various approaches, how environmental factors shape conversations, and how broader school culture influences individual interactions. In short, this mindful approach gives us an edge we would not otherwise have.
In the rapid-fire environment we face daily, it’s temptingly easy to fall into automated patterns of interaction: Hear a problem, offer a solution; notice a challenge, propose a strategy. This approach is efficient but often ineffective. Mindful coaching creates space between stimulus and response, not to slow things down but to ensure our actions arise from understanding rather than habit. Consider this final component the foundation that supports all others. Just as flight attendants instruct passengers to secure their own oxygen masks before helping others, coaches
must attend to their own mindful awareness to effectively support teachers. This isn’t selfish—it’s a prerequisite for sustained effectiveness.
Moving From Myth to Practice
Taking the path toward mindful coaching often begins with clearing away misconceptions that can hinder our progress. These aren’t merely concerns; they represent real barriers that prevent many coaches from developing this essential professional capacity. Let’s examine these obstacles while uncovering the more nuanced reality of mindful coaching practice. The most persistent myth suggests that mindful coaching requires some sort of monastic calm, an ability to maintain perfect focus through every interaction. This misunderstanding stems from confusing the destination with the journey. As Robert W. Roeser and his colleagues’ (2013) work with educators demonstrates, the most effective practitioners are not those who achieve perfect presence but those who develop the ability to notice when their attention has wandered and skillfully bring it back to the present moment.
Consider the implications for your daily practice. When a teacher approaches you between observations, you don’t need to achieve some special state of consciousness. Instead, mindful coaching involves something both simpler and more profound: the metacognitive capacity to notice where your attention actually is. This self-awareness, or thinking about thinking, helps you recognize the quality of your attention in real time. Are you half-listening while mentally reviewing your afternoon schedule? Are you formulating responses before fully hearing the concern? Are you mentally prejudging the situation? This awareness itself becomes the foundation for more effective coaching.
Another common misconception holds that mindfulness practices require substantial time—a resource notably scarce in schools. Patricia A. Jennings and her colleagues’ (2017) research with the CARE for Teachers program, however, reveals something surprising: The most impactful mindful practices often take mere moments. The key lies not in the duration but in the strategic placement of these moments throughout the day. A three-breath pause before entering a classroom, a moment of conscious presence before responding to a challenging situation—these brief interventions, when practiced consistently, create micropockets of professional presence.
Perhaps the most limiting misconception is that mindful coaching represents yet another technique to master, or yet another item on our professional to-do list. This fundamentally misunderstands the nature of mindfulness. Think of mindfulness not as an additional task but as an operating system upgrade that enhances how all your other coaching skills function. When you’re fully present, every technique in your
professional repertoire becomes more effective because you’re better able to discern when and how to apply it. This leads us to a practical truth: You’re not pursuing an impossible ideal of perfect awareness. Instead, you’re developing a fundamental professional capacity that makes every aspect of coaching more effective. The journey begins not with dramatic changes but with small moments of intentional presence—perhaps even with the next sentence you speak to a teacher. Consider the four insights in figure 1.1.
Figure 1.1: Journey to mindful coaching.
Let’s explore how these four insights translate into daily practice.
1. Start by noticing your current patterns of attention during coaching conversations.
2. Identify natural transition points in your day that could serve as mindful pause moments.
3. Practice returning to presence without self-judgment when you notice your mind has wandered.
4. Build brief mindful check-ins into existing routines rather than creating separate practices.
This approach proves especially valuable for coaches who experience natural variations in attention patterns or who may be neurodivergent. The emphasis on nonjudgmental awareness and quick returns to presence, rather than sustained or unbroken focus, makes these practices accessible and effective regardless of how one’s attention naturally flows. Just as we help teachers adapt strategies for diverse learners, we can adapt our mindfulness practices to work with, rather than against, our own attention patterns.
Through this approach, mindful coaching becomes not another burden to bear but a way to make your existing work more effective and sustainable. As we move into exploring specific techniques, remember that each practice builds on this foundation of realistic, sustainable presence.
PRACTICAL TECHNIQUES
Mindfulness
Instructional coaches face a fundamental challenge: maintaining presence and effectiveness amid constant interruptions and competing demands. Research confirms that educators frequently experience fragmented attention due to high multitasking demands and environmental disruptions—each of which can significantly impair focus and decision making. For instance, Erik M. Altmann, J. Gregory Trafton, and David Z. Hambrick (2014) find that even momentary interruptions (as brief as 4.4 seconds) can triple post-interruption error rates. Similarly, studies highlight that public school educators face near-constant multitasking pressures that erode performance and cognitive bandwidth (Pepito, Pepito, & Suson, 2024). The following techniques address these challenges by offering implementable forms of structured awareness or practical wisdom designed to support effective action even under demanding conditions.
