Case Studies
Explore our case studies to see how our coaching programs have helped professionals like Julie overcome challenges, achieve their goals, and make a positive impact in their roles. Each case study provides valuable insights into the coaching process and the tangible results our clients have achieved.
Meet Julie
From Burnout to Empowerment: Julie's Journey to Taking Control and Making a Positive Impact in School Leadership
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Julie was struggling with whether a school leadership role was right for her. She had been in her role for 4 years and worked for a boss who never gave her feedback. She often wondered if she was making a positive impact for students. Her days were packed with responding to crises and trying to be everything to everyone else. She wasn’t making progress on any of the goals she set for herself and at the end of her days she felt exhausted, overwhelmed and completely burned out.
She knew she needed a change but couldn’t figure out where or how to start.
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In our weekly coaching, I walked Julie through my A.C.T.I.O.N. framework where we clearly defined her professional Aspirations, identified specific Challenges she was facing and Took a deep dive to understand why the goals was important to her. Putting my expertise and knowledge together with Julie’s experience we generated Ideas to move her towards her goals. We Organized the ideas and executed an action plan and then Noticed the results.
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Julie was able to take control of her schedule and protect time each day to work towards the goals she has set. In order to protect her time she empowered other staff members to respond to crises that came up. We also created a feedback loop that allowed Julie to see and understand the impact of her action on both students and teachers. Julie still ends her days pretty tired but she can look back at her day and celebrate where she has made progress on the goals that matter to her and now has the evidence she needed to know she is making a difference for students and teachers.
Meet Charles
From Overwhelmed to Empowered: Charles' Journey to Building a Successful School Leadership.
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Charles reached out to me as he entered into his first year as a Principal. He started his tenure enthusiastically optimistic about the work he was going to do at his new school. However, two months into the role he felt himself beginning to sink. All the expectations of others were pilling up on him. Everyone needed something different and Charles couldn’t figure out how to make it work.
We scheduled a free Discovery Call. In that call, Charles brought me into his world and shared more specifics of what was happening. He had 5 new teachers to the building who were brand new to teaching, he didn’t have a professional development planned for the staff meeting in three weeks, student behaviors were on the rise, there was no school system on how teachers should respond to behaviors and his work/life balance was non-existent. Charles had a lot more going on than he realized and once he said it all out loud he began to crumble.
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We first analyzed all that was on his plate and determined what pieces were in and outside of his control. With my guidance he prioritized his most pressing need which was the upcoming staff PD. Charles knew his teachers needed development on classroom climate because he regularly observed a culture clash when he visited the classrooms. However, George knew he didn’t have the knowledge or bandwidth to create and deliver this PD in an impactful way for his staff. So, I used my expertise and experience to develop and facilitate a PD session for the teachers at Charles’ school to take one thing off his plate and give teachers what they needed to grow their skills. Together we also created and developed accountability practices to use as follow up for the PD session. These practices gave Charles an opportunity to grow the staff in their ability to have conversations about their instructional practices and consider the role their culture plays in the classrooms.
Fast forward to 4 months later…Charles reached out as he began to think about the systems he wants to have in place to have a successful 2023-24 school year. He scheduled a Strategy Session to develop a framework for onboarding new teachers. During our session, Charles first envisioned what a successful Onboarding program would look and feel like to both him and teachers. We also discussed what was unique to his school that teachers needed to know. We then carefully crafted and outlined what was necessary to meet that goal. Charles walked away with a framework for his new teacher orientation week at the start of the year along with a roadmap of monthly goals/steps for ongoing development.
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Charles learned the importance of identifying what was in his control and what was not, in order to take the appropriate action. He also learned that getting help from an expert can lead to unexpected growth for teachers while simultaneously frees up his time and mental capacity. Charles now knows the importance of having systems in place so both he and the school can function accordingly. Having an outlined plan for new teachers will allow teachers to feel supported from the moment they begin their new role. And Charles has the confidence in knowing there is a plan to support his teachers and he knows his role in that plan.
Meet Avery
Redefining Coaching: Avery's Journey to Targeted and Impactful Teacher Support.
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Avery, a dedicated educator for 6 years with a passion for supporting teachers, recently embarked on a coaching role within a district. Although she was excited to jump in, she encountered several challenges due to the lack of defined systems for coaching and unclear expectations of her role. She also realized she was coaching teachers in areas outside her expertise. This realization prompted her to reach out to me and seek support.
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She scheduled ongoing coaching with sessions ranging from 1 to 3 hours, and we met every 2-3 weeks. Together we explored her aspirations as a coach, identified her goals, and defined what success would look like in her practice. This process allowed her to gain clarity and establish a clear vision for her role.
To identify her areas of coaching expertise, Avery engaged in a self-assessment and reflection process. She analyzed her strengths, experiences, and professional development journey to pinpoint the areas where she could provide the most valuable and impactful support to teachers.
We were now clear on where we were heading and knew the key coaching areas for Avery. The next step was to create systems and frameworks for Avery to help her reach her goals. I researched and presented Avery with different coaching frameworks that fit within her role and matched her personality and goals. She shared which components felt like a good fit and together we outlined a structured approach for three different coaching models she would use. The different models enabled Avery to provide targeted support to teachers based on their specific needs and her areas of expertise.
Equipped with the redefined role, coaching frameworks, and identified areas of expertise, Avery was ready to implement her new coaching frameworks within her district and reintroduce herself to staff as a coach. She communicated her role to stakeholders, established clear expectations, and effectively utilized the coaching frameworks to support teachers in their professional growth.
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Avery reported enhanced teacher support as she was able to provide more targeted and impactful support to teachers. This led to improved teacher performance, increased job satisfaction, and enhanced student outcomes within her district.
Through the journey of redefining her coaching role, Avery experienced significant personal and professional growth. She gained confidence in her coaching abilities, expanded her knowledge in specific coaching areas, and developed a reputation as a trusted and effective coach within her educational community.