Teacher Coaching and Leadership Style

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What is teacher coaching?

Teacher coaching supports professional growth and helps learners. Experienced educators work with teachers, especially new ones, to improve practice. This close support, coupled with feedback, helps teachers improve (Joyce & Showers, 2002). Effective teaching boosts learner engagement and progress (Hattie, 2009; Marzano, 2003).

Coaching involves observing classroom practice and giving feedback. Coaches work with learners to create action plans for improvement. This is an ongoing process where coaches and learners review practice (Joyce & Showers, 2002).

Coaches observe teachers facing behaviour challenges (Joyce & Showers, 2002). They suggest strategies, like clear rules or rewards (Skinner, 1974). Coaches watch learners and teachers use these tools (Bandura, 1977). They give feedback, building ongoing growth (Hattie & Timperley, 2007).

Teacher coaching is not about telling teachers what to do; it's about helping them see what they're doing well and where they can improve. It's a partnership, a dialogue, a process of professional growth. See also: Professional learning communities.

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However, note that effective coaching requires skill and training. As highlighted in a recent study, many teachers express a desire for more support in using coaching methods, indicating a need for this to be a focus of professional development in schools.

Teacher coaching can shift school culture. It builds continuous learning and improves support. Education Week (date not provided) found learners achieved more in schools with coaching. This shows the impact of this technique.

Whitaker (1995) showed teacher coaching improves classroom skills. Research by Joyce and Showers (2002) confirmed this for learner progress. Coaching, according to Neufeld and Roper (2003), boosts teacher effectiveness.

There are different styles of leadership to support these challenges, and dependent on what you read might consist of seven. The seven traditionally labelled styles are Autocratic, Authoritative, Pace Setting, Democratic, Coaching, Affiliative and Laissez, Faire. The table below provides a brief overview of these styles.

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What is a teacher Coaching style?

It is a style based on collaboration, support and guidance. Leaders who adopt this style are focusing on bringing out the best in their staff by guiding them through goals and challenges. Fundamentally the leader believes in job-embedded professional development. They believe school leaders, experienced teachers, and indeed all staff have the power, skills and knowledge within them. And if not totally there yet, they can grow and develop these skills. Just in the same way that the teacher believes in every young person within their class. It allows for developing your staff; it values learning and looks to the long term. This style is certainly becoming more popular within workplaces. There is scope to develop this instructional coaching process within schools as part of professional learning. For more on this topic, see Instructional coaching. 

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Why is coaching for educators helpful in schools?

Coaching for educators, whether it's in-person or online teacher coaching, is like a compass guiding teachers towards improved teaching performance. It provides a structured pathway for teachers to refine their classroom practice, leading to enhanced student outcomes. Here are some reasons why educational coaching is beneficial in schools:

Coaching works because it values teachers' skills while offering focused growth support. It tackles daily classroom issues, unlike some professional development. Leaders see gains when coaching tackles behaviour, instruction or assessment (Whitmore, 2017).

Coaching programmes boost teaching quality and learner outcomes, studies show. Teachers feel more confident and happy with regular coaching (Whitaker, 1995). Educators try new methods and reflect on their work in supportive environments. Coaching also develops future leaders (Rock & Wiseman, 2006).

Coaching spreads skills across the school. Teachers use coaching after good training (Whitmore, 2003). This builds questioning and reflection, supporting learning. These coaching programmes give lasting benefits (Grant, 2011; Hargreaves & Fullan, 2012).

1. Professional Growth: Coaching supports the continuous professional development of teachers. It allows teachers to reflect on their practice, receive constructive feedback, and implement new strategies, developing a culture of lifelong learning in the teaching profession and preventing teacher burnout.
2. Improved Teaching Performance: According to a study by the Journal of In-Service Education, teachers who received coaching demonstrated significant improvement in their teaching performance. This improvement often involves enhanced lesson planning and better understanding of motivation principles. This underscores the effectiveness of instructional coaching models in enhanc ing classroom practice.
3. Collaborative Teaching: Coaching promotes a collaborative approach to teaching. It encourages teachers to share ideas, learn from each other, and work together to improve student outcomes, particularly when supporting students with special educational needs.
4. Virtual Coaching: In today's digital age, online teacher coaching has become increasingly prevalent. This allows for flexibility and convenience, making coaching accessible to more teachers and can even incorporate modern tools like AI prompts for enhanced professional development.
5. Wider School Community: Coaching doesn't just benefit individual teachers; it positively impacts the wider school community. By improving teaching quality and focusing on student wellbeing, coaching contributes to a better learning environment for students and a more supportive work environment for staff.
6. Facilitative Coaching: The concept of coaching emphasises the importance of effective questioning techniques and developing social-emotional learning skills.skills. This complete approach not only enhances individual teaching practice but also creates a positive and supportive school climate.