BLOOM Framework
Early in my coaching career, I found myself scribbling notes after particularly successful conversations with teachers, trying to capture what made some interactions feel so much more effective than others. Over time, a pattern emerged: The most impactful coaching moments followed a natural rhythm that I started calling the blooming process because teacher growth seemed to unfold like a flower when certain elements were present. This process began with basic presence—that moment of grounding yourself before entering a classroom or starting a conversation. Then came the internal check-in, followed by an opening to really hear the teacher’s perspective. As I shared this observation process with other coaches, we started mapping it more explicitly, and eventually, it evolved into what I call the BLOOM framework—not because we need another acronym (heaven knows we have enough of those in education) but because the name really does capture how meaningful coaching relationships naturally develop and flourish. Let me walk you through how this process typically unfolds in a real coaching day. The framework consists of five key elements (see figure 1.2).
1. Breathe and ground: The foundation of presence begins with conscious connection to the present moment. Take three deliberate breaths while noting physical sensations and environmental contact points.
2. Listen inward: Develop a quick but accurate self-assessment of your current state and any preconceptions about the upcoming interaction.
3. Open to others: Release predetermined agendas and create space for genuine discovery and collaboration.
4. Observe context: Expand awareness to include environmental factors, timing considerations, and organizational dynamics.
5. Move forward mindfully: Engage with purpose and awareness, choosing responses based on clear perception rather than habit.
These elements are particularly effective because they naturally scale to fit different situations. In urgent moments, you might move through all five elements in seconds. During planned coaching sessions, each element might receive several minutes of attention. The key lies in systematic awareness, not rigid application.
Research demonstrates that structured mindfulness practices in professional settings create measurable improvements in coaching effectiveness. Distinct benefits associated with each element of the BLOOM framework include the following.
• Breathing and grounding activities reduce stress: Studies show that breath work can significantly reduce stress hormones over time, with effects building through consistent practice (Fincham, Strauss, MonteroMarin, & Cavanagh, 2023; Ma et al., 2017). Even brief centering practices help coaches transition more effectively between interactions.
• Internal listening enhances professional judgment: While specific percentages vary, research consistently demonstrates that mindfulness
Figure 1.2: Achieving mindful engagement.
training improves decision making by reducing impulsivity and cognitive bias (Liu, Liu, & Ni, 2018; Sun, Yao, Wei, & Yu, 2015).
• Opening to others increases strategy implementation: Beverly Showers and Bruce Joyce’s (1996) foundational research shows dramatic increases in practice implementation when teachers experience supportive, collaborative coaching relationships compared to isolated training approaches.
• Contextual observation improves intervention effectiveness: Implementation science confirms that careful attention to environmental factors and context significantly enhances the success of educational interventions (Stains & Vickrey, 2017).
• Mindful engagement reduces professional errors: While specific error rates aren’t quantified in research, studies show that mindfulness training enhances focus and reduces stress-induced mistakes in professional settings (Altmann et al., 2014).
The BLOOM approach provides a practical guide for implementing mindful coaching practices in daily interactions. Each element—breathe and ground, listen inward, open to others, observe context, and move forward mindfully—comes with its own set of common challenges and solutions. Figure 1.3 outlines these challenges and offers specific strategies to address them, making it a valuable resource for coaches looking to integrate mindfulness into their practice.
The BLOOM framework enhances all other coaching functions. This framework will help you both improve your effectiveness and reduce your professional stress.
Three-Minute Reset
Professional presence, like any skill, benefits from deliberate practice in controlled conditions. While the BLOOM framework offers a comprehensive approach to mindful coaching, there are moments in your day that call for something more targeted, a brief but powerful reset to restore clarity and purpose. The three-minute reset, adapted from Zindel V. Segal’s three-minute breathing space practice (Segal, Williams, & Teasdale, 2013), serves this essential function, offering a pattern interruption that allows you to shift from reactive to responsive modes of engagement. (Note: Many coaches find that guided audio versions of this practice help them establish the rhythm and timing, particularly when they are first learning the technique. Consider creating or accessing recorded versions that walk you through each phase until the practice becomes natural.)
Breathe and Ground
Common Challenge: Having one’s mind wander during breathing practice
Solutions:
y Count breaths from one to five; then restart.
y Focus on physical sensations (feet on floor, back against chair).
y Use a silent word like here or now with each breath.
