Simon reflects on Tom Sherrington’s Instructional Coaching: A Practical Revolution
Tom Sherrington has transformed how we think about teacher development in British schools. His approach to instructional coaching moves beyond traditional observation-feedback cycles towards something far more powerful: collaborative, evidence-informed professional learning.
At the heart of Sherrington’s model is the belief that great teaching isn’t mysterious—it can be broken down, practised, and refined. Drawing heavily on Doug Lemov’s work and cognitive science research, he advocates for coaching that focuses on specific, observable teaching techniques rather than vague pedagogical principles.
The Core Elements:
Precision and Specificity – Sherrington emphasises coaching conversations that identify exact moments in teaching practice. Rather than “improve your questioning,” it’s “pause for three seconds after asking the question.” This granular focus makes improvement tangible and achievable.
Rehearsal and Practice – Like musicians or athletes, teachers benefit from deliberate practice. Sherrington champions coaching sessions where teachers can rehearse new techniques in low-stakes environments before deploying them in the classroom.
Evidence-Informed Choices – His approach is rooted in cognitive science and classroom research. Techniques like retrieval practice, explicit instruction, and scaffolding aren’t trends—they’re evidence-based strategies that coaches help teachers implement effectively.
Depersonalisation – By focusing on the technical aspects of teaching rather than teacher identity, Sherrington’s coaching creates psychological safety. It’s not about whether you’re a “good” or “bad” teacher; it’s about refining specific skills.
The Walkthru Method – Sherrington’s influential Walkthrus books break teaching down into bite-sized techniques, each explained visually and concisely. This provides coaches and teachers with a shared vocabulary and reference point for improvement conversations.
What makes Sherrington’s approach particularly valuable is its accessibility. It doesn’t require expensive external consultants or complex systems. School leaders can implement instructional coaching through peer collaboration, using structured protocols and shared language around teaching practices.
For Catholic schools and faith-based education, this model aligns beautifully with principles of human dignity and continuous growth. It positions teachers as professionals worthy of investment, capable of excellence through supported development rather than judgement.
Sherrington reminds us that instructional coaching isn’t about fixing failing teachers—it’s about helping good teachers become great, and great teachers become exceptional. In an education system often dominated by accountability pressures, his work offers a refreshingly positive, practice-focused path to school improvement.
The question for school leaders: Are we creating the conditions for genuine instructional coaching, or are we still trapped in evaluative observation cycles that limit real growth?