What is coaching?

Published 05/08/2024.  Last updated 05/08/2024

Definitions of coaching are wide ranging. The term coaching describes a continuous two-way process through which individuals are supported to solve problems, address issues or do tasks to a higher standard than would otherwise be the case, through professional dialogue with a coach or mentor.

The aim of the process is to improve personal and professional effectiveness and make a direct contribution to the person's learning and development. It supports an individual to explore their own context and take responsibility for professional actions to develop that context.

As Scottish education navigates the next phase of change and reform and continues to develop an empowered system, Education Scotland (ES) and GTC Scotland (GTCS) have been working with stakeholders to develop a more coherent system-wide coaching strategy which builds on strengths already in the system and supports greater equity of access across local and regional areas.

What are the benefits of coaching?

It is crucial that education professionals understand the significant benefits and recognise the features of high-quality coaching and mentoring approaches. A more coherent system-wide strategy should build on strengths already in the system to ensure an equity of access across all local and regional areas.

You may find the following selection of reading useful in helping you consider these.

This reading is available as an e-book from the GTCS EBSCO database (requires GTCS log-in).

'Coaching helps the client identify, plan and effect the changes s/he perceives to be necessary to realize the vision identified in the client’s future. For Pask and Joy (2007), then, the key is change in the practice and behaviour of the learner. While mentoring processes can support learning, it is the crucial link to changing and enhancing what a teacher/leader does that coaching can stimulate.' Chapter 2, page 23

Graham Alexander and Ben Renshaw discuss coaching v mentoring in Chapter 3 - What’s the right approach?

'Telling people what to do may achieve short term results, however asking their opinion taps into capability and generates long-term development and sustainable performance. The primary difference between coaching and other "helping activities" is that it is more focused towards task performance and development and has a structured approach. It is the glue that binds leadership activities with achievement of objectives' (page 113).

Overall, they define coaching as 'an enabling process to increase performance development and fulfilment' (pg 15). As a teacher/leader this 'enabling process' can be used to support self-evaluation and planning for career-long professional learning within a well-structured PRD process.

The GTCS have developed a resource, as part of their support for professional update, which considers the definition of coaching and mentoring.View the resource.

'The terms coaching and mentoring describe a continuous two-way process through which the person in the role of coach, or mentor, uses questions, discussion and guided activity to help the person being coached, or mentored, to solve problems, address issues or do tasks to a higher standard than would otherwise be the case. The aim of the process is to improve performance in 'getting the job done' and make a direct contribution to the person's learning and development. Coaching and mentoring are different activities, but the key principles are similar.'

A key development in the field of coaching in schools is the adoption of a ‘coaching approach’. This is the first step to creating a coaching culture. The difference between coaching and a ‘coaching approach’ is explored by John Campbell in this article: Coaching and 'Coaching Approach': What's the Difference?
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What is coaching?

Published 05/08/2024.  Last updated 05/08/2024

Definitions of coaching are wide ranging. The term coaching describes a continuous two-way process through which individuals are supported to solve problems, address issues or do tasks to a higher standard than would otherwise be the case, through professional dialogue with a coach or mentor.

The aim of the process is to improve personal and professional effectiveness and make a direct contribution to the person's learning and development. It supports an individual to explore their own context and take responsibility for professional actions to develop that context.

As Scottish education navigates the next phase of change and reform and continues to develop an empowered system, Education Scotland (ES) and GTC Scotland (GTCS) have been working with stakeholders to develop a more coherent system-wide coaching strategy which builds on strengths already in the system and supports greater equity of access across local and regional areas.

What are the benefits of coaching?

It is crucial that education professionals understand the significant benefits and recognise the features of high-quality coaching and mentoring approaches. A more coherent system-wide strategy should build on strengths already in the system to ensure an equity of access across all local and regional areas.

You may find the following selection of reading useful in helping you consider these.

This reading is available as an e-book from the GTCS EBSCO database (requires GTCS log-in).

'Coaching helps the client identify, plan and effect the changes s/he perceives to be necessary to realize the vision identified in the client’s future. For Pask and Joy (2007), then, the key is change in the practice and behaviour of the learner. While mentoring processes can support learning, it is the crucial link to changing and enhancing what a teacher/leader does that coaching can stimulate.' Chapter 2, page 23

Graham Alexander and Ben Renshaw discuss coaching v mentoring in Chapter 3 - What’s the right approach?

'Telling people what to do may achieve short term results, however asking their opinion taps into capability and generates long-term development and sustainable performance. The primary difference between coaching and other "helping activities" is that it is more focused towards task performance and development and has a structured approach. It is the glue that binds leadership activities with achievement of objectives' (page 113).

Overall, they define coaching as 'an enabling process to increase performance development and fulfilment' (pg 15). As a teacher/leader this 'enabling process' can be used to support self-evaluation and planning for career-long professional learning within a well-structured PRD process.

The GTCS have developed a resource, as part of their support for professional update, which considers the definition of coaching and mentoring.View the resource.

'The terms coaching and mentoring describe a continuous two-way process through which the person in the role of coach, or mentor, uses questions, discussion and guided activity to help the person being coached, or mentored, to solve problems, address issues or do tasks to a higher standard than would otherwise be the case. The aim of the process is to improve performance in 'getting the job done' and make a direct contribution to the person's learning and development. Coaching and mentoring are different activities, but the key principles are similar.'

A key development in the field of coaching in schools is the adoption of a ‘coaching approach’. This is the first step to creating a coaching culture. The difference between coaching and a ‘coaching approach’ is explored by John Campbell in this article: Coaching and 'Coaching Approach': What's the Difference?
^ Back to top