In my very first book on coaching, Quality Teaching in a Culture of Coaching, I wanted to encourage readers to envision coaching beyond an isolated activity that was implemented from time to time and instead as an ongoing feature of the teaching and learning process. Establishing a coaching culture within schools fosters continuous improvement by reshaping operational dynamics to emphasize growth, collaboration, and personalized professional development. It transcends mere skill enhancement, aiming to unlock potential by encouraging individuals and teams to explore and expand their capabilities.

In such environments, coaching is not limited to addressing underperformance but is integral to achieving high performance across the board.  A robust coaching culture cultivates trust and openness, enabling teachers to share challenges, celebrate successes, and engage in constructive feedback. This collaborative atmosphere supports continuous improvement through ongoing feedback, reflection, and action, ultimately enhancing teaching practices and student outcomes.

• Michael Fullan underscores the importance of fostering a “culture of collaboration and coherence” where coaching aligns with a school’s broader goals. He emphasizes that meaningful change occurs when educators see coaching as a partnership that builds collective efficacy.
• Elena Aguilar, in The Art of Coaching, advocates coaching as a relational practice that empowers teachers to reflect deeply on their practice and build resilience. She suggests that coaching is integral to a culture that values professional agency and growth.
• Andy Hargreaves and Dennis Shirley, in The Fourth Way, describe how coaching can help schools move beyond prescriptive reforms to focus on humanizing the profession. They argue that when schools prioritize peer-to-peer coaching, they create networks of mutual support that lead to sustained innovation. A culture of coaching is a powerful lever for building both professional communities and improved student outcomes.

I recently spent two days with an international school staff focused on expanding earlier work that we had done building teacher leaders’ coaching practices and introducing peer coaching to the entire staff. Working with the leadership team we looked to identify what signs of a coaching culture were currently present and what progress would look and sound like. With a picture of the desired progress, we explored possible leadership actions.

With the help of ChatGPT, I developed this rubric to initiate our assessment and plan for the next steps.

I’d be interested in hearing your thoughts on how this continuum might help leaders and teachers in understanding what a coaching culture could be. When coaching transforms teaching into a collaborative, reflective, and public act with colleagues, it becomes a powerful lever for building both professional community and improved student outcomes.

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