Coaching Conversations: A Teacher's Guide
Explore essential tips for enhancing coaching conversations in schools and fostering a collaborative community for all educators and leaders.
What are Coaching Conversations?
Many teams are moving away from the traditional appraisal/performance review structure that takes place once or twice a year coupled with the traditional lesson observation approach. These were always top-down, and therefore, the "buy-in" was not always so great. Staff felt "done too". The individuals whose appraisal it was did not have a great deal of control or autonomy over the targets. The whole process involved much telling, instructing, giving advice and feedback or making suggestions. Much of this was carried out whether requested or not. The skills required of the appraiser were telling.
Key Takeaways
- Coaching conversations fundamentally equip teachers, fostering genuine professional growth beyond traditional appraisal models: This shift moves away from deficit-based performance reviews towards a partnership approach where teachers identify their own goals and solutions, leading to greater ownership and sustained improvement in practice (Knight, 2007). This collaborative model enhances teacher efficacy and ultimately benefits learner learning outcomes.
- Effective coaching hinges on the strategic use of powerful questions and the art of deep listening, not on providing solutions: By asking incisive, open-ended questions and listening without interruption, coaches enable teachers to reflect critically on their practice and discover their own insights and pathways for improvement (Kline, 1999). This approach cultivates independent problem-solving skills, directly impacting classroom effectiveness and learner engagement.
- Coaching feedback is significant when it is growth-oriented, specific, and delivered in a non-judgmental, dialogic manner: Unlike traditional evaluative feedback, coaching feedback focuses on actionable next steps and encourages self-assessment, aligning with principles that highlight the power of feedback to improve learning when it is clear and timely (Hattie & Timperley, 2007). This fosters a culture of continuous improvement, equiping teachers to refine their pedagogical approaches for the benefit of their learners.
- Structuring coaching conversations with clear stages ensures purposeful dialogue and maximises opportunities for teacher development: An effective coaching cycle typically involves establishing rapport, setting goals, exploring current reality, developing strategies, and committing to action, providing a framework that guides productive discussions (Aguilar, 2013). This systematic approach helps teachers to clarify their objectives and implement changes that positively impact their classroom practice and learner progress.
The move is towards an effective coaching conversation approach where the individual ( no longer the appraisee but the coachee) drives the conversation. In the book, The Human Behind the Coach, Claire Pedrick and Lucia Baldelli refer to this individual as the "thinker". It is them that do the thinking both before, during and afterwards. They decide what they want to focus their development on. They decide what their targets are. They decide what they want you to observe or focus on when observing them. This may be derived from teacher standards, or indeed from the needs of their current cohort.
It is a much more of a non-directive approach in which the coach (previously the appraiser) is using a different set of skills. These skills require the coach to be proficient in asking powerful questions within the coaching session that raise awareness, to be able and paraphrase without judgment as well as being able to reflect and listen to understand. In the same book they describe this as you being in the wings while the thinker is on the stage. I love this visual image.
What does this mean for the coach then?
Potentially these are new skills. Learning to step back and give the floor over to the person who may be their junior both in terms of status and experience. In reality as you learn or develop these skills you undertake transforming your leadership skills alongside helping others become more self aware, help them turn experiences into learning opportunities and improve their motivation.
I will look to review the coaching skills and behaviours now required and after that suggest a structure to the conversation that you might be able to adopt.
Questioning for Deeper Insight
Use open questions to make learners think, as indicated by Whitmore (2003). Questions starting with who, what, where, when, and how help learners extend conversations. Parsloe and Wray (2000) note questioning is a core coaching skill.
The "why" question whilst it can do as the above do, it can also cause the coachee to feel judged and they can begin to almost justify their answer or become defensive.
Extensions to these questions also can bring about more depth. And bring about more powerful coaching conversations. They help develop and grow the coaching relationship. Such extensions might include, tell me more or give me an example(s).
These questions are looking to assist the coachee reflect deeper and become more self aware. These questions will look to dig deeper into the ideas, feelings and/or actions of the coachee. What is the history leading to the viewpoint being made? What assumptions has the coachee made to reach this viewpoint? What are the consequences of these viewpoints? What is the bigger picture for the coachee?
Coaches can help staff overcome anxieties. Imagine someone fears speaking at meetings due to potential gossip. The coach then asks targeted questions to explore this concern. This builds emotional skills and boosts engagement in training (Goleman, 1995).
Types of Coaching Questions
A history question : Have you dealt with this situation before?
A consequence question: What impact has this had on you?
An assumption question: To what extent is it everyone is going to talk about you? What reasons do you think lie beneath this?
A bigger picture question: How do you think you can change this situation? This type of sustained thinking process helps teachers reflect deeply on their practice.
Coaching Feedback Techniques for Growth
Coaches use tools to give feedback. They often summarise and paraphrase (Grant, 2003). Many coaches use the GROW Model to structure conversations (Whitmore, 2017). This helps learners progress (Downey, 2003).
The coach must be able what they have heard as part of the productive coaching conversation. The ability to do this succinctly and well shows the coachee you have been listening ( more of that later). It also allows the coachee to hear back what they have said. This can be very powerful.
Paraphrasing, like summarising, helps recap or clarify, and challenges assumptions. When coaching teachers consider special needs or social-emotional learning, paraphrase carefully. For example, the coach might say, "You feel silenced in meetings, fearing negative judgement? (Grant, 2013)." This lets the learner confirm, clarify, or correct your understanding. (Whitmore, 2017)
This helps the learner identify their own solutions and develop self-awareness (Whitmore, 2017). Coaching feedback empowers the learner; traditional feedback often tells learners what to do (Starr, 2016). Coaching aims to build independent thinking, helping learners improve themselves (Downey, 2003).
