STOP! Don't continue to read this blog post if you haven't read our previous post. PLEASE...start with the previous post and then it will make sense.

In our previous post we started by suggesting that A coaching culture is all about the designed processes. It’s a culture that fosters growth at every level, from leadership to pupils, and helps to unlock the full potential of individuals and teams.
We also stressed that...
Leaders do not create the professional culture within their school. Instead, leaders introduce the systems and processes that go to shape the professional culture. These processes must be carefully designed to develop the professional behaviours and attitudes that you want to see in every adult.
In part 1, we examined the initial 3 components of a framework aimed at establishing a coaching culture. In this post, we will delve into parts 4 through 7 and provide some practical recommendations.
Senior leaders in any school build a coaching culture by fostering an environment of continuous professional growth, structured reflection, open communication around professional learning, and trust. Leaders must go first and ensure they lead by example, demonstrating active listening, providing constructive feedback, and encouraging professional growth-oriented mindsets within their schools and individual teams. They must be intentional and explicit in how they demonstrate being learners and how they share their learning with their colleagues. By integrating coaching conversations into daily interactions, they create a psychologically safe space where colleagues begin to feel empowered to share ideas, seek feedback, and take ownership of their own professional growth and development.
Senior leaders should also ensure they are investing in training and devlopment of middle leaders in specific coaching techniques, ensuring that mentorship and skill-building become a natural part of the school's DNA. Through recognition, support, and accountability, they reinforce a culture where coaching is not just a one-time initiative but an ongoing commitment to individual and collective success.
So...where are we when it comes to a framework for building a coaching culture?
Step 1 - Make sense
A suggestion is to consider these 3 questions:
Why are we considering developing a coaching culture within our school?
What might prevent us from being successful in embedding a coaching culture within our school?
What is my/our responsibility, as designated leaders, for developing and embedding a coaching culture within our school?
Step 2 - Communicate. Communicate a vision that motivates and engages those you lead.
Step 3 - Develop mindset. Look at how your current processes and systems can be reshaped and refined so they lend themselves to developing a growth professional mindset in all staff.