Listen Inward
Common Challenge: Getting caught in self-judgment
Solutions:
y Label thoughts simply (planning, worrying, remembering).
y Use the phrase “I notice . . .” to create an observer’s perspective.
y Set a thirty-second timer for brief self-check-ins.
Open to Others
Common Challenge: Rushing to fix or advise
Solutions:
y Silently count to three before responding.
y Ask yourself, “What else might I need to understand?”
y Notice when you’re formulating responses instead of listening.
Observe Context
Common Challenge: Missing environmental cues
Solutions:
y Do a quick three-point scan (teacher, space, and materials).
y Notice energy levels and the time of day.
y Check for external pressures affecting the situation.
Move Forward Mindfully
Common Challenge: Losing presence in action
Solutions:
y Use physical movements as mindfulness anchors.
y Take one conscious breath between two coaching actions.
y Maintain soft focus while speaking or listening.
Figure 1.3: BLOOM framework—Practical implementation guide. Visit go.SolutionTree.com/instruction for a free reproducible version of this figure.
Studies of expert performance across fields consistently show that mastery comes not just from sustained practice but from strategic micro-interventions at key moments. Diller and colleagues’ (2023) research with instructional coaches reveals that these brief resets, when practiced consistently, create what they term professional pivot points—moments when a small investment in presence dramatically enhances subsequent interactions.
Think of this practice as analogous to a photographer adjusting their camera’s focus—their deliberate sequence of adjustments brings the foreground and
background into a proper relationship. This reset guides you through distinct phases of awareness, each serving a specific professional purpose.
Begin with panoramic awareness. For the first minute, expand your attention to encompass your full professional experience at this moment. Notice thoughts passing through your mind without getting caught in their narrative. Register emotions without trying to change them. Observe physical sensations with professional curiosity. This isn’t meditation in any traditional sense; it’s a pragmatic survey of your current state. While you can use a timer for structure, especially when learning the practice, the goal is developing internal awareness of natural transition points. Many coaches find that after initial practice with timed segments, they can sense when to move between phases based on their own state of attention and the needs of the moment.
The second minute introduces focused attention, much like a camera zooming in on its subject. Deliberately direct your awareness to your breath, perhaps the sensation at your nostrils, the rise and fall of your chest, or the movement of your abdomen. This isn’t about relaxing, though that may occur naturally. Instead, it’s about developing concentrated awareness, a state of sharp yet sustainable focus. When your mind wanders, as it inevitably will, simply redirect it with the same patience you’d offer a learning teacher. The final minute expands your awareness again while you maintain your newfound clarity, like a photographer pulling back to see how the focused subject fits within its broader context. Notice your posture, your facial expression, and the quality of your presence. Consider the space around you and how you occupy it. This isn’t mere observation; it’s professional preparation for more effective engagement.
The value of this practice lies not in its duration but in its strategic placement within your day. Consider implementing it during the following times.
• Before challenging conversations
• After difficult interactions
• During transitions between different aspects of your role
• When shifting from administrative tasks to direct coaching
This reset serves as a stress management technique, but even more, it’s a tool for enhancing professional judgment and presence. As you develop facility with it, you may find yourself naturally adapting its length and focus to match specific situations, such as adopting a one-minute version before quick interactions or an extended practice before particularly challenging engagements. To help coaches
navigate common obstacles in developing mindful practice, figure 1.4 presents a practical troubleshooting guide. This guide addresses three primary challenge areas that frequently emerge when implementing mindfulness in coaching: (1) managing busy schedules, (2) handling mental chatter, and (3) working with environmental distractions. For each challenge, specific, actionable solutions are provided based on successful coaching practices.
Challenge Solutions
1. The Busy Schedule “I don’t have time for mindfulness practices between back-to-back coaching sessions.”
2. Mental Chatter
“My mind keeps racing with all the tasks I need to complete.”
3. Environmental Distractions
“The school environment is too chaotic for mindfulness.”
y Use transitional moments (walking between classrooms, waiting for meetings).
y Practice micro-mindfulness—even thirty seconds of focused breathing helps.
y Build tiny pauses into existing routines.
y Use the note-and-return technique—acknowledge thoughts and then return to presence.
y Keep a capture notebook for quick task notes.
y Practice compartmentalized coaching time.
y Create a portable peaceful space through focused attention.
y Use environmental challenges as mindfulness bells— treat unexpected interruptions or distractions as reminders to return to present-moment awareness rather than as sources of frustration.
y Develop an eye-of-the-storm mentality—maintain a calm presence at your center while remaining aware of the activity and energy around you.
Figure 1.4: Common challenges in mindful coaching. Visit go.SolutionTree.com/instruction for a free reproducible version of this figure.
Art of Mindful Listening
The cornerstone of effective coaching is not what we say but how we listen. Beyond the mechanics of active listening—maintaining eye contact, offering verbal acknowledgments, and summarizing key points—lies a deeper capacity that transforms routine professional interactions into opportunities for genuine understanding. This practice of mindful listening represents the hidden architecture of professional transformation.
Consider how often coaching conversations miss the mark not through lack of expertise but through absence of presence. A teacher describes a classroom challenge, and while they’re still speaking, we are formulating solutions, drawing comparisons to similar cases, or thinking about our next appointment.
This mental multitasking, while natural, fundamentally undermines our effectiveness as coaches. The solution is not to eliminate these thoughts (an impossible goal) but to develop more of a relationship with them. The practice of mindful listening begins with a fundamental shift in orientation. Rather than approaching each conversation as a problem to be solved, we learn to create a holding environment, a space where understanding can emerge naturally. This doesn’t mean abandoning our expertise; rather, it means allowing that expertise to be informed by what’s unfolding in the moment.
When your mind wanders during a coaching conversation (and it will), simply note the nature of the distraction. Are you planning? Judging? Remembering? This is not self-criticism but professional observation. Over time, patterns emerge. You might notice that certain types of conversations trigger particular kinds of mental wandering. This awareness itself becomes a valuable diagnostic tool, offering insights into both your own professional patterns and the subtle dynamics of coaching relationships. Aguilar-Ferrándiz and colleagues’ (2024) research on empathetic coaching reveals that mindful listeners develop heightened sensitivity to microsignals, subtle shifts in tone, slight changes in posture, and brief hesitations, which often carry more meaning than the words themselves. You don’t have to become an amateur psychologist; this practice is about developing your natural capacity for human understanding in a professional context.
The practice involves several key elements that build on each other (see figure 1.5). After you’ve recognized distractions, establish an embodied presence. Notice your own physical state—tension, restlessness, and fatigue—without trying to change it. This awareness helps prevent your physical state from unconsciously coloring your perception of what’s being shared. Next, develop comfort with silence. Many coaches, particularly those new to mindful practice, feel compelled to fill every pause. Yet these moments of silence often allow deeper concerns and insights to surface. Think of silence not as an absence to be filled but as a space that allows meaning to emerge. Finally, practice what Zen teacher Shunryu Suzuki (1970) calls beginner’s mind—approaching each conversation with genuine curiosity, regardless of how familiar the topic might seem. A teacher describing classroom management challenges for the hundredth time is still describing their unique experience. This stance of curious attention often reveals nuances and possibilities that a more assumptive approach might miss.
Consider implementing these practices gradually.
• Begin with short periods of focused listening practice during less challenging conversations.
Initial Coaching Practice
Recognize Distractions
Establish Presence
Embrace Silence
Cultivate Curiosity
Enhanced Coaching Sensitivity
• Notice when your mind wanders, and gently return to presence.
• Experiment with allowing slightly longer pauses before responding.
• Pay particular attention to nonverbal cues and their relationship to spoken content.
The goal is to grow your capacity to notice when you’ve lost presence and to return to it. Each coaching conversation becomes an opportunity to deepen this practice, creating a virtuous cycle of increasing awareness and effectiveness.
IMMERSIVE SCENARIO
Implementing Mindful Coaching Practices
Let’s follow Sarah Chen through a week of implementing mindful coaching practices.
Monday: Establishing Presence
Sarah arrived at school early, knowing she needed to set a strong foundation for the week ahead. Before she entered the building, she noticed tension in her shoulders and racing thoughts about her packed schedule. Instead of letting anxiety drive her day, she began with a three-minute reset in her car, using the BLOOM framework to establish presence.
Figure 1.5: Enhancing coaching awareness.
“This isn’t about achieving perfect calm,” she reminded herself, “but about creating a professional stance for whatever comes next.” This deliberate centering transformed her morning rush into an opportunity for intentional preparation.
Tuesday: Deepening Awareness
During a preobservation conference with first-year teacher Alicia, Sarah noticed subtle signs of anxiety: rapid speech, shuffling papers, and avoidance of eye contact. Rather than jumping straight into protocols, she drew on her mindful listening practices to create a holding environment. “Tell me more about what’s on your mind as you think about this observation,” she offered, watching how Alicia’s shoulders relaxed at the invitation to share her real concerns.
