Equitable professional growth: Designing safe and effective coaching for global majority teachers and leaders

ANDREA BEAN, RESEARCH AND EVALUATION MANAGER, TEACHER DEVELOPMENT TRUST, UK NAZYA GHALIB, CO-DIRECTOR AND SENIOR CONSULTANT, OUR EDGE EDUCATION, UK KRUPA PATEL, CO-DIRECTOR, OUR EDGE EDUCATION AND INNOVATE EDUCATION, UK HANNAH TYREMAN, PROFESSIONAL LEARNING LEAD, TEACHER DEVELOPMENT TRUST, UK Professional development is an investment and a catalyst for transformation. When done well, it reshapes beliefs, deepens knowledge, strengthens practice and supports wellbeing, driving better outcomes for students (Darling-Hammond et al., 2017). To realise these impacts, there must be a coherent sequence of interactions that support staff to transfer learning into practice (Whitworth and Chiu, 2015). Coaching is one form of sustained professional development that can support this learning transfer, as well as influence career progression and retention (Devine and Meyers, 2013; Kraft et al., 2018). While coaching takes many forms, all models thrive where there is strong psychological an