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Principals praise Relay coaching partnership as 'real‑time' support for classroom instruction
Summary
Principals told the board that the Relay Graduate School of Education coaching partnership provides job‑embedded, real‑time feedback and modeling for teachers. The district described scheduled in‑person and virtual coaching sessions and tied the work to District Improvement Goal 3.
Principals who have worked with Relay Graduate School of Education told the Warren County Schools Board on Nov. 12 that the partnership provides focused, job‑embedded coaching that helps principals and teachers improve classroom instruction.
Marcus Jones introduced the partnership and noted it is aligned to the district’s Goal 3: strengthening instructional leadership, improving teacher performance through specific feedback, and building a system of continuous professional growth. "With this partnership, our principals had the opportunity to build their skills and providing feedback and coaching to their teachers within the school building," Jones said.
Dr. Simons described the coaching as "real‑time" and need‑specific: