Career functions are aspects of the relationship that help the beginning teacher develop skills necessary for success in the organization. Psychosocial functions help the beginning teacher on a more personal level, assisting him or her to develop a sense of self-worth and competence. From their perspectives, the personal and emotional support provided by coaches is a key benefit of the coaching program. Increased program flexibility allows coaches to tailor activities to beginning teacher needs. As a result, the length of time they spend together varies widely.
Some pairs meet daily, while others touch base several times per month.
Although some formal strategies are used, such as classroom observations or lesson plan meetings structured around specific curricular areas, most coaching support is informal as the coach and teacher meet in an informal setting or on an as-needed basis to discuss whatever concern the teacher might be facing. Traditional coaching programs use coaches not only as support for beginning teachers, but as formal evaluators. Observations are used only as a diagnostic tool for determining focus areas for the pair to address and are not used for evaluation by the school district or principal. Any evaluation done by the coach is kept strictly confidential. This allows the coach and beginning teacher to develop a close and trusting relationship.