Coaching for meaningful change: Embedding reflective practice in continuous professional learning

LOUISE KEETON, ASSISTANT HEADTEACHER FOR TEACHING AND LEARNING, GREAT ACADEMY ASHTON, UK VICKI MAGUIRE, LEADERSHIP COACH, WE LEAD WELL, UK STEPHANIE CARLIN, LEADERSHIP COACH, STEPHANIE-CARLIN.COM, UK Research has shown that great teaching and leadership are the top two most impactful influences on outcomes for young people (Grissom et al., 2021; Leithwood et al., 2004). Consequently, a school’s effectiveness is intrinsically tied to the professional growth of its teachers and leaders. While traditional PD (professional development) models of one-off, compliance-driven training have long been the norm, a growing body of evidence (Colin and Smith, 2021; Teacher Development Trust, 2025) suggests that such approaches are insufficient to foster genuine and sustained change. Our work utilising coaching in schools suggests that schools and multi-academy trusts are increasingly adopting coaching as a CPD (continuing professional development) approach. But what is coaching, what differen