When you identify a faculty member who needs to improve their teaching, you should meet to develop a plan to coach and remediate teaching. You are not responsible for doing the actual coaching. Use this Education Officer Toolbox to identify and recommend options.

Use the PSOM Teaching Development and Coaching Program to create a coaching plan. The course of action will differ depending upon the nature of the teaching issue. As you will note from the algorithm, the course of action is different if the teaching issue is a matter of health, safety, or wellness of faculty members, trainees/learners, or patients.


Teaching Development Program Stages and Coaching for Teaching Program

Participant Selection Mechanism

  • Teaching Evaluations
  • Referral (Safety Net, COAP Advisory Letter, Course Director, ..)
  • Self Identity


  • Faculty Guided Self Evaluation
  • EO Evaluation


  • Issues of Safety, Wellbeing

    • Chair or Designee Creates and Oversees Development Plan

  • Issues of Instructional Effectiveness

    • EO Creates and Oversees Development Plan


  • The Professionalism Program at Penn Medicine and/or EAP
  • Remediations and Coaching Program


  • Chair & Faculty Re-Evaluation
  • EO & Faculty Re-Evaluation


  • Development Plan Update



see description above in Teaching Development Program Stages and Coaching for Teaching Program

Print the Coaching Algorithm


Prior to meeting with the faculty member:

Both you and the faculty member should prepare for the meeting.

EO Meeting Preparation

  • Review the faculty member's teaching evaluations to identify issues/concerns. If teaching evaluation data is not available, consider reaching out to educational leaders, as appropriate, for insight (e.g., course directors, program directors)
  • Review the Initial Meeting with Faculty document, which provides specific goals and tasks you should consider covering during the actual meeting. You do not need to share this document with the faculty member.
  • Send the faculty member the Faculty Self Assessment.
  • Arrange a meeting for after the Faculty Self Assessment has been completed by the faculty member. 

Faculty Member Meeting Preparation 


During your meeting with the faculty:

Consider using the Initial Meeting with Faculty document to structure your meeting.


  • What is the specific teaching issue?
  • Is the faculty member interested in coaching?
  • Is the faculty member interested in being observed by a master teacher?
    • Explain the Peer Observation Program.
  • Is the faculty member disinterested in coaching for teaching?


You and the faculty should document the plan together.

  • Use the Faculty Development Plan. to document your meeting and the agreed upon coaching plan.
    • You should each sign the document and receive a copy.   
  • Arrange a follow-up meeting.

Explain how teaching data is incorporated into reappointment or promotion evaluations.


It is recommended that you follow up with the faculty member with at least a phone call within a few months of your initial meeting.


At the next release of teaching evaluation scores, re-evalaute the faculty member.


  • Reach out
    • If improvement is evident, remind the faculty member to check their evaluations, and positively reinforce this achievement.
    • If improvement is not evident, consider restarting the process, or depending upon the specific teaching issue, reaching out to division or department leadership.

Provide an opportunity for the faculty member to debrief and reflect on the process.