Kerry Lord (right) and Isobel Stevenson (left) model a coaching conversation for participants.
At Partners for Educational Leadership, coaching isn’t a standalone service—it’s a way of being. Whether the focus is instructional leadership, system improvement, or equity-centered design, a “coaching stance” underpins every interaction.
Richard Lemons, Executive Director at Partners, says coaching is really at the heart of how the organization does what it does. “It’s not something we simply offer as a service; it’s the backbone of our entire approach. Even when we’re not hired to ‘coach,’ coaching becomes part of how we engage—because it’s in our DNA.”
The organization’s roots in the practice trace back to its earliest years, when Partners—then known as the Connecticut Center for School Change—participated in the Harvard Change Leadership Group, a think tank focused on identifying coaching practices that could underpin large-scale educational improvement. Over time, coaching became a defining feature of Partners’ identity. It influenced the way it partners with districts in the original Systems for Instructional Improvement Program (SIIP).
The emphasis on coaching expanded when Partners became the lead partner of LeadCT, the state-wide leadership academy supporting schools and districts. Through LeadCT, Partners worked with the State Department of Education, Connecticut Association of Schools (CAS), and the Connecticut Association of Public School Superintendents (CAPSS) to develop a coherent and evidence-based coaching model, one that influenced the coaching of principals and superintendents.
“When we use the word ‘coaching,’ we use it very deliberately,” Richard noted. “It’s a structured, confidential partnership designed to enhance self-awareness, goal setting, and skill development. What makes it distinctive is its focus on real-time leadership challenges, personalized feedback, and a safe environment to explore blind spots, values, and habits—so that growth is tightly connected to the leader’s actual context and responsibilities.”
Partners’ Coaching Institute and Methods
Today, Partners’ approach is most visible in the organization’s annual Coaching Institute, which includes a three-day fall conference and a one-day spring workshop, facilitated by Isobel Stevenson, Director of Organizational Learning, and Kerry Lord, Director of Programs.
Lord led this year’s November Institute session, where she explained how Partners’ work draws from research by John Hattie and Helen Timperley on feedback levels. Coaches tailor feedback to a client’s development and ground it in evidence. “This clarity opens the door to insight and action,” Lord said. “Our goal is not to give advice, but to create conditions for reflection and growth.”
She told the group of about 35 school leaders that coaching is rooted in helping clients generate insight and actionable next steps. Change happens when feedback connects to something that matters.
“You’re not coaching in a vacuum,” Lord said. “You’re working with a district that’s articulated a clear vision for high-quality instruction. Coaching happens in service of that vision. It’s one of several structures, like teacher learning networks and professional learning communities (PLCs), that support improvement.
Participant Experiences and Outcomes
To help participants think about coaching feedback in a novel way, Lord invited them into an unexpected metaphor—the toothpaste heuristic. “If toothpaste is primarily effective because of the fluoride, not its color, taste, or packaging,” she said, “then we have to ask: what’s the fluoride in our feedback?”
Lord emphasized that these conversations differ from everyday talk. They are intentional, anchored in shared goals, and designed to move thinking forward. “There’s not one way to coach. It’s a human endeavor, and humans are complex—so we have to be mindful,” she said.
Seeing leaders as capable learners defines the stance Partners embodies. Lord said that a coach helps mine the client’s own vision, not replace it with theirs. She said small, consistent changes in how conversations are approached often lead to meaningful improvements in how teams think and work together.
As Lord led Coaching Institute participants in activities that helped them practice their skills, a participant from Somers said she particularly appreciated what she learned about having difficult conversations with clients. “Using these new techniques can feel uncomfortable,” she noted. “But when I push through, I’m always happy with the results.”
An assistant principal from Stamford agreed, “When you truly listen, people find their own answers. The result is better outcomes—more collaboration, ownership, accountability, and pride.”
Educators and leaders interested in deepening their coaching skills can read Making Coaching Matter: Leading Continuous Improvement in Schools, co-authored in 2023 by Isobel Stevenson, Sarah L. Woulfin, and Kerry Lord. They can also sign up for The Coaching Letter for insights and practical strategies.
