International schools are dynamic environments where educators are seen to navigate diverse curricula, cultures, and languages daily. In such a complex setting, professional development should be purposeful, engaging, and tailored to individual needs. However, initially in my role, I often found myself questioning my impact, where meetings felt more like a formality than an opportunity for growth. Much of the information I shared had already been communicated by the Primary Years Programme (PYP) coordinator and the Assistant Principal, making my contributions feel redundant. Our team meetings often felt like a tick-box exercise rather than meaningful professional engagement. I knew I wanted something different for my team. I wanted to redefine my role to provide purposeful, collaborative support that empowered teachers to make meaningful changes in their practice.
After completing the Teacher Leader Institute's Coaching and Supervising Your Team course through the Principal Training Center (PTC), I transitioned from a traditional leader model to a more inquiry-based and responsive coaching approach. Instead of simply disseminating information, I sought to create spaces for meaningful dialogue, reflective practice, and professional learning. Two key strategies—implementing a coaching menu and using Snapshot assessments—have significantly enhanced teacher agency and fostered a culture of collaboration and shared learning at our school.
Empowering Teachers with a Coaching Menu: A Culture of Learning
Traditional professional development often follows a prescriptive, one-size-fits-all model that may not meet the varied needs of educators. These standardized approaches, while well-intentioned, often fail to engage teachers in a way that feels relevant and impactful. Professional development sessions are frequently delivered as broad initiatives that overlook individual teachers' diverse experiences, challenges, and expertise. Educators bring diverse experiences, challenges and expertise to the table - so why should professional learning be uniform? As a result, educators may feel disconnected from the process, leading to limited buy-in and a lack of sustained engagement. Too often, teachers leave without the inspiration or tools to implement meaningful change.
The coaching menu, a key component of this approach, offers a range of support options that align with teachers' specific goals. This framework includes:
More than just a tool, the coaching menu is a mindset shift. It is designed to create a non-threatening, non-evaluative environment where teachers can learn from one another. They can experiment with new strategies and engage in open discussions without fear of judgment. Rather than positioning myself as an “expert,” this approach has allowed me to build stronger connections with my team by becoming an active participant in the learning process. Through this model, I engage alongside teachers, facilitating a culture where we collaboratively explore new ideas and refine our practices together. This shift has been invaluable in ensuring that coaching is seen as a supportive partnership rather than a top-down initiative, ultimately fostering a culture of continuous professional growth and engagement.
Snapshot Assessments: Focusing on Learning over Evaluation
Traditional classroom observations often emphasize teacher performance rather than student engagement. In contrast, Snapshot assessments, rooted in the Cultures of Thinking (COT) framework, shift the focus from judgment to professional inquiry. These Snapshots allow observers to learn just as much—if not more—than the teachers being observed. Instead of assessing compliance, they explore key reflective questions that prompt personal growth and insight:
Unlike traditional evaluations, where feedback is directed at the observed teacher, Snapshot assessments are designed to spark learning for the observer. They encourage self-reflection by prompting those observing to consider what they can take away from the experience and apply it to their own practice. By the end of each observation, teachers will have reflected on what they have observed, written down takeaways for their own practice and shared “Thank You” notes with the teacher whose classroom they observed. This model reinforces the idea that learning is a shared process, fostering a professional culture in which teachers learn from one another in an organic, non-threatening way.
To further support this shift, Snapshot discussions and reflections use open-ended prompts like “I noticed…” or “This made me think about…” rather than directive statements. This subtle but significant change creates an environment where teachers feel safe reflecting rather than feeling pressured to defend their practice. The goal is not to critique but to create space for exploration, dialogue, and continuous learning for everyone involved. My goal as a learning leader is for teachers to initiate their own conversations or classroom observations off the back of these scheduled snapshots, continuing the learning journey because they are inspired to do so.
Transformational Impact and Sustainable Change
Since adopting this coaching model, I have observed noticeable improvements in teacher engagement and collaboration. Teachers no longer need notice before opening their classrooms to observations. They are more proactive in seeking support, and professional discussions have become more dynamic and inquiry driven. While I have not formally assessed student outcomes, the shift towards a more reflective and collegial teaching culture has positively impacted instructional practices.
To advance professional development in international schools, we must prioritize a coaching culture that is adaptable, reflective, and teacher driven. By shifting professional learning from obligation to inspiration, we can empower educators and foster a culture of continuous growth and engagement. How can we continue to refine our approach to achieve this shift? How can we inspire educators to see professional learning as a source of inspiration rather than a mere obligation?
By embracing authentic collaboration and inquiry-based coaching, we can build schools where learning is an active, shared experience — one that energizes both leaders and educators alike.
Danielle van Zijl is an experienced PYP leader and educator at the Overseas School of Colombo. She has a passion for fostering inquiry-driven, student-centered learning. With a background in international education and a commitment to professional growth, Danielle has played a key role in curriculum development, teacher mentoring, and creating inclusive learning environments. She believes in the power of collaboration, reflective practice, and coaching to empower both educators and students. Dedicated to building strong learning communities, Danielle continually seeks innovative ways to enhance teaching and learning experiences.
