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 empower 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 pupil 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 pupil engagement.
- Coaching feedback is transformative 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, empowering teachers to refine their pedagogical approaches for the benefit of their pupils.
- 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 pupil 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
First and importantly having a strong understanding of coaching questions and being able to use open ended questions to raise awareness in the coachee is crucial. Asking questions is a key tool in the coaching toolbox and part of the coaching technique. Questions beginning with who, what, where, when and how are beneficial questions that generally help extend a conversation and bring about deeper thinking.
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?
For example a member of your staff says they cannot speak aloud at meetings because "everyone will talk about them after". As part of the coaching process, the coach can then ask a series of questions finding out more about this. This approach considers their emotional intelligence and helps develop engagement in professional development.
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
Effective coaches will use various tools to provide feedback. Predominantly they are likely to use tools such as summarising and paraphrasing as part of their coaching practice. Many coaches also find the GROW Model helpful in structuring these conversations.
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, as with summarising, allows for recap and/ or clarification and can also be used to challenge any assumptions being made. This is particularly important when working with teachers who have special educational needs considerations or when incorporating social-emotional learning approaches. So for example as with the above case study, the coach might paraphrase " So what I am hearing is that you feel silenced in meetings because you believe colleagues will judge you negatively afterwards. Is that accurate?" This gives the coachee an opportunity to confirm, clarify or correct the coach's understanding.
The key difference between coaching feedback and traditional feedback is that coaching feedback is non-judgmental and focuses on raising awareness rather than providing solutions. The coach acts as a mirror, reflecting back what they observe without adding their own interpretations or recommendations.
Effective paraphrasing also involves checking for understanding. Phrases such as "What I'm hearing is.." or "It sounds like.." followed by "Have I understood that correctly?" ensure that the coach has accurately captured the coachee's perspective. This builds trust and demonstrates genuine listening, which are fundamental to successful coaching relationships.
The Art of Listening and Silence
Perhaps the most challenging skill for leaders transitioning to coaching is learning to listen without immediately jumping in with solutions or advice. Active listening in coaching conversations involves listening to understand rather than listening to respond. This requires the coach to be fully present and focused on what the coachee is saying, both verbally and non-verbally.
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 journey of discovery.
Structuring Effective Coaching Conversations
While coaching conversations should feel natural and flow organically, having a loose structure can help ensure productive outcomes. The conversation typically begins with the coachee setting the agenda. What would they like to focus on today? What specific challenge or opportunity do they want to explore?
The exploration phase involves the coach asking open questions to help the coachee examine their situation from different angles. This might include exploring what has been tried before, what assumptions are being made, and what different perspectives might exist. The coach's role is to facilitate this exploration without directing it towards a predetermined outcome.
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
The transition from traditional appraisal conversations to coaching conversations represents a fundamental shift in how we approach professional development in education. By moving away from top-down, directive approaches towards collaborative, coach-led conversations, we create opportunities for deeper learning and more sustainable change.
The skills required for effective coaching conversations - powerful questioning, active listening, summarising and paraphrasing - may feel unfamiliar to leaders accustomed to providing advice and solutions. However, developing these skills not only enhances the development of others but also transforms leadership practice more broadly. When leaders learn to step back and create space for others to think, they often discover that their staff are far more capable and insightful than they previously realised.
Ultimately, coaching conversations recognise that the expertise and wisdom needed for professional growth often lies within the individual teacher. By creating the right conditions for reflection, exploration and discovery, coaching conversations enable this potential and create more engaged, self-directed and effective educators. The journey from appraiser to coach requires patience, practice and a willingness to embrace a different way of leading, but the benefits for both individuals and organisations make this transformation worthwhile.
Frequently Asked Questions
What are coaching conversations in education?
Coaching conversations are structured dialogues where a coach supports a colleague to think for themselves and find their own solutions. Unlike traditional appraisals, these sessions are non-directive and focus on the professional growth of the teacher through active listening and questioning. This shift moves away from top down instruction toward a more collaborative and autonomous model of staff development.
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?
Coaching helps teachers become more self aware and improves their motivation by giving them control over their professional learning. It turns daily experiences into valuable learning opportunities and encourages deeper reflection on classroom practice. Schools often see higher levels of staff engagement when development is driven by the individual rather than being something done to them.
What does the research say about coaching in schools?
Research suggests that effective coaching leads to significant improvements in teaching quality and learner outcomes. Studies highlight that non-directive approaches are particularly successful in building long term professional capacity and confidence. Evidence based models show that sustained coaching relationships provide better results than single training sessions or annual reviews.
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
For those interested in exploring coaching conversations and teacher development further, the following research provides valuable insights:
- 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.
