Document Type

Unpublished Paper - Public

Publication Date



Our Educational Leadership (EDL) program collaborated with a large urban district to provide coaching support for 15 principals. Principals were identified by their supervisor based on specific coaching needs. This collaboration allowed program faculty to design a coaching strategy. Utilization-focused program evaluation (Patton, 2008) was used to examine coaching practices that acknowledged the context, challenges and opportunities present in the district. Our interviews revealed the need for specific attention focusing on the first-hand experiences principals’ encounter in the field. The importance of relationship building and trust informed a consultee-centered approach. A cycle of inquiry allowed for collaboration and refinement of the process. Strategies implemented during the coaching process informed continuous improvement for our second year of coaching support.