From Spark to Strategy: Growing Starlight the Right Way

The most successful tools in education don’t spread by mandate—they spread because teachers love them.

That’s exactly how we’re building Starlight.

Rather than enforcing adoption from the top down, the most powerful way to embed Starlight into a school’s culture is through a deliberate, strategic rollout that champions organic growth. When teachers are the ones choosing to use the platform—because it gives them insights, feedback, and agency—they become its most authentic advocates.

This starts with selecting the right core group.

Early adopters matter. We’ve seen time and again that when strong practitioners—those with an interest in technology, a track record in teaching, and ideally some experience in coaching—are given early access to Starlight, they not only figure out how to get the most from it but also help shape how others perceive and use it. They ask great questions. They experiment. They reflect. And, crucially, they share. These educators become the first sparks of cultural shift, championing Starlight because it supports their growth and aligns with their values.

We believe the best use of Starlight is never in isolation.

Our most impactful model always starts with a human connection: a coach stepping into a teacher’s classroom in a non-judgmental, supportive way. After the lesson, coach and coachee sit together for a reflective conversation—not to direct, but to listen and guide. Through thoughtful questioning, they identify what the coachee wants to work on. This emphasis on autonomy—one of Dan Pink’s three pillars of motivation—is foundational. When autonomy is present, purpose follows. When purpose is clear, mastery becomes possible.

That’s when Starlight truly comes into its own.

Once the teacher has chosen a focus area, they’re empowered to use Starlight on their own terms—uploading lessons, receiving feedback, and tracking growth over time. In some of our best coaching partnerships, the teacher and coach even create a bespoke Starlight template together, tuned precisely to the teacher’s chosen focus. This isn’t about standardisation—it’s about customisation and ownership.

After a period of autonomous experimentation, the cycle returns to the coach.

The teacher and coach reconnect to discuss how things have gone: what’s been working, what’s been surprising, and how they’ve been using Starlight. This is a key moment to evaluate progress, refine use of the tool, and agree the next area of focus—often tied to a fresh drop-in visit from the coach ahead of the next conversation. It’s a cycle rooted in reflection and momentum, where the coach plays an integral role not just at the start, but throughout.

And SLT? Their job just got easier.

Not only do leaders not need to legislate for Starlight’s use—it spreads because it’s useful and well loved—but the more teachers use it, the more powerful the platform becomes. Every upload adds to a growing pool of insights, building a picture of trends, strengths, and needs across a school. That data allows SLT to take a more informed, strategic view of CPD and training—knowing where to support, who to celebrate, and how to develop the next phase of improvement.

It’s a virtuous circle: teachers grow, data deepens, leadership gains clarity, and everyone moves forward.

We’re not just building software.

We’re engineering progress.

And we're building momentum.

Adam Sturdee

Co-founder of Starlight | Assistant Headteacher | Coaching Enthusiast

www.starlightmentor.com | www.coaching.software