Wednesday: Managing Complex Dynamics
Sarah faced one of her most challenging situations: a teacher resistant to new technology integration strategies. Drawing on her growing mindfulness tool kit, she implemented a brief grounding practice before the conversation. This preparation allowed her to demonstrate response flexibility and adapt her approach based on subtle cues rather than rigidly sticking to planned talking points.
Thursday: Sustaining Presence
Despite afternoon fatigue, Sarah maintained effectiveness through strategic micro-interventions. Before leading a department meeting, she took a moment for a breathing reset—four breaths, each with a four-count inhale and exhale. This brief practice helped her transition from individual coaching to group leadership.
Friday: Integrating and Reflecting
By week’s end, Sarah noticed how her consistent mindfulness practice had enhanced her coaching effectiveness. Small moments of intentional presence had accumulated into noticeable improvements in her professional interactions. During her end-of-week reflection, she documented specific instances where mindful awareness helped her do the following.
• She detected subtle concerns before they escalated.
• She adapted her approach based on teacher needs.
• She maintained effectiveness even during challenging conversations.
• She created safer spaces for authentic professional dialogue.
This week demonstrates several key principles of mindful coaching.
• Brief practices can create significant impact.
• Presence enhances professional perception.
• Mindfulness serves practical coaching goals.
• Small, consistent efforts build sustainable change.
Through systematic attention to presence throughout her week, Sarah transformed routine coaching interactions into opportunities for deeper professional connection and growth.
A LOOK AHEAD
From Mindful Awareness to Empathetic Understanding
As we conclude this exploration of mindful coaching foundations, consider that each interaction offers a new opportunity to deepen your practice. The journey toward enhanced professional presence begins not with dramatic changes but with small, deliberate choices in everyday moments—perhaps even in your next coaching conversation.
In the following chapter, we’ll build on these foundational practices as we explore how to foster empathy and positive growth, even in challenging circumstances. We’ll examine specific strategies for bridging cultural and generational divides while maintaining the mindful presence you’ve begun to develop. The question is not whether you can become a more mindful coach (you can and will) but how you’ll begin. What small step will you take tomorrow to enhance your coaching presence? The answer to that question marks the beginning of your transformation toward more effective, sustainable, and deeply satisfying coaching practices.
See the reproducible “Chapter 1 Reflection Questions: Cultivating Mindfulness in Coaching” (page 24) to reflect on this chapter’s learning. Consider documenting your responses and revisiting them as you implement the mindfulness practices described in this chapter.
Chapter 1 Reflection Questions: Cultivating Mindfulness in Coaching
Understanding Your Current Mindfulness
1. When do you feel most present and focused in your coaching conversations?
2. What typically pulls your attention away during coaching interactions?
3. Currently, how do you mentally prepare for coaching sessions?
Exploring Implementation
4. Which times in your daily schedule would work best for brief mindfulness practices?
5. What specific situations in your coaching work would benefit most from increased presence?
6. What potential barriers might affect your mindfulness practice, and how could you address them?
Determining Impact and Integration
7. How might greater mindful presence affect your coaching relationships?
8. What would success look like in developing more mindful coaching practices?
9. How will you track your progress in building mindful awareness?
THE EMPATHETIC EDGE
“The Empathetic Edge goes beyond traditional strategy-focused models and supports teacher growth through trust and interdependence.”
STEVE VENTURA, President, Advanced Collaborative Solutions; Author and Consultant
“As a coach and educator, I find this book nails a truth a lot of coaching books miss. I say all the time: Strategy and curriculum expertise aren’t enough. What matters is presence.”
KIM RICHARDSON, Keep Rising Leadership
“This book showcases what instructional coaching is all about: building trust, listening, and supporting educators.”
KELLY S. FLEMING, Instructional Coach
Educators often lose sight of empathy, compassion, and gratitude when under constant pressure to deliver, perform, and accelerate. In The Empathetic Edge: A Mindful Approach to Instructional Coaching, Nathan D. Lang-Raad offers coaching strategies and step-by-step protocols to enhance working partnerships through active mindfulness and an empathetic outlook. Putting empathy at the forefront of their practice will empower instructional coaches to guide their colleagues through challenging transitions and foster understanding, healthy pragmatism, and productive outcomes.
K–12 INSTRUCTIONAL COACHES WILL:
Adopt coaching practices that foster engaged presence and mindful awareness
Maintain balance, peace, and self-control amid conflict, stress, and change
Promote open, respectful communication to build trust and compassion with colleagues
Exercise patience and set realistic goals when adapting to change
Practice daily gratitude and celebrate all measures of progress in transformational growth
ISBN 979-8-89374-067-7
SolutionTree.com Visit go.SolutionTree.com/instruction to download the free reproducibles in this book.