In the ever-changing landscape of education, the concept of Deliberately Developmental Schools (DDS) has emerged as a transformative approach to fostering growth and positivity. Staff are seeking a clear purpose and a community that aligns with it and that they belong to. There is so much change, that some solidarity and mission driven organisations create a sense of meaning that provides resilience in the face of the storm.

At the heart of DDS lies developmental coaching, a key component that plays a pivotal role in shaping both educators and students feeling valued, engaged, and developing their capacity to navigate change. This blog post will explore the fundamental principles of Deliberately Developmental Schools, delve into the essential role of developmental coaching within this framework, and highlight the profound impact it has on cultivating a culture of continuous learning and improvement in education and how this links to recruitment, retention, and flourishing

I. Unpacking Deliberately Developmental Schools

So what actually is a Deliberately Developmental School?

Deliberately Developmental Schools are educational institutions with a profound commitment to the holistic development of every member of the community. These schools recognise  that personal growth, reflection, and self-awareness are not just for students but also for educators, central teams, and staff. 

Firstly, they place a strong emphasis on self-awareness and self-improvement for educators. Teachers engage in ongoing reflective practices, collaborating with colleagues to refine their teaching methods and enhance awareness. Understanding the lines of human development and how the deeper shaping of physiology, emotions, values, and ego show up in cognitive and behaviour performance provide a common language to map progress. This commitment to growth sets an example for students, promoting a growth body/mindset and a culture of resilience and evolution. Students are encouraged to voice their concerns and ideas, creating a sense of ownership and inclusivity- this is agency. This open dialogue helps address issues promptly and empowers students to become active participants in shaping their educational experience and authoring their own pathway through life.

The core principles of DDS include:

1. Everyone is a Learner and a Leader: This shifts the paradigm from a traditional hierarchy to a community of individuals committed to personal and collective growth (though  hierarchy does remain).

2. Open and Constructive Feedback: DDS encourages open dialogue and feedback, both from peers and through formal coaching relationships. Feedback is seen as a catalyst for growth, not a critique. This requires vulnerability but is the birthplace of creativity and innovation.

3. Challenging Assumptions: The DDS environment encourages individuals to challenge their assumptions, biases, and limiting beliefs. It's a place where vulnerability is embraced, and personal barriers (typically condition) are explored and transcended.

In these schools, failure is reframed as an opportunity for growth rather than a setback. This shift in perspective promotes risk-taking and innovation among both students and staff.

II. The Vital Role of Developmental Coaching in DDS

Developmental coaching is the cornerstone of Deliberately Developmental Schools, serving as the vehicle for personal and professional growth. It can take a number of forms for both staff and students including the use of personalised growth plans whereby staff and students collaboratively set specific, measurable goals that align with their aspirations and the school's mission (which is usually bigger than the school itself). These are then used in conjunction with developmental coaching which empowers individuals to take ownership of their learning journey. Coachees are encouraged to self-reflect, identify areas for improvement, and actively seek out opportunities for growth. Through frequent coaching conversations, Coachees meet regularly with their coaches to discuss progress, challenges, and strategies for development. This developmental coaching provides a safe and non-judgmental space for vulnerability. Coachees can openly share their struggles, doubts, and fears, knowing they will be actively listened to and receive constructive feedback and support, without judgement.

Developmental coaching seeks to unlock an individual's potential by encouraging self-awareness, self-directed learning, and skill development, fostering a positive state and self-determination. Unlike traditional management, which often focuses on tasks and performance metrics, developmental coaching delves into the individual's aspirations, values, and unique strengths. Here are some key principles of a developmental coaching approach:

III. Coaching vs. Mentoring vs. Management

This approach is distinctively different from mentoring (or instructional coaching) which is more common practice within education settings. This includes differences in how goals are set and worked towards, the roles of individuals within the relationship ( mentoring typically has an experienced individual (mentor) guiding a less experienced one (mentee) which is not necessarily the case in coaching); as well as the formality of the session.

Another important distinction is within management. These practices differ significantly in their approach; where management culture is often task-oriented, emphasising productivity and performance metrics. Coaching, on the other hand, is more person-centred, focusing on individual growth and team development along the process. Additionally the typical top- down hierarchy where managers make decisions and give instructions is negligible within the non-hierarchical relationship between coach and coachee. Being able to hand over control is often a key challenge.

IV.  Wider Impacts of DDS and Developmental Coaching

The benefits of Deliberately Developmental Schools, driven by developmental coaching, extend far beyond the individual extending into all aspects of school life. Firstly, DDS creates a culture of continuous improvement, where learning is celebrated, and challenges are seen as opportunities for growth. As educators grow and refine their teaching practices through coaching, students benefit from more effective and engaging instruction, leading to improved academic outcomes. Wider impacts on teacher retention and job satisfaction are also felt as a result of educators feeling supported and valued in their personal and professional growth which tend to create hubs of innovation and adaptability, with individuals encouraged to explore new teaching methods, technologies, and approaches.

V. Creating cultural cadence through deliberately developing

Cultural cadence refers to the rhythm (energy), values, and shared behaviours within an organisation or community. Deliberately developmental schools consciously cultivate a unique cadence that revolves around continuous growth and routine that holds everyone to account.

By prioritising self-awareness, feedback, and learning, deliberately developmental schools establish a cadence that is characterised by regular self-assessment, feedback loops, and a commitment to adapt and evolve promoting an ever expanding culture of development. Teachers and students alike become attuned to this cadence, expecting and embracing ongoing growth as a natural part of their educational journey. Failure is not seen as disruptive but rather as an essential part of the cadence, encouraging risk-taking and innovation.

In the world of education, Deliberately Developmental Schools with developmental coaching at their core represent a beacon of growth and positivity. They transcend and include the traditional vs progressive approach because they see the strengths and shadows of both, and understand that it is about integrating practice and fields. These institutions champion the idea that everyone, regardless of their role, is on a journey of continuous learning and improvement. Through personalised growth plans, open dialogue, and a commitment to challenging assumptions, DDS and developmental coaching together create an environment where growth is celebrated, vulnerability is embraced, and excellence is the norm. As one Deputy CEO said to their team ‘this isn’t some hippy sh*t, it is based on science’.

The impacts extend beyond the individual. It transforms school culture, enhances student success, retains talented educators or sees them flourish in more senior roles, and fosters innovation. 

Deliberately developmental schools cultivate enriched and conscious cultural cadence It can harmonise with the values of growth, collaboration, and adaptability, ultimately shaping a more dynamic and positive school culture and ultimately models the possible in preparing students for success in an ever-evolving world.

If you are interested in exploring cutting edge coaching opportunities further for either yourself or your team and the benefits it can offer more widely for your organisation, we would be delighted to discuss options further. Please book a discovery call or contact us at info@glasshouselab.com.

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