How a coaching programme transformed teaching and culture in my primary school
Written By: Author(s): Emily Henderson
6 min read
For two years I had responsibility for developing the quality of teaching and learning at the primary school in West Sussex I worked at.
One of our greatest successes came from developing a coaching programme which was tailored to individual teachers, highly personalised and prioritised across the whole school.
Why teachers need coaches
My philosophy on coaching is very much underpinned by Paul Bambrick-Santoyo’s Leverage Leadership (2012) – it is essential reading for anyone considering coaching. Bambrick-Santoyo (2012) explains coaching by drawing an analogy with athletes and their approach to development. For example, a professional sportsman, such as Andy Murray, will hit serve after serve, refining his approach to the smallest detail to perfect a match-winning ace. To do this, he cannot work alone; he has a coach whose sole purpose is to watch, observe and suggest ways to improve his serve. To get better, Murray needs regular and consistent support from his coach
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This article was published in January 2018 and reflects the terminology and understanding of research and evidence in use at the time. Some terms and conclusions may no longer align with current standards. We encourage readers to approach the content with an understanding of this context.
References
- Bambrick-Santoyo, P., (2012) Leverage Leadership: A practical Guide to Building Exceptional Schools. San Francisco: Jossey-Bass.
- Lemov, D., (2015) Teach Like a Champion 2.0. San Francisco: Jossey-Bass.
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