May I introduce you to Leonie Hurrell, who works as a coach in the education sector. You’ll notice how similar the coaching issues are that arise in this industry; some of the systemic issues around lack of resources, lack of time etc are also similar to other industries. This highlights how important it is to harvest the learning about the systemic barriers so that you can feed that back to the sponsor of coaching such that they can address systemic issues that may prevent individuals from reaching their potential even with 1-1 coaching.
Why I Became a Coach
As a teacher and later, as a Headteacher, my core purpose was to make a positive difference. My journey into coaching began when, as a new headteacher, I was assigned a coach as part of my leadership induction. Initially, I was uncomfortable experiencing this approach. I was used to teaching, instructing, and directing, and having all the answers! However, I soon realised that the coaching space had the power to transform me as a leader. It sparked my desire to delve deeper into coaching and help other school leaders on their development journeys.
In 2015, I founded The Thinking Academy, a company dedicated to developing coaching in education, driven by my passion for helping others reach their full potential and continue to make a difference.
The Challenge of Change
Education is an ever-evolving landscape, where change is the only constant. Adapting to new teaching methodologies, curriculum innovations, and organisational transformations often means schools are facing increased pressure with fewer resources.
This current landscape, paired with the dedication of teachers and headteachers’ deep care for their students, can create a perfect storm of increased workloads, long hours, and diminishing emotional and mental capacity. Sadly, this has become the norm in many schools. In fact, the latest figures from The Teacher Wellbeing Index 2022 indicate that 84% of senior leaders and 72% of school teachers are experiencing stress.
The clients I work with often express feelings of overwhelm and overload. They use metaphors such as “firefighting,” “never-ending battle,” and “not seeing the wood for the trees” to describe their experiences, highlighting the complexity of their roles and the emotional toll it takes.
Embracing coaching gives leaders and teachers the opportunity to step back from the challenges and experience deep reflective practice. It provides time and space for quality thinking, which is often neglected in the hectic workweek. I partner with clients to develop confidence, problem-solving skills, and the ability to inspire their teams and children, resulting in clarity of purpose and high-quality curriculum outcomes and pedagogy.
As an external coach, I provide a safe, non-judgmental, and confidential space with no agenda other than what the client needs to bring, where honest self-discovery and professional development can take place. We can explore the most tricky situations and navigate a way through them. Clients often share how much lighter and clearer they feel after a coaching session. Ultimately, coaching offers a space to resource leaders and teachers and helps them to re-engage with their core purpose.
Many of my clients in schools, similar to my own experience, once coached, want to learn more about coaching to support their wider teams and to improve their communication skills, developing active listening and refining the art of asking curious and insightful questions.
However, there are dangers when coaching is poorly implemented or applied without adequate training and understanding. In some cases, coaching in schools has been used as a quick fix, a ‘done-to’ process, or even as a remedial tool. When coaching lacks the knowledge and skills necessary for its effective execution, it can fail, adding to the stress and workload of educators without delivering the expected benefits.
That’s why it’s crucial to prioritise quality coaching training and ensure that coaching is implemented thoughtfully and ethically. This has been the driver for me to curate an ILM-recognised coaching program specifically designed for educators, to ensure great coaching practice is learned and developed.
Coaching for Learning
Research shows that teachers are the single most important classroom factor in a child’s learning achievement. John Hattie synthesised 1,000 research reviews of 50,000 studies and found that the greatest influence on student progression in learning is having highly expert, inspired, and passionate teachers and school leaders working together to maximise the effect of their teaching of all students in their care (Hattie 2015, p 2; Hattie 2017).
Teaching is not a one-size-fits-all endeavour. It’s dynamic, requiring adaptability and continuous improvement. Every teacher has a unique style, knowledge base, and delivery method. Each classroom is distinct, thanks to the individuality of every child within it.
Coaching is a powerful tool for teachers as it’s a pedagogy in itself, equipping teachers with the skills to ask deep, incisive questions, listen actively, and inspire students to find their own solutions. This approach encourages self-awareness, self-reflection, independence, problem-solving, and collaborative learning among students. It also nurtures a culture of professional learning communities, where teachers share practices, take risks, and strive for continuous improvement.
A recent meta-analysis reviewing 60 studies on teacher coaching programs found that sustained coaching improves both classroom teaching and pupil achievement (Kraft et al 2018).
We are beginning to see the true potential of coaching practice in schools.
Coaching in education is not a mere trend; it’s a transformative practice that can reshape leadership, teaching, and student engagement.
By using coaching in schools, we create a culture of shared responsibility, empower individuals to grow, and foster a love for lifelong learning to make a positive difference.
“Teaching is the essential profession, the one that makes all professions possible.” — David Haselkorn
And coaching is one that can enhance that.
Leonie Hurrell
Founder of The Thinking Academy and Lead Coach
Email: leonie@thethinkingcademy.co.uk
LinkedIn: https://www.linkedin.com/in/leonie-hurrell/
Thank you, Leonie, I appreciate your observations from your context. I hope my readers will appreciate the learning too.
