When we talk about school improvement, the conversation often begins with curriculum, infrastructure, academic outcomes, student wellbeing, or readiness for the future. While all these elements are important, sustainable school improvement ultimately depends on one critical element: the quality of the teaching.
What impacts student learning the most is not merely the programmes or policies a school has in place, but rather the educators who engage and inspire students every day. Throughout my career in education, I have been fortunate to receive strong support from mentors and leaders who I feel invested in my growth. Their guidance shaped not only the educator I have become, but also the way I think about leadership. This is one of the reasons I have always felt a responsibility to give back to the education community, particularly through supporting the development of other teachers and school leaders.
It is this that led me to coaching, which has played an important role in my own leadership journey. Having received regular leadership coaching myself over the past 15 years, and later becoming an accredited GROWTH coach myself, I have come to see professional development not as something that occurs periodically through standalone workshops, but as a continuous process of questioning and reflecting on your existing beliefs and practices. There can sometimes be a misconception that coaching is about providing answers or telling someone how to become better at their work. In my view, effective coaching does the opposite. It does not hand people a solution. Effective coaching helps teachers and leaders ask better questions, understand the challenges in front of them more clearly, and take ownership of the solutions they eventually develop.
Building a culture of ownership and empowerment
Over the years, I have seen the positive impact of moving away from a purely top-down model of leadership towards one that is grounded in empowerment, through involvement in decision making and having open, meaningful conversations.
When people feel trusted and included in decision-making, they develop a stronger sense of ownership over the work they do. They are also more likely to go beyond what is expected of them, not because they have been instructed to, but because they believe in the direction of the school and understand their role in shaping it. Over my experience of leading in a growing school, I feel that this is especially important in larger schools, where sustainable improvement cannot depend solely on senior leadership. In a school community with hundreds of staff members, outcomes are determined through confident middle leaders and teachers who are committed and empowered to improve their practice, support one another, and make thoughtful decisions.
At AIS, this philosophy shapes how we approach professional growth and school improvement. We believe the most effective decisions are informed not only by senior leaders, but also by the educators who are closest to the student experience. When teachers and middle leaders are involved in shaping change and designing the implementation of new initiatives, they are often stronger and more effective because they are built on real, on-the-ground insight.
What coaching can look like for teacher development
This year, we introduced a teacher typicality programme which involved observation and coaching sessions. Through this programme, middle leaders observe how lessons are being conducted and use a coaching framework model to support teachers in reflecting on their practice. The purpose is not evaluation for its own sake, but professional growth. This was introduced building on our Teacher Triads program where staff were placed in to groups of three to carry out observations of each other, and upskilled in coaching conversations to reflect on their practice. We want to create space for professional conversations about what quality teaching looks like, how classroom experiences can be improved, and how teachers can continue to grow at every stage of their careers.
Early feedback has been encouraging, and teachers have welcomed the opportunity to engage with leaders in their classroom, viewing them not as evaluators, but as partners in their development. For more experienced educators, these conversations can provide a fresh perspective or a chance to be challenged. For others, they can provide reassurance and support. In all cases, there is a collective objective and focus on continuous improvement. This matters because teaching, like learning, should never become static. It must continue to build agency and confidence not only in students, but also in the educators who support them.
Schools must keep evolving in a rapidly changing environment
The rise of AI, shifts in university entry requirements, and the changing nature of work are all reshaping what students need from schools. Schools are no longer preparing young people to succeed in a single career pathway. Instead, we are equipping them with the adaptability, critical thinking and lifelong learning habits needed to thrive in an increasingly unpredictable world.
This has significant implications for teachers. If the world our students are entering is constantly changing, then teaching must evolve alongside it. Teachers can no longer be focused solely on delivering content. They also need to help students think critically, use technology responsibly and develop the confidence to adapt to new situations long after they leave school.
For this reason, continuous teacher development cannot be viewed as optional when it comes to school improvement efforts. It must be viewed as the foundation. If we want our students to become confident, future-ready leaders, we must first ensure that our teachers are supported to be the same. When teachers continue to learn, schools continue to improve, and ultimately, our students benefit most.
Peter Ellis is the Head of Secondary at the Australian International School in Singapore.
