Resources

The Ribbon Academy is a large primary school in the North-East of England. Stuart Houghton, Deputy Headteacher, explains how they successfully implemented instructional coaching and the impact this has had on staff engagement and pupils' outcomes.

Three years since partnering with Steplab, Coaching Lead and Assistant Headteacher Alex Evans explores what they've learned and updates us on St Luke's incredible progress, including recognition for being in the top 3% of schools of a similar context and improving pupil progress by +0.9.

Instructional coaching is one of the best ways for schools to improve teaching. We’ve pulled together this Beginner’s Guide to help share what we’ve learned about successful instructional coaching and how to make it work.

Josh and Kat delve into the structure of Josh's book and some common questions about implementing a coaching programme across a school or trust.

What is responsive coaching and why is it so important?

We really do believe the quality of teaching in our schools has got better because of responsive coaching. It locks in consistent systems and strong habits, creating a predictable, positive learning environment for all students.

There are various conceptions of instructional coaching. The different terms used to describe instructional coaching models are often unhelpful, at times divisive, and can be a cause of confusion.

What does it take to build truly effective teacher professional development?

There are multiple ways to define expert teaching – the question is what to do with the analysis.

Caroline Sherwood is Deputy Headteacher at Pilton Community College. In this case study, Caroline shares her school's experience working with Steplab and the impact this has had on her school community.

This is part 2 of a blog post series in which Elliot, a coaching lead at Manchester Communication Primary Academy, shares the five lessons he learnt when building a TA coaching programme, and the positive impact Instructional Coaching has had on TA practice.

Teaching Assistants (TAs) do not always have access to the same high quality professional development (PD) as teachers. TAs support learners with the most complex needs, and therefore ongoing training is key to their effectiveness.

If we want instructional coaching to make a real difference to teachers and pupils, we need to focus on getting the implementation right.

When I arrived in the summer of 2022, there was enthusiasm about the idea of coaching but a need to provide clarity around what makes great coaching, and drive the school’s instructional coaching programme to excellence.

We explore how subject leads can utilize lesson drop-ins to enhance professional development (PD) for teachers. By conducting regular, focused drop-ins, subject leads can provide ongoing feedback, build shared pedagogical understanding, and foster a supportive teaching environment.