Coaching Philosophy

Instructional coaching is built on trust, guided by student evidence and instructional priorities, and focused on practical, sustainable improvement that leads to strong student outcomes. I partner with teachers through collaborative coaching cycles to analyze student evidence, make instructional decisions, and support meaningful changes in practice. This work aligns with High Reliability Schools practices by supporting safe, collaborative environments and while building consistent, high-quality instruction across classrooms.

I approach coaching with a strong understanding of adult learning. Teachers bring valuable experience and expertise. Growth is most meaningful when learning is relevant, collaborative, and directly connected to daily practice. This work honors teacher expertise while building capacity for consistent, high-quality instruction across classrooms.

I support teachers at different stages of readiness, meeting them where they are and building toward meaningful change over time. My coaching draws on instructional, cognitive, and content coaching approaches to support both teacher thinking and instructional practice within coaching cycles.

In practice, this looks like:

Partnering with teachers to identify clear, meaningful goals

Modeling, co-planning, and supporting instruction

Using student evidence to guide reflection, instructional decisions, and next steps

Asking thoughtful questions that promote reflection and growth

Providing differentiated support tailored to each teacher’s context,

experience, and needs

This process supports both teacher growth and the development of student ownership, reflection, and engagement in learning. This approach allows me to support meaningful, measurable growth in both teacher practice and student outcomes.

Supporting teacher growth also means supporting meaningful, sustainable change.

How I Support Change

I approach instructional change as a systems challenge, not just an individual one. I look for what may be missing—clarity, skills, resources, or alignment to standards, expectations, and student needs—and work alongside teachers and teams to address those barriers. This process helps ensure changes are implemented, sustained over time, and lead to meaningful improvements in both teacher practice and student learning. I monitor impact through student evidence, instructional shifts, and team data cycles to ensure changes lead to meaningful outcomes.

Instructional Influences & Professional Learning

My coaching approach is grounded in research-based practices and ongoing professional learning. I draw from organizations such as Learning Forward and ASCD, as well as instructional coaching frameworks developed by Jim Knight. I also draw on adult learning theory (Knowles) to ensure coaching is relevant, practical, and responsive to the needs of educators.

These influences are reflected in the tools, systems, and coaching cycles I use to support teachers in strengthening instruction.