Coaching has become a powerful tool in educational settings, transforming the way teachers develop their practice and fostering a culture of continuous improvement; providing the opportunity to support colleagues in their professional growth and see the tangible impact on learning and teaching.
Sophie Enstone, Assistant Principal Learning and Teaching, Goffs Academy, shares her perspective on her coaching journey, how it’s been integrated into her school, and offers some insights for others on a similar path.
“What excites me about coaching is that it’s not about “fixing” someone’s teaching but enabling them to unlock their potential,” Sophie states.
Like many, I found the early years in the classroom challenging, and I often sought guidance from more experienced colleagues. What I realised was that the most effective advice didn’t just come from direct instruction; it came from (often casual, organic staffroom) conversations.
When I transitioned into a leadership role, I wanted to create an environment where teachers didn’t just receive feedback but were coached to understand their own strengths, reflect deeply and take ownership of their professional growth.
Using coaching
Internal training wasn’t enough. This is when we involved SSAT who ran coaching training sessions. The reason we chose SSAT in particular, is due to the fact that we had conversations with the presenter and established what would support us best. The bespoke element had the desired impact, as it had been fully adapted to our school’s needs.
I use coaching by working closely with middle leaders and classroom teachers, guiding them to reflect on their practice and helping them identify areas for growth. The conversation has moved from “have you had three observations this year?” to “what have been your strengths and areas for development?” This is far more specific and permits for a dialogue to be about pedagogy rather than the operational aspects of teaching.
The impact
Like any significant change, introducing coaching across the school has come with its challenges. One of the main barriers was time. We have overcome this barrier by planning in coaching sessions throughout the year into the school calendar, at a whole-school level.
We’ve established a structured approach. We have a group of trained coaches who work across different departments, and regular coaching conversations have become part of our school’s professional development framework. Our vision is to continue expanding coaching so that it becomes an embedded part of our school’s culture, with every teacher having access to regular coaching opportunities.
The benefits of coaching in our school have been substantial. We’ve seen improvements in teaching practices, with teachers reporting increased confidence and a greater sense of agency in their classrooms. Coaching has also had a positive impact on student outcomes. While it’s hard to measure the direct influence of coaching, teachers who have engaged in coaching, consistently report feeling more reflective and better equipped to meet the diverse needs of their students.
Many colleagues have shared that coaching has allowed them to develop professionally in ways that traditional professional development sessions did not. The individualised, tailored nature of coaching has proven far more effective for sustained improvement.
Advice for schools
I’d recommend starting small and building gradually using the SSAT training. Over time, as more staff see the benefits, coaching will naturally grow.
Make sure staff understand that coaching is not about performance management but about professional growth and development. When teachers feel safe and supported, they’re more likely to embrace coaching.
“I’m keen to explore how we can use coaching to support leadership development within the school…I believe that coaching has the power to transform not just individual teachers but whole school cultures.,” Sophie concludes.
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