Beyond Quick Fixes: Building a Culture of Reflective Practice in Education

Professional growth in education comes from developing a culture of reflective practice, where coaching and mentoring are deeply embedded in everyday practice. It’s about fostering vertical development—transforming how we think and make meaning of our work—not just acquiring new skills, which would be more like horizontal development. By cultivating a reflective, non-judgmental thinking environment, educators can move beyond surface-level solutions and embrace ongoing learning, collaboration, and personal growth, ultimately benefiting both themselves and their students.

Reflective practice is often heralded as a cornerstone of both personal and professional growth. However, I’m not talking about the standard reflective practices we’ve always been asked to engage with—such as Kolb’s learning cycle. Instead, I’m thinking of other, more nuanced ideas on reflection in professional practice.

Kolb’s model views reflection as part of a structured learning cycle, where experience leads to reflection, learning, and application. While this is valuable, Sch?n’s approach focuses on something more dynamic: the improvisation and critical thinking needed in real-time professional practice. Or, Jack Mezirow, who believed that critical reflection on assumptions and beliefs could lead to shifts in how we see and understand the world.

In educational settings, we often find ourselves stuck in cycles of self-criticism or, conversely, unaware of issues that may be hindering our progress. We may be too quick to blame external factors, such as disengaged students or irrelevant curriculum, without considering how we might have contributed to those situations. The ability to reflect without judgment allows us to break free from these cycles, approaching challenges with curiosity rather than self-blame.

One area where this is especially evident is in our focus on horizontal development. We’re constantly seeking new tools, ideas, and strategies—often for good reason. But horizontal development, while useful, can sometimes overshadow a deeper form of growth: vertical development. This refers to the expansion of our capacity to make new meaning of our work, to align more closely with our core values and practices. Vertical development isn’t about simply acquiring new skills; it’s about transforming our approach and deepening our understanding.

This shift in perspective is where real transformation happens. It invites us to examine not just what happened but why it happened—and, more importantly, to reflect on our role in making it happen. Instead of looking outside ourselves for the reasons why something went wrong, we begin to ask, “What did I do to contribute to this situation?” This question helps us take ownership of our practice and challenges us to see setbacks as opportunities for growth.

Building a culture of reflective practice goes beyond just investing in qualifications or professional development programmes. It’s about fostering an environment where coaching and mentoring are embedded in everyday practice. When staff members are trained in mentoring, they not only gain the skills to guide others but also develop their own reflective muscles. By practicing mentoring, they become better equipped to navigate challenges, fostering resilience and confidence in themselves and their colleagues.

However, too often, coaching and mentoring programmes in schools have failed to deliver the desired change. This is my personal observation (though I admit, it’s not based on solid evidence)—we often approach mentoring and coaching as something we simply “add in.” We treat it as an external skill or programme to be implemented, rather than integrating it into the culture of the institution. This creates a disconnect, where mentoring and coaching are seen as something separate from the daily work of educators, rather than an essential part of how we engage with each other professionally.

A true mentoring culture requires us all to take shared responsibility. It’s about creating a space where coaching and mentoring are woven into the fabric of daily practice, not just reserved for a select few. This is a culture where we feel a sense of duty of care—not just to our students but to each other as colleagues. It’s about moving beyond the “quick fix” solutions we tend to gravitate towards when faced with challenges. Instead, it’s about embracing uncertainty and creating a space for real reflection, where something new can emerge.

The beauty of coaching and mentoring is that it primarily changes you. It transforms the way you see the world and how you make meaning of your work. In coaching, you learn to sit with the discomfort of not knowing and allow fresh perspectives to emerge. This is how lasting change happens—not by simply adding more tools to our arsenal, but by changing the way we engage with the challenges and complexities of our professional lives.

If we truly want to foster a culture of learning, resilience, and growth, we must move beyond viewing coaching and mentoring as add-ons. We need to integrate them into the core of our practice, making them an ongoing part of the way we work with one another. By doing so, we’ll not only enhance our own professional journeys but create a more supportive, collaborative, and transformative environment for all.

I want to emphasise the importance of a reflective practice culture, focused on vertical development rather than just horizontal skills development. It also addresses how true transformation happens when we integrate coaching and mentoring into the fabric of everyday practice, rather than treating them as external or add-on initiatives. It invites educators to take ownership of their role in professional challenges and growth, fostering a supportive and collaborative environment where continuous learning can thrive. The idea of shifting from "quick fixes" to deeper reflection and transformation, particularly through mentoring, is a powerful message for creating long-lasting change in educational settings.