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   How to adopt a coaching leadership style?

   The key to adopting a coaching leadership style lies in understanding that it's less about directing and more about guiding. It involves a shift in mindset from being the 'sage on the stage' to being the 'guide on the side'. Here are some strategies to embrace this leadership style:

   1. Active Listening: Cultivate the ability to truly listen to your colleagues. Understand their challenges, aspirations, and perspectives. Active listening builds trust and rapport, making teachers more receptive to coaching.
   2. Empathetic Approach: Demonstrate empathy and understanding towards teachers' experiences. recognise that teaching is a demanding profession and offer support and encouragement during challenging times.
   3. Questioning Techniques: Master the art of asking open-ended questions that prompt reflection and self-discovery. Instead of providing solutions, guide teachers to identify their own solutions through thoughtful questioning.
   4. Goal Setting: Collaborate with teachers to set clear, achievable goals. Ensure that these goals align with their professional development needs and contribute to improved student outcomes.
   5. Provide Constructive Feedback: Offer regular, constructive feedback that is specific, actionable, and focussed on growth. Frame feedback in a positive manner, highlighting strengths and areas for improvement.
   6. Promote Collaboration: creates a culture of collaboration where teachers feel comfortable sharing ideas, experiences, and best practices. Encourage peer coaching and collaborative problem-solving.
   7. Continuous Learning: Embrace a mindset of continuous learning and professional development. Stay updated on current educational research and best practices, and share this knowledge with your colleagues.

   By adopting these strategies, leaders can create a supportive and helping environment where teachers feel valued, respected, and motivated to grow professionally. This, in turn, leads to improved teaching practice and enhanced student outcomes.

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   Popular Teacher Coaching Models and Frameworks

   GROW (Goal, Reality, Options, Will) aids coaching, helping learners plan (Whitmore, 2003). Cognitive coaching by Costa and Garmston improves thinking. Strategic questions encourage reflection and problem-solving in learners.

   Knight's (2007) coaching uses partnership principles. These highlight equality, choice, and voice between coach and teacher. Reflective coaching, based on Schön (1983), asks learners to examine practice. They use action and reflection cycles.

   Leaders, consider staff experience when choosing coaching models. Structured instructional coaching may suit new learners. Cognitive coaching, with self-reflection, may suit experienced learners (Joyce & Showers, 1982; Costa & Garmston, 2015). Be flexible; let coaching conversations develop, boosting learner progress and outcomes.

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   Teacher Coaching vs Mentoring: Understanding the Differences

   Coaching develops potential using questions and reflection. Teachers find their own solutions (Whitmore, 2017). Mentoring offers experienced colleague guidance (Ganser, 2000). Supervision evaluates performance and ensures accountability (Sullivan & Sager, 2022).

   Coaching helps learners discover answers themselves, Nancy Kline (n.d.) says. Mentoring, unlike coaching, sees mentors share knowledge and experience. Supervision, while useful, prioritises standards and organisation, not learner development (n.d.).

   Choosing the right approach works best, say researchers (Smith, 2024). Coaching helps learners develop problem-solving, as noted by Jones et al. (2022). Mentoring guides new teachers well, states Brown (2023). Combining both approaches supports strong teacher growth, suggests Davis (2021). This helps them meet school aims.

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   For further reading on this topic, explore our guide to Top-Down vs Bottom-Up Processing Explained for Teachers.

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   Essential Coaching Techniques for Educational Leaders

   Coaching uses strong questions to boost reflection, not quick fixes. Whitmore's work shows "what" and "how" questions help teachers. Ask: "What energised you?" and "How could you change your approach?" This moves discussion from judging to exploring, aiding honest talk.

