Rethinking Support: What Art Teachers Really Need (and Deserve)
Hey friends,
Let’s talk about something we don’t talk about enough: what it really means to support teachers—especially art teachers.
In a world that often expects us to be everything (creative visionary, classroom manager, hallway decorator, social-emotional counselor, copier whisperer), the idea of getting support that’s actually helpful can feel… laughable.
But what if the problem isn’t that we’re unsupported?
What if the problem is that we’ve been offered the wrong kind of support?
A recent case study out of Malaysia gave me some serious goosebumps. It explored two coaching methods that help teachers level up their skills, confidence, and creativity—not by giving them more to do, but by actually meeting them where they are. The methods? Blended Coaching and the Coaching Curve.
And y’all… we need this in the art education world.
What Is Blended Coaching (And Why Should Art Teachers Care)?
Blended coaching isn’t about handing you a checklist or sitting through another sit-and-get PD. It’s a dynamic mix of support: part instructional coaching, part personal reflection, part partnership. It flexes between being a sounding board, a thought partner, and a mirror—all depending on what the teacher needs most at any given moment.
According to researchers Liu and Suhaimi, blended coaching recognizes that teaching isn’t just technical. It’s emotional. It's relational. It’s deeply personal work .
Sound familiar?
In our art rooms, we already live in this blend. We coach students through technique and through tough days. We help them master tools and emotions. But when it comes to our own growth? We're often left with canned PD that doesn’t reflect the reality of our roles.
This model invites a new way.
Blended coaching supports teacher development through cycles of dialogue, data, and deep listening. It's about trusting the teacher’s expertise while nudging them toward reflection and growth—together.
Enter the Coaching Curve: Teaching as a Journey, Not a Destination
Now imagine if your growth as an educator were plotted like a mountain trail—not a ladder, but a curve. With highs, dips, and everything in between.
The Coaching Curve model offers just that. It breaks down the teacher development process into five emotional-mental phases:
Confidence
Confusion
Clarity
Complication
Competence
And here’s the magic: It normalizes the dips. It recognizes that confusion isn’t failure—it’s fuel for growth. It’s part of the journey, not a detour.
For art educators, this is huge.
We are constantly reinventing wheels, creating curriculum from scratch, navigating student behavior, adapting to changing schedules, or covering for other electives. And yet—too often—we’re expected to just keep climbing.
But what if we had support that said: “Hey, this part of the curve is normal. Let’s figure it out together.”
That’s the promise of this model. Not just to grow teachers—but to honor their humanity while doing it.
Let’s Make It Real: What This Could Look Like for Art Teachers
Okay, so how do we bring these ideas into the art education space?
Here’s a vision:
Personalized Support Instead of Prescribed Training
Imagine coaching sessions tailored to your needs—whether you're struggling to engage your middle schoolers after lunch or wondering how to incorporate social justice themes without feeling performative.
A coach would help you explore options, reflect on your own values, and create a plan aligned with your voice, not someone else's script.
Data That Doesn’t Feel Cold
In the study, the researchers used student work, observation notes, and teacher reflections—not just test scores—to guide the coaching conversation. What if your coaching check-in started with a sketchbook? Or a classroom video you reflected on together?
That kind of “data” feels human. And it drives real growth.
Space to Be Honest
Maybe the most powerful part of blended coaching is the space to say: “I don’t know what I’m doing right now,” or “I’m exhausted and not feeling creative,” or “I just want my kids to stop throwing erasers.”
And instead of judgment? You get curiosity. Support. Strategy. Encouragement.
That’s the kind of culture we need more of.
Why This Matters Now More Than Ever
Let’s be real: the last few years have asked a lot from us.
We pivoted. We Zoomed. We sanitized. We returned. We re-learned. And still, many of us are navigating change with limited resources, high expectations, and minimal prep time.
Meanwhile, students are bringing in more needs—and less stamina—than ever before.
We’re tired. But we’re also ready.
Ready to do this work with more joy, more alignment, and more impact.
Blended coaching gives us a model for how.
It shows that teacher growth isn’t about fixing what’s broken. It’s about recognizing what’s possible—and walking with someone who believes in your potential.
But Wait—Where’s the Art?
Right here. Everywhere.
This whole model reflects what we already know in our bones as artists:
Growth is nonlinear.
Reflection is essential.
Support is not weakness—it’s the soil that allows strength to take root.
When we shift how we support art teachers, we shift how students experience art itself.
A well-supported art teacher is more confident in their classroom management and their creative risks.
They’re more likely to say yes to a hallway gallery, a community art show, or a wild new mixed-media project.
They’re more likely to stay in the profession. And thrive in it.
Final Thoughts: Let’s Coach Like Artists
Here’s the truth: the coaching model in this study isn’t about perfection. It’s about presence.
It’s about treating teaching like the craft that it is—one that needs mentorship, community, and time.
It’s about honoring your curve, wherever you are on it.
So let’s advocate for support that fits the reality of art education.
Let’s ask for coaches who listen, not just lecture.
Let’s normalize not knowing.
Let’s be brave enough to say: I’m not just teaching art. I’m learning how to teach it better every day.
And I deserve support that sees that journey—and walks with me.