Note: This piece was written by a member of Illinois’ education community, with assistance from artificial intelligence and editorial support from the LTC. The views expressed in this article do not reflect those of the Learning Technology Center, its team, or its partners.
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Problem-solving is often treated as a top-down phenomena, with established leaders guiding the conversation. But in many schools, there’s so much room for coaching up – the idea of putting aside hierarchy and focusing on authentic, multi-directional mentorship that’s built on mutual respect.
I didn’t discover coaching up on my own, though. Diane showed me how it works firsthand.
The first time I remember interacting with Diane, I was a classroom teacher. She was launching a new mentoring program in our district and asked me to be part of it.
I hadn’t spoken with her before that, but as soon as I did, it was immediately clear that she saw people. She noticed effort. She invited people in.
Years later, she became an assistant superintendent. Around the same time, my school transitioned to using Google and almost immediately, I was all-in. After earning my Level 1 and 2 certifications, I wanted to share what I’d discovered – and knew Diane could help make it happen.
“We could build a cohort”, I told her. “Teachers could get trained, certified, and paid. It would make a real difference in how we implement all of this new tech.”
She looked at me, smiled. “Tell me more.”
That’s all it took. From three small, inviting words, we built a program that certified hundreds of teachers across our district, and likely impacted thousands of students over the years.
Our collaboration taught me more than just how to build a successful professional development program. My experience showed me what coaching up was capable of, and how leaders, coaches, and teachers have a role to play in it.
Shortly after we launched our Google cohort, COVID-19 arrived. I was the middle school librarian at the time, and like so many other educators, I started feeling pandemic burnout to my core.
But Diane didn’t take my strain as a fault. By then, she knew my work ethic. She had seen what I’d built. She trusted me, and as we returned to the classroom, it showed.
When new opportunities came up, she thought of me. She gave me space to lead without needing a title to justify it. We’d meet in her office, usually standing in front of her giant whiteboard, bouncing ideas off each other during extended brainstorming sessions.
She was a true visionary, always thinking five steps ahead, but she never made me feel like my ideas were small or out of place if they differed from her vision.
Through it all, I never felt like we had a weird power dynamic. Diane was still clearly my boss, but she didn’t treat my skills and strengths as a threat. Because of that, I was never afraid to speak up. If she had a problem that needed solving, I was eager to help, not because it was in my job description, but because I knew my contribution would be valued.
Eventually, that collaborative trust led to even more unexpected opportunities. When our Director of Communications went on maternity leave, I was asked to step in temporarily. Later on, a position at the district office opened up and I applied for it. Both times, I was reluctant to try something outside my comfort zone. But both times, Diane convinced me I could grow into my new role. Her belief made me believe I was capable of more and that has stuck with me all the while.
Between Diane and I, we never used the word “mentorship.” She never said, “Hey Jessie, I’m mentoring you,” but that’s exactly what she was doing. Organic, authentic, and built on mutual respect. Diane was coaching up by harnessing my desire to contribute and making sure I was ready to walk through the door when she opened it.
That’s coaching up in practice. It happens when:
I’ll admit, this type of mentorship isn’t a given. It requires extra effort on both ends, making it essential for teachers and school leaders to embrace coaching up’s collaborative spirit wherever possible.
If you’re a teacher or a coach who sees a gap, say something. The best leadership isn’t about having a title; it’s about impact. If you see a way to make your school stronger, more effective, more equitable, then bring it forward.
When you do, approach the challenge with respect. Lead with solutions, but don’t wait to be invited to the table. Sometimes, coaching up means setting the table and inviting your leaders to take a seat.
If you’re in a leadership role, remember this: great leaders don’t need to be the smartest person in the room. They just need to know how to recognize and cultivate the smart, passionate people around them.
Make space for ideas that aren’t yours. Celebrate people who bring energy and innovation. Trust staff who are willing to go above and beyond, even if they’re not in a formal leadership role (yet). When you mentor people into leadership, they’ll rise – and your school’s culture will rise with them.
At its core, coaching up is about culture building. It’s about creating a school or district where leadership is shared, where initiative is welcomed, and where everyone from the custodian to the superintendent feels like they have a voice in the success of the system.
Diane’s leadership showed me what that culture is capable of and shaped how I see myself today. Her example illustrated how coaching up can invite innovation while valuing people, which is mutually beneficial for schools of all sizes.
So, whether you’re the person with the title or the person with the idea, don’t underestimate what can happen when someone says, “Tell me more.”
That might just be the start of a connection that lifts your entire school up.
Sam leads and supports the execution and growth of LTC services through the development and creation of innovative, impactful, and timely digital content.
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