Checking understanding is key for good paraphrasing. Use phrases like "What I'm hearing is..." Then ask, "Have I understood that correctly?" This confirms you grasped the learner's view. It builds trust, crucial for good relationships (Grant, 2003; Rogers, 1957).
The Art of Listening and Silence
Listening well is tough when coaching, avoid quick fixes. Active listening means understanding learners, not reacting (Whitmore, 2003). Coaches must focus on the learner's words and body language. This presence helps build trust (Rogers, 1957).
Silence is equally powerful. Many coaches struggle with comfortable silence, feeling the need to fill gaps in conversation. However, these pauses often provide the coachee with valuable thinking time. Some of the most profound insights emerge from these moments of reflection. Learning to sit with silence and resist the urge to rescue the coachee from their thinking process is a crucial coaching skill.
The quality of listening also extends to listening for what is not being said. What emotions are present? What assumptions might be limiting the coachee's thinking? What patterns are emerging? This deeper level of listening helps the coach ask more insightful questions and support the coachee's process of discovery.
Structuring Effective Coaching Conversations
Coaching needs structure, even when natural. Learners set the agenda first. They decide the session's focus. Which challenge or opportunity do they want to explore, like Grant (2003) suggests?
The coach asks open questions so the learner examines their situation. This exploration helps the learner see different perspectives (Grant, 2003). Learners might explore past attempts and current assumptions (Whitmore, 2017). Coaches guide exploration but avoid leading learners to specific outcomes (Rogers, 1951).
As the conversation develops, the focus often shifts towards action and accountability. What insights has the coachee gained? What options do they see going forward? What specific steps will they commit to taking? The key is that these actions emerge from the coachee's own thinking rather than being imposed by the coach.
Regular review and reflection are also important components of ongoing coaching relationships. How did the previous actions work out? What was learned from the experience? How might this learning be applied to new challenges? This creates a continuous cycle of growth and development.
Conclusion
This shift builds teacher confidence and agency (Whitmore, 2017). Coaching conversations support meaningful professional growth, say Rogers and Gilbert (2022). Learners benefit from teachers' improved practice after coaching, noted Grant (2012).
Coaching skills like questioning and listening can feel new (Whitmore, 2002). These skills improve learner growth and leadership overall (Clutterbuck & Megginson, 2005). Leaders find learners capable when they allow thinking time (Rogers, 2012).
Coaching, according to Rogers (1951), acknowledges the learner's expertise. Coaching conversations promote reflection, exploration and discovery. This helps create engaged and effective educators. Moving from appraiser to coach requires patience and practice. Whitmore (2017) shows this change benefits individuals and schools.
Frequently Asked Questions
What are coaching conversations in education?
Coaching helps colleagues find their own answers. It is different from appraisals. Sessions use active listening and questioning to help professional learning. This moves away from top-down teaching (Grant, 2011). Coaching is more collaborative for staff development (Whitmore, 2017).
How do teachers implement coaching conversations in schools?
Teachers start by creating a quiet space for reflection and using open ended questions that begin with who, what, where, when, and how. They use frameworks like the GROW model to structure the talk while avoiding the urge to give immediate advice or feedback. This practice requires the coach to step back and let the thinker take centre stage throughout the process.
What are the benefits of coaching for teacher development?
Whitaker (1995) found coaching boosts teacher self-awareness and motivation. It puts learners in control of their professional development, improving engagement. Coaching turns daily classroom moments into key learning experiences. Research by Joyce and Showers (2002) showed it encourages teachers to reflect on practice.
What does the research say about coaching in schools?
Coaching improves teaching and learner results, research shows. Non-directive methods build teacher skills and confidence long term (Whitmore, 2017). Ongoing coaching works better than single sessions or annual reviews (Joyce & Showers, 2002).
What are common mistakes when using coaching conversations?
One frequent error is the coach falling back into a directive role by offering solutions or giving unsolicited advice too early. Another mistake is using the word why, which can make the coachee feel judged or defensive about their choices. Coaches must also avoid filling silences quickly; these pauses are often when the most important thinking happens for the teacher.
When is the best time to have a coaching conversation?
These sessions work best when they are scheduled regularly rather than being tied to a single high pressure event like a formal observation. They should happen in a neutral setting where both parties feel comfortable and can focus without interruptions from the school day. Consistency is key to building the trust needed for an effective and productive coaching relationship.
Further Reading
Coaching conversations research
Instructional coaching research
Whitmore (2017) highlights coaching's GROW model. Rogers (1957) emphasizes empathy in relationships. Argyris and Schön (1978) discuss reflection on actions. Research offers useful support for coaching learners and teachers.
- Whitmore, J. (2017). Coaching for Performance: The Principles and Practice of Coaching and Leadership. Nicholas Brealey Publishing. This foundational text explores the theory and practice of performance coaching, including the development of questioning techniques and the GROW model.
- Knight, J. (2016). Better Conversations: Coaching Ourselves and Each Other to Be More Credible, Caring, and Connected. Corwin Press. Knight's research specifically focuses on coaching conversations in educational settings and provides practical frameworks for implementation.
- Pedrick, C., & Baldelli, L. (2019). The Human Behind the Coach. Open University Press. This work examines the psychological aspects of coaching relationships and the importance of creating space for reflection and thinking.
- Robertson, J. (2016). Coaching Educational Leadership: Building Leadership Capacity through Partnership. Educational Management Administration & Leadership, 44(6), 945-962. This study explores how coaching approaches can develop leadership capacity in schools.
- Lofthouse, R., & Thomas, U. (2017). Concerning collaboration: teachers' perspectives on working in partnerships to develop teaching practices. Professional Development in Education, 43(1), 36-56. Research examining how collaborative approaches, including coaching, impact on teacher development and student outcomes.
