Why Empowering Teachers is the Most Powerful Form of School Leadership

By Peter Ellis, Head of Secondary, Australian International School in Singapore 
Accredited GROWTH Coach | 15 years in education leadership 

When we talk about school improvement, the conversation often begins with curriculum, infrastructure, academic outcomes, student wellbeing, or readiness for the future. While all these elements are important, sustainable school improvement ultimately depends on one critical factor: the quality of the teaching. 

What impacts student learning the most is not merely the programs or policies a school has in place, but the educators who engage and inspire students every day. Throughout my career in education, I have been fortunate to receive strong support from mentors and leaders who invested in my growth. Their guidance shaped not only the educator I have become, but also the way I think about leadership — and the responsibility I feel to give back to the education community, particularly through supporting the development of other teachers and school leaders. 

That responsibility led me to coaching. Having received regular leadership coaching over the past 15 years, and later becoming an accredited GROWTH coach myself, I have come to understand professional development not as something that occurs periodically through standalone workshops, but as a continuous process of questioning and reflecting on existing beliefs and practices. 

There is sometimes a misconception that coaching is about providing answers or telling someone how to improve. In my view, effective coaching does the opposite. It does not hand people a solution. It helps teachers and leaders ask better questions, understand the challenges in front of them more clearly, and take ownership of the solutions they eventually develop. 

Building a culture of ownership and empowerment 

Over the years, I have seen the positive impact of moving away from a purely top-down model of leadership towards one grounded in empowerment — through involvement in decision-making and open, meaningful professional conversations. 

When people feel trusted and included in decision-making, they develop a stronger sense of ownership over the work they do. They are also more likely to go beyond what is expected of them, not because they have been instructed to, but because they believe in the direction of the school and understand their role in shaping it. 

This is especially important in larger schools, where sustainable improvement cannot depend solely on senior leadership. In a school community with hundreds of staff members, outcomes are determined by confident middle leaders and teachers who are committed, empowered, and supported to improve their practice. 

At AIS, this philosophy shapes how we approach professional growth and school improvement. We believe the most effective decisions are informed not only by senior leaders, but also by the educators closest to the student experience. When teachers and middle leaders are involved in shaping change and designing new initiatives, those initiatives are often stronger because they are built on real, on-the-ground insight. 

What coaching looks like for teacher development 

This year, we introduced a teacher typicality program built around observation and coaching conversations. Through this program, middle leaders observe how lessons are being conducted and use a coaching framework to support teachers in reflecting on their practice. The purpose is not evaluation for its own sake — it is professional growth. 

This builds on our Teacher Triads program, in which staff are placed into groups of three to carry out peer observations and are trained in coaching conversations to reflect on their practice. Together, these initiatives create space for professional conversations about what quality teaching looks like, how classroom experiences can be improved, and how teachers can continue to grow at every stage of their careers. 

Early feedback has been encouraging. Teachers have welcomed the opportunity to engage with leaders in their classroom, viewing them not as evaluators but as partners in their development. For more experienced educators, these conversations can provide a fresh perspective or a meaningful challenge. For others, they offer reassurance and support. In all cases, there is a shared commitment to continuous improvement. 

This matters because teaching, like learning, should never become static. It must continue to build agency and confidence — not only in students, but in the educators who support them. Schools must keep evolving in a rapidly changing environment 

The rise of AI shifts in university entry requirements, and the changing nature of work are reshaping what students need from schools. We are no longer preparing young people to succeed in a single career pathway. We are equipping them with the adaptability, critical thinking, and lifelong learning habits needed to thrive in an increasingly unpredictable world. 

This has significant implications for teachers. If the world our students are entering is constantly changing, teaching must evolve alongside it. Teachers can no longer be focused solely on delivering content. They also need to help students think critically, use technology responsibly, and develop the confidence to adapt to new situations long after they leave school. 

Continuous teacher development cannot be viewed as optional. It must be viewed as the foundation. If we want our students to become confident, future-ready learners, we must first ensure that our teachers are supported to be the same. When teachers continue to learn, schools continue to improve — and ultimately, our students benefit most.