What next?
We have now created the essential foundations for a high-impact coaching culture and can begin to focus on more specific aspects.
Step 4 - Building capacity
2 initial questions for consideration:
Who will be your coaching leads?
How will you ensure you create suitable opportunities for those coaching leads to study and learn the necessary skills and behaviours for effective coaching?
School leaders effectively build capacity by modelling and demonstrating the agreed coaching skills and behaviours. Senior leaders demonstrate the importance of guiding rather than directing, encouraging colleagues to think critically and develop solutions independently. Next, senior leaders then create opportunities for identified coaching leads to practice the development of these coaching essentials in a psychologically safe environment. Coaching triads are established and role-play opportunities are created to enable all coaching leads to 'have a go' at coaching conversations and to receive immediate feedback. Senior leaders move into the role of 'coaching the coaches'. Additionally, leaders reinforce a coaching mindset by recognising and celebrating those who invest in the growth of others, ultimately building a high-performance, self-sustaining culture driven by mutual support and accountability.
Remember...we must all begin with awareness
The senior leaders, together with the coaching leads, need to have an awareness around the agreed coaching skills and behaviours that will be studied, learned and mastered. These skills and behaviours must be known and understood by all involved.
Developing coaching skills and behaviours is a transformative journey that benefits both coaches and those they coach/mentor. By mastering these agreed competencies individuals can enhance their ability to inspire and guide others. Strong coaching skills and behaviours contribute to personal development, organisational success, and a culture of continuous improvement, making them invaluable in any leadership or coaching role. Through dedication and practice, anyone can become an effective coach, empowering others to achieve their fullest potential.
Step 5 - Practice
Now we need to have a go!
How will you, as senior leaders, create suitable opportunities for your coaching leads to practice the art of coaching?
Coaching is a broad term that covers a whole array of specific processes and activities. These can range from informal coaching conversations that are professional discussions that happen 'in the moment', to formal and planned coaching conversations that have a definite focus on improvement and right through to structured coaching processes using a specifically designed model such as instructional coaching and performance coaching (example - The TGROW model).
*** A quick note - The author of this blog would absolutely recommend that any school at the beginning of the journey to building a coaching culture, focuses on embedding formal coaching conversations as its first step and concentrates on this for 18 to 24 months.
Which specific coaching process/es will be developed, with whom and and why?
Coaching leads now need the opportunities to practice coaching processes through a combination of continued structured training (Step 4), hands-on experience, and continuous self-improvement. Here are some key ways they develop and refine their coaching skills:
Observing senior leaders and other experienced Coaches engaging in coaching processes – Learning from seasoned professionals by observing their coaching sessions helps new coaches understand different styles, techniques, and best practices.
Coaching colleagues – Practicing with colleagues, including senior leaders, provides hands-on experience. Real-world interactions help coaches adapt their approach to different personalities and challenges.
Receiving Feedback – Coaches seek feedback from those they coach and any observers, which helps to identify strengths and areas for improvement. Constructive feedback helps them refine their approach and become more effective.
Self-Reflection and Journaling – Keeping a coaching journal allows coaching leads to reflect on their individual coaching conversations, document what worked well, and identify areas for growth.
Engaging in Continuous Learning – Attending further coaching workshops and reading about coaching methodologies keeps coaches updated on new strategies and psychological principles.
Practicing Emotional Intelligence – Coaching leads work on self-awareness, empathy, and interpersonal skills to better connect with and support their colleagues.
By consistently practicing these methods, coaching leads enhance their ability to guide, support, and empower individuals effectively.
Step 6 - Extend and achieve staff alignment
How will you measure the impact of this 'first phase' of coaching and coaching conversations?
So...a school is now 12 or 18 months into the journey of developing and embedding a coaching culture. Senior leaders are methodical and strategic with every step, making sure that things are not rushed and reflection becomes an integral part of each stage. Reflection around 2 key questions:
What's working?
How do we know?
Now is the time for senior leaders to consider next steps. How should we look to reshape and refine our coaching processes and extend them to a wider audience? Leaders are now looking to promote coaching as a continuous professional development tool rather than a 'one off'.
To ensure that coaching becomes a natural part of the school's professional culture, senior leaders must integrate it into everyday processes and conversations. Regular one-on-one coaching conversations, performance reviews, and team discussions should incorporate coaching elements such as action-based storytelling, self-reflection, and developmental feedback. By embedding coaching processes into routine interactions, schools create an environment where continuous learning and improvement are the norm rather than the exception. Senior leaders must establish rigorous methods for measuring impact and effectiveness. Feedback sessions and performance assessments can help gauge the impact of coaching initiatives. Additionally, recognising and celebrating coaching successes—such as improved staff engagement, increased human capital, and leadership development—reinforces the importance of coaching and motivates staff to participate actively.
An essential role for senior leaders is to make decisions as to which coaching process would best suit which members of staff. Leaders should consider 2 essential factors when making these decisions:
The capital of the individual i.e. that ability of that person to do their job
The capacity of the individual i.e. the extent to which this person has what it takes to get better...quicker.
A combination of these factors can begin to indicate the most appropriate coaching processes for each individual...the best fit. One approach will not suit all staff and leaders must make these appropriate decisions. For some colleagues, performance coaching will have the biggest impact whereas for others, it might be instructional coaching and for some, it might be more of a mentoring approach. One size does not fit all.
Step 7 - Evaluate which leads to continuous improvement
One final question. How will you monitor and evaluate the impact of coaching on pupil outcomes?
A few final thoughts:
From the start, senior leaders MUST be aware of the more common RED FLAGs that prevent a coaching culture becoming embedded within any school. These can include:
Leaders and/or staff don’t fully understand why they are looking to develop a coaching culture.
What is it that we want to achieve with regard to coaching and a coaching culture?
What is our intent?.
Leaders don’t have a clear enough vision and/or this has not been clearly communicated to all staff.
What is our ‘Ideal Self’ with regard to a coaching culture within our school? (Self-Directed Learning Model)
Leaders are too hasty and don’t create a clear strategy for how they will implement the early stages.
What are the foundations that should be in place and are they in place?
Leaders and/or staff are not clear about the school’s cultural values and how coaching will strengthen these.
Which of our specific cultural values will be strengthened by introducing coaching?
Leaders and/or staff don’t fully appreciate/believe in the value of coaching
Does every member of our school’s SLT regularly engage in their own professional coaching sessions?
How will you look to promote the value of coaching across the school?
Leaders don’t make it a priority - other school initiatives result in a lack of investment
How will we ensure that implementing and embedding a coaching culture remains a continual and significant priority?

Good luck with your journey in developing and embedding a coaching culture in your school. The efforts will be worth it and it will have a significant impact on pupil outcomes if you are fully aware of your 'WHY', your 'WHAT' and your 'HOW'.
For further information regarding a coaching culture, including practical resources, please contact us at office@enlearn.co.uk
or...join us in 2025/2026 for a virtual leadership programme - How senior leaders embed a high-impact coaching culture.
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