Building a Sustainable Coaching Model in Primary Education

In the dynamic environment of primary education, instructional coaching has emerged as a powerful tool to support teachers' growth and improve student outcomes. I presented on this topic at the 2nd annual Festival of Education in Thailand. Here’s a look at how a sustainable coaching model can empower teachers, foster reflective practice, and ultimately enhance learning.

The Power of Instructional Coaching

Instructional coaching bridges expertise with practical application, guiding teachers in refining their skills and exploring innovative approaches. It’s rooted in collaboration, with teacher working alongside colleagues to set achievable goals and support them through personalised feedback.

A key question to spark this reflective process is: “What was the last piece of feedback you received about your practice, and what impact did it have?” This kind of introspection opens the door to professional growth. It's a question we posed to new staff at the start of the academic year and it's clear that as teachers, we appreciate high quality feedback rooted in development.

Embracing Diverse Coaching Models

Teachers bring unique strengths and needs, so coaching must adapt. Jim Knight (2017) identifies "dialogical" coaching, where coaches are partners rather than instructors, collaborating with teachers to shape strategies that best fit the classroom context. Sir John Whitmore (2002) emphasises the coach’s role as a “sounding board, facilitator, and awareness raiser,” rather than a directive instructor. This flexibility allows for different coaching approaches—directive, facilitative, and dialogical—to meet teachers at their level, whether they’re a novice or an expert in a particular area.

Building a Coaching Culture

A sustainable coaching model is more than structured sessions; it thrives within a culture that values continuous learning and feedback. Embedding a coaching culture involves several critical elements:

1. High-Quality CPD: Continuous professional development inputs are essential, helping teachers connect new concepts to existing knowledge.
2. Actionable Feedback: Feedback should be clear, constructive, and actionable, giving teachers small steps that lead to significant improvements.
3. Effective Pairing: Pairing coaches and coachees based on expertise and interpersonal connection enhances the program’s impact.

Furthermore, this builds on the EEF report into effective professional development and the 14 mechanisms identified to create an effective PD programme. Further information on the EEF report can be found here: https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/effective-professional-development

Implementing Action Steps

Effective coaching includes a clear goal and manageable steps. For example, in mathematics instruction, a coach might set the following objective: To use a CPA (Concrete, Pictorial, Abstract) approach in teaching fractions. The first action step could involve modelling fraction squares to develop conceptual understanding of ½ and ¼. Regular reflection points ensure the teacher feels supported and can adjust their approach as needed.

Expanding Coaching Across Roles

As well as coaching for teacher, other roles in schools also benefit, such as teaching assistants and school leaders. Providing coaching opportunities across roles contributes to a cohesive and supportive school environment. When we support all staff in their professional journey, the impact reaches every corner of our schools.

Reflection: Where Are We Headed?

Sustaining a coaching model requires ongoing reflection. Here are some questions to consider as you shape or refine your program:

• How do we measure the impact of our coaching?
• What feedback are we receiving, and is it guiding actionable improvements?
• How does our vision for coaching align with our school’s values?

As we look forward, we strive to create a coaching model that’s collaborative, sustainable, and above all, impactful. A supportive coaching culture can transform our classrooms and empower our educators, leading to meaningful progress in teaching and learning.

By adopting these principles, primary schools can build robust coaching frameworks that adapt to teachers’ evolving needs, ultimately enriching the educational experience for students.

Credit to Tyla Arabas , Paul Beach and Emma Rickard too for all the amazing work that has gone into coaching at Harrow Bangkok.