Introduction
Reflection is at the heart of the International Baccalaureate (IB) philosophy—not only for students but for teachers as well. Yet meaningful reflection rarely happens in isolation. It flourishes through dialogue, where teachers think aloud, question assumptions, and explore new perspectives.
That’s where coaching conversations come in. These structured, trust-based discussions between educators transform professional reflection from a solitary activity into a collaborative process that promotes growth, innovation, and confidence.
This article explores how IB schools can embed coaching conversations into their professional culture to deepen reflection, strengthen instructional practice, and build cohesive teams aligned with IB values.
Quick Start Checklist
For IB leaders and teachers beginning coaching initiatives:
- Establish a shared understanding of what coaching is—and isn’t.
- Build trust through confidentiality and active listening.
- Use structured reflection frameworks to guide conversation.
- Connect coaching topics to IB standards and practices.
- Encourage self-directed goal-setting and inquiry.
- Train staff in questioning and feedback techniques.
Why Coaching Conversations Matter
Coaching isn’t evaluation—it’s empowerment through reflection. In IB schools, coaching aligns naturally with the principles of inquiry, collaboration, and continuous improvement.
Effective coaching conversations help teachers:
- Reflect deeply on their pedagogical choices.
- Recognize strengths and areas for growth.
- Experiment with new strategies in a supportive environment.
- Connect practice to IB approaches to teaching and learning.
- Build professional resilience and agency.
When reflection becomes dialogue, growth accelerates.
Step 1: Define the Purpose of Coaching
Before launching a coaching program, schools must clarify the purpose:
- Not supervision or evaluation.
- Not problem-solving for others.
- Yes to inquiry, reflection, and shared learning.
The goal is to help teachers uncover insights through questioning—not to prescribe solutions. This distinction builds trust and fosters genuine reflection.
Step 2: Establish Trust and Psychological Safety
Effective coaching depends on relationships built on trust, respect, and confidentiality. Coaches should:
- Listen actively without judgment.
- Maintain privacy about coaching content.
- Use open body language and affirming tone.
- Validate emotions before exploring strategies.
When teachers feel safe, they’re more willing to reflect honestly and take risks in practice.
Step 3: Use Reflective Questioning Frameworks
The best coaching conversations rely on thoughtful questioning rather than advice-giving. Frameworks like GROW or Reflect–Refine–Act help structure dialogue:
GROW Model:
- Goal: What do you want to achieve in your teaching?
- Reality: What’s happening now?
- Options: What could you do differently?
- Way forward: What will you try next?
This model encourages ownership, reflection, and action—all central to IB pedagogy.
Step 4: Link Coaching to IB Approaches to Teaching (ATT)
The IB’s Approaches to Teaching offer rich material for reflection:
- Teaching based on inquiry.
- Focused on conceptual understanding.
- Developed in local and global contexts.
- Focused on collaboration and differentiation.
Coaching questions might include:
- How do your lessons promote inquiry and student agency?
- What strategies help you differentiate effectively?
- How do your assessments support reflection and growth?
Aligning coaching with ATT ensures conversations remain authentic and mission-driven.
Step 5: Encourage Reflective Tools and Artifacts
Reflection deepens when teachers document their thinking. Encourage use of:
- Lesson reflections or teaching journals.
- Student feedback analysis.
- Recorded classroom clips for self-observation.
- Peer observation notes.
Artifacts ground reflection in evidence, making growth tangible.
Step 6: Model Coaching Through Leadership Practice
Leaders should model vulnerability and reflection. When IB coordinators or department heads engage in their own coaching cycles, they send a powerful message: growth is for everyone.
Leaders can share insights (not confidential details) to normalize reflection and show that coaching is a community value, not a correction tool.
Step 7: Make Coaching Ongoing, Not Occasional
For coaching to shape culture, it must be continuous. Schools can:
- Schedule coaching cycles each semester.
- Rotate partners to diversify perspectives.
- Use shared reflection templates for consistency.
- Incorporate coaching goals into professional learning plans.
Sustained practice turns coaching into part of daily professional rhythm.
Step 8: Integrate Coaching with Collaboration
Coaching and collaboration reinforce one another. After individual coaching cycles, teams can meet to discuss insights and celebrate growth trends (without sharing private details).
This integration strengthens collective efficacy—teachers see that reflective practice improves both individual and team performance.
Common Coaching Conversation Pitfalls
Pitfall 1: Coaches giving advice too quickly.
Fix: Ask questions that prompt teachers to analyze their thinking first.
Pitfall 2: Conversations becoming evaluative.
Fix: Keep coaching separate from appraisal systems.
Pitfall 3: Lack of follow-up.
Fix: Schedule check-ins and celebrate progress, even small wins.
Reflection needs continuity to create change.
The Impact of Coaching on Reflective Practice
When teachers engage in regular coaching conversations, they:
- Reflect more frequently and with greater depth.
- Experiment confidently with new strategies.
- Build stronger relationships and collaboration habits.
- Develop leadership capacity and self-efficacy.
Coaching transforms reflection from something teachers do after teaching into something they do because of it.
Why RevisionDojo Supports Coaching and Reflection
At RevisionDojo for Schools, we help IB schools embed reflective coaching into their professional culture. Our tools support structured reflection logs, peer feedback cycles, and collaborative goal-setting—making it easier to turn coaching conversations into visible growth. RevisionDojo empowers educators to lead through dialogue, reflection, and shared inquiry.
Frequently Asked Questions
1. Do coaches need to be senior staff?
No. Peer coaching is often more effective because it promotes equality and shared discovery rather than hierarchy.
2. How can schools train effective coaches?
Offer workshops on active listening, questioning strategies, and the difference between mentoring, coaching, and evaluation.
3. How can coaching support new IB teachers?
New teachers benefit from reflection partners who help them connect IB theory to practice, accelerating confidence and alignment with IB values.
Conclusion
Coaching conversations bring the spirit of reflection to life in IB schools. They transform professional growth from isolated self-assessment into shared inquiry rooted in trust and purpose.
When educators engage in reflective dialogue, they don’t just improve lessons—they strengthen community, deepen understanding, and model the very learning dispositions the IB seeks to cultivate in students.
