Teacher Coaching and Leadership Style

What is teacher coaching?

Teacher coaching is an essential component of professional development in education, aimed at enhancing teaching strategies and improving studentoutcomes. This coaching model involves experienced educators working closely with individual teachers, particularly novice teachers, to refine their instructional strategies and classroom management skills. And feedback, teachers can improve their effectiveness, leading to increased student engagement and learning.

The coaching process typically involves observing a classroom teacher's practice, providing constructive feedback, and collaboratively developing an action step for improvement. This process is iterative, with the coach and teacher continually reflecting on and refining the teacher's practice.

For instance, a coach might observe a teacher struggling to manage classroom behaviour. The coach could suggest specific strategies, such as clear communication of expectations or positive reinforcement, and then observe the teacher implementing these strategies. The coach would then provide feedback and further suggestions, developing a cycle of continuous improvement.

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 journey of professional growth.

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.

Moreover, teacher coaching can also influence school culture. By promoting a culture of continuous learning and improvement, coaching can help create a positive, supportive environment that benefits both teachers and students. According to a report by Education Week, schools that implemented a teacher coaching program saw a significant improvement in student achievement, underscoring the impact of this approach.

Teacher coaching is a powerful tool for enhancing teaching practice and improving student outcomes, making it a vital part of professional development in education.

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. 

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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:

The coaching approach proves particularly effective because it honours teachers' professional expertise whilst providing targeted support for growth. Unlike traditional professional development that often feels disconnected from classroom realities, coaching conversations focus on real challenges teachers face daily. Educational leaders can observe genuine improvements when coaching addresses specific issues such as behaviour management, differentiated instruction, or assessment strategies within the teacher's actual teaching context.

Research consistently demonstrates that schools with embedded coaching programmes see measurable improvements in teaching quality and student outcomes. Teachers report increased confidence and job satisfaction when they have regular access to non-evaluative coaching conversations. This supportive environment encourages educators to experiment with new pedagogical approaches, reflect critically on their practice, and collaborate more effectively with colleagues. The coaching leadership style also develops future school leaders by building mentoring and reflective practice skills across the teaching workforce.

Furthermore, coaching creates a multiplier effect throughout the school community. Teachers who experience quality coaching often naturally adopt coaching techniques in their interactions with students and colleagues, developing a culture of questioning, reflection, and continuous learning. This sustainable approach to professional development ensures that investment in coaching programmes yields long-term benefits beyond the immediate coaching relationships.

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 enhancing 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. Recognize 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 focused 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

   Effective teacher coaching relies on structured frameworks that guide meaningful professional conversations whilst respecting educator autonomy. The GROW model (Goal, Reality, Options, Will) provides a simple yet powerful structure for coaching dialogues, helping teachers identify specific objectives and develop actionable plans. Similarly, cognitive coaching, developed by Costa and Garmston, focuses on enhancing teachers' thinking processes through strategic questioning that promotes self-reflection and problem-solving capabilities.

   Instructional coaching models take a more content-specific approach, with Knight's partnership principles emphasising equality, choice, and voice in coaching relationships. This framework recognises that teachers are professionals who bring valuable expertise to coaching conversations. Meanwhile, reflective coaching approaches draw on Schön's work on reflective practice, encouraging teachers to examine their teaching through cycles of action and reflection.

   When selecting coaching models, educational leaders should consider their staff's experience levels and organisational culture. New teachers often benefit from more structured approaches like instructional coaching, whilst experienced educators may respond better to cognitive coaching's emphasis on self-directed reflection. The key is maintaining flexibility within chosen frameworks, allowing coaching conversations to evolve naturally whilst ensuring productive outcomes for both teacher growth and student learning.

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   Teacher Coaching vs Mentoring: Understanding the Differences

   While teacher coaching, mentoring, and supervision share the common goal of professional development, each serves distinct purposes that educational leaders must understand to be effective. Coaching focuses on unlocking potential through skilled questioning and reflective dialogue, helping teachers discover their own solutions rather than providing direct answers. Mentoring typically involves a more experienced colleague sharing wisdom and guidance based on their expertise, whilst supervision centres on performance evaluation and organisational accountability.