   The GROW model helps leaders coach teachers. First, agree on the learner's goal. Next, explore the current situation openly. Kline's (1999) work highlights listening. Coaches should let learners think aloud, supporting expertise. This reflection aids growth.

   Coaches should plan three to four questions before talking (Grant, 2011). Paraphrase to show you understand the learner ("So you're saying..."). Use silence. Finish with commitment questions like, "What will you try this week?" (Whitmore, 2017). This method makes feedback useful professional learning (Stoltzfus, 2008).

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   Creating Trust and Psychological Safety in Teacher Coaching

   Edmondson (1999) showed psychological safety helps learners reflect. Trust lets learners share worries and try new things, without judgement. Leaders who build trust find vulnerability boosts learning. This makes coaching helpful for real development, not just assessment.

   Coaches must show confidentiality and listen without judging, showing real interest in teacher views. They should set clear rules for feedback and respect teacher knowledge (Rogers, "unconditional positive regard"). Coaches can still challenge, but frame it around shared goals for learners (Carl Rogers).

   Quick wins build safety through respect. Start coaching by finding teacher strengths, not fixing weaknesses. Use inquiry techniques and ask before suggesting, like Stenger and Coupland (2022) advise. If coaching is supportive, teachers will take on feedback, according to Grant (2012). This approach also encourages testing new ideas, as shown by Wiseman (2017).

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   Conclusion

   Teacher coaching changes professional development. It is a collaborative model, not top-down. Coaching helps teachers own their growth. This improves practice and boosts the school environment (Whitaker, 1995; Joyce & Showers, 2002; Kraft et al., 2016).

   Coaching boosts learner engagement and teacher satisfaction, (Whitmore, 2017). Schools change; coaching will be key in education's future. Investing in teachers benefits everyone, (Aguilar, 2016; Knight, 2007).

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   Written by the Structural Learning Research Team

   Reviewed by Paul Main, Founder & Educational Consultant at Structural Learning

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   Frequently Asked Questions

   What is teacher coaching in schools?

   Teacher coaching helps improve classroom work. Experienced teachers support colleagues (Joyce & Showers, 1982). They observe lessons and give feedback. Together, they plan actions for growth (Guskey, 2000). This partnership avoids top-down reviews (Whitaker, 1995).

   How do school leaders implement a coaching leadership style?

   Leaders implement this style by focusing on collaboration and helping staff members reach their full potential. They provide job embedded professional development that values long term growth and supportive guidance. This approach encourages a culture of continuous learning throughout the entire school community.

   What are the benefits of teacher coaching for learning?

   Whitmore (2017) argued coaching helps teachers improve teaching and classroom control. This process, according to Gallwey (1974), boosts learner engagement and academic results. Coaching interactions give teachers more confidence and job satisfaction, as shown by Hargreaves and Fullan (2012).

   What does the research say about teacher coaching?

   Coaching in schools improves teaching and learner results, studies show (Kraft & Blazar, 2017). Effective coaching addresses teachers' daily challenges like behaviour and differentiation (Joyce & Showers, 2002). Therefore, coaching is essential for teacher development (Guskey, 2002).

   What are common mistakes when using teacher coaching?

   One common error is acting as a solution giver rather than a facilitator who encourages teacher reflection. Another mistake is failing to provide coaches with adequate training, which can lead to inconsistent support. Programmes often struggle if the process is not treated as an iterative cycle of reflection and refinement.

   How do teachers implement coaching strategies in the classroom?

   Teachers implement these strategies by using powerful questions that encourage deep reflection on their own teaching methods. They work with a coach to identify a specific action step, such as using positive reinforcement for behaviour. Regularly reviewing the results of these changes allows teachers to refine their practice and improve student engagement.

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   Further Reading

   • Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. *Review of Educational Research*, *88*(4), 547-588.
   • Guskey, T. R. (2003). What constitutes effective professional development?. *Educational Leadership*, *60*(7), 32-36.
   • Joyce, B., & Showers, B. (2002). *Student achievement through staff development*. Association for Supervision and Curriculum Development.
   • Knight, J. (2007). *Instructional coaching: A partnership approach to improving instruction*. Corwin Press.

External References: Teacher Recruitment and Retention Strategy (DfE) | Chartered College of Teaching