The Teacher Coach

Welcome to The Teacher Coach homepage. Here you can purchase top quality coaching from an expert at great rates. Virtual coaching allows you the flexibility to be coached online at a time that suits you. All you need is an hour of time and an internet connection!

The Coach

Rob Salter BA (hons) MA

Rob has been a teacher for 22 years and is the author of the successful website He is the author of The Behaviour Blueprint and the soon to be published Classroom Pocketbook Guide to Classroom Presence. Rob trained as a teaching and learning coach whilst teaching at Mill Hill County High School and has been coaching teachers for five years. The Teacher Coach is Rob's online coaching  business.

Who can be coached?

Classroom teachers from both primary and secondary sectors. Coaching is virtual and as such teachers from any country can participate (sessions held in English). Typically schools will select coaches based on individual need. Rob will often work with staff in their first or second year of teaching but has also worked with more experienced teachers and managers. Coaching can be purchased by schools or by individual teachers.

Which areas of teaching do you focus on?

Rob has an expertise in behaviour management, special educational needs work and creative lesson planning. Coaches often work on a variety of these areas although other areas may well be covered. The teacher sets their own coaching agenda with the coach.

How does it work?

Any teacher with a smartphone or internet connection and an hour of free time can be coached. Typically a teacher has six coaching sessions which can be weekly or bi-weekly. 

What are the costs?

Sessions cost £40per hour per teacher for six one to one sessions. Total cost per teacher £240. All currencies accepted.

Payment made by bank transfer/paypal

Why chose remote coaching?

Much in-service training can be superficial and may not deal with individual needs. Teacher coaching is based entirely on the individual's experience. Rob's breadth of experience and skill as a coach allows teachers to develop quickly. The field of behaviour management is given little attention in teacher training and teachers' skills need to be constantly updated. 

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Client Evaluations


Teacher A: Friern Barnet School, London UK

Thank you for completing the six coaching sessions. Would you please fill out the impact statement below, trying to answer as many of the questions as possible in your description.

Rate yourself out of ten on your chosen area of professional practice before and after the coaching, describing the evidence you have for choosing this number in each case.

Before: 4/10 - I felt like had ‘skateboarders leg’ - I was very focussed on positive strategies but not the ‘sanctions’. I felt that I didn’t need to focus on this because if I was really positive then the negative would never come up. In reality this was unsustainable and exhausting… and unrealistic. I was spending too much time in ‘second circle’ always giving myself to the students. 

After: 7/10 - I’ve begun to be aware of my own development issues. I have been able to identify what I need to do next. I am learning to ‘fake it’ and ‘power pose’. I have a clearer idea of my expectations in my classroom. I know what I need to do from day one next year. I am confident in applying the school policies. I have become clearer on my rights as a teacher. I have begun to enforce these expectations and protect my rights.

Please describe how you feel the coaching helped you in that area of practice.

I’ve learned to become reflective on my own practice through breaking down examples of interaction with students and discussing how I could have done things differently.

By having the language of behaviour management strategy (e.g. cultural architects, high/low status etc.) I can start to identify and reflect on my practice daily. 

The knock-on effect has been that I recognise that I need to ‘put on’ and ‘take off’ the teacher persona each day. This has helped to build my confidence in terms of my general ability as a teacher, not just in my behaviour management.

I have very practical strategies (e.g. silent starters) that I’ve been able to try out and reflect on/get feedback on my implementation. This sort of ‘micro’ level analysis isn’t possible in a school setting where my line manager was too busy to give me this attention that I sorely needed.

How skilled was your coach in helping you reach your goals?

Rob is very knowledgeable -  he gave me lots of resources and materials to reflect on and he explained these clearly and introduced them to me in a way that was specific and relevant to my teaching. 

He coached me through how I would have a conversation with students. This made me feel more certain that the strategy would work well. 

He was open and honest and trustworthy. Rob asked me a lot of very open questions. This pushed me to articulate myself more clearly. 

His strategies are embedded and top of mind to him. Therefore he is able to ask the question I need to hear. If he didn’t have the level of experience he has I don’t think he could do this. 

His focus on ‘meta-cognition’ meant that the questions he asked and reading he set forced me to be honest with myself. 

He made me accountable to the goals I set in each session, checking up on how I’d done and making me reflect on what went well and what I could have done better.

What were the advantages and disadvantages of a virtual coaching process?

It was flexible - I was able to book in when it suited me! I didn’t have to go anywhere and nor did Rob which meant that when I was sick it wasn’t a problem and we could easily reschedule. It also makes it more cost effective for everyone involved.

It was a bit like ‘flipped learning’ I got lots of theory to go away and work my way through and as it was online these were at my fingertips and I could easily refer to them or share resources with Rob. 

Behaviour management is a gap in teacher training. I had too many things to think about in my NQT year so this year was ideal for me to begin to reflect on my own habits and behaviours. I needed to have mistakes to reflect on. 

As an independent teacher I could be more open with Rob compared to someone in the school who has an agenda to enforce school policy or may observe me again and therefore I don’t want to make a bad impression on them.