   The key distinction lies in the power dynamic and purpose of each relationship. Coaching conversations operate from a position of equality, where the coach facilitates self-discovery through what Nancy Kline calls "a thinking environment." Mentoring assumes a knowledge differential, with the mentor offering advice and sharing experiences. Supervision, whilst valuable, maintains a hierarchical structure focused on meeting standards and organisational requirements rather than personal growth.

   Understanding these differences enables educational leaders to choose the most appropriate approach for each situation. When teachers face classroom challenges, coaching helps them develop critical thinking skills and ownership of solutions. For newly qualified teachers navigating school culture, mentoring provides essential guidance. However, combining these approaches thoughtfully creates the most powerful professional development experiences, allowing educators to grow both personally and professionally whilst meeting institutional expectations.

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   Essential Coaching Techniques for Educational Leaders

   Effective coaching conversations begin with powerful questioning techniques that promote deep reflection rather than immediate solutions. Research by John Whitmore demonstrates that open-ended questions starting with "what" and "how" encourage teachers to explore their own thinking patterns and discover insights independently. Essential conversation starters include: "What aspects of that lesson energised you most?" and "How might you approach that challenge differently next time?" These questions shift the dynamic from evaluation to exploration, creating psychological safety for honest professional dialogue.

   The GROW model (Goal, Reality, Options, Will) provides educational leaders with a structured framework for coaching conversations whilst maintaining teacher autonomy. Begin by establishing what the teacher wants to achieve, then explore current reality without judgement. Nancy Kline's research on thinking environments emphasises the power of generative listening, where coaches resist the urge to offer immediate advice and instead create space for teachers to think aloud. This approach honours professional expertise whilst facilitating growth through reflection.

   Practical implementation requires coaches to prepare three to four targeted questions before each conversation, focusing on one specific area of practice. Effective techniques include paraphrasing to demonstrate understanding ("So you're saying that.."), using silence strategically to allow processing time, and ending with commitment-focused questions such as "What will you try differently this week?" This systematic approach transforms casual feedback into purposeful professional development conversations.

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   Creating Trust and Psychological Safety in Teacher Coaching

   Trust forms the cornerstone of effective teacher coaching, creating the psychological safety necessary for genuine professional growth. Amy Edmondson's research on psychological safety demonstrates that when teachers feel secure to express uncertainties, admit mistakes, and explore new approaches without fear of judgement, they engage more authentically in reflective practice. Educational leaders who prioritise trust-building recognise that vulnerability and learning are inextricably linked, developing environments where coaching conversations become catalysts for meaningful development rather than evaluative exercises.

   Creating this foundation requires consistent demonstration of confidentiality, non-judgemental listening, and genuine curiosity about teachers' perspectives. Effective coaches establish clear boundaries around feedback sharing, honour teachers' expertise and autonomy, and approach conversations with what Carl Rogers termed "unconditional positive regard." This doesn't mean avoiding challenging discussions, but rather framing them within a context of shared commitment to student outcomes and professional excellence.

   Practically, building psychological safety begins with small, low-stakes interactions that demonstrate reliability and respect. Start coaching relationships by exploring teachers' strengths and aspirations rather than immediately addressing areas for improvement. Use appreciative inquiry techniques, ask permission before offering suggestions, and consistently follow through on commitments. When teachers experience coaching as supportive rather than threatening, they naturally become more receptive to feedback and more willing to experiment with new practices.

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   Conclusion

   teacher coaching, underpinned by an effective coaching leadership style, represents a fundamental change in professional development for educators. It moves away from traditional, top-down approaches towards a collaborative, supportive model that helps teachers to take ownership of their professional growth. By developing a culture of continuous learning, reflection, and improvement, teacher coaching not only enhances teaching practice but also creates a more positive and supportive school environment for both teachers and students.

   The benefits of this approach are far-reaching, impacting everything from student engagement and achievement to teacher satisfaction and retention. As schools continue to evolve and adapt to the changing needs of students, teacher coaching will undoubtedly play an increasingly vital role in shaping the future of education. Embracing a coaching leadership style is not just about improving teaching; it's about investing in the people who shape the minds of future generations.

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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.