This study examines the effectiveness of the Coach Pro tool in addressing key challenges in teacher coaching, such as variability in coaching quality, difficulties in fostering student-centered learning and ambiguity in assessing student participation. A prevalent misconception among educators is identified, wherein active participation of learners is often equated with physical involvement rather than cognitive engagement. The primary objective of this research is to evaluate how coaching tools influence teachers’ ability to distinguish between physically active students and those engaged in higher-order thinking. A qualitative research design was employed, involving three experienced science teachers. The methodology incorporated an initial reflective journal on student participation, the introduction of the Coach Pro Tool for lesson analysis and a post-intervention reflection. Data were gathered through journal entries, participant's lesson video analysis and semi-structured interviews. Findings indicate that before using the Coach Pro tool, participants struggled to differentiate between active learning and mere physical activity. Post-intervention reflections demonstrated enhanced teacher awareness regarding student engagement in critical thinking, problem-solving and reasoning aligning with Bloom’s Taxonomy and the cognitive development theories of Piaget and Vygotsky. The study underscores the role of coaching tools in professional development by promoting teacher self-assessment and improving instructional practices. Despite its contributions, the study is limited by a small sample size, the subjectivity of reflections and a brief intervention period. The findings suggest that while coaching tools facilitate teacher reflection, they should be integrated selectively rather than as continuous assessment instruments. Future research should explore sustained professional development within teacher learning communities to assess the long-term impact on student performance and 21st-century science education.

Keywords: Coaching tools, science education, active learners, teacher reflection, 21st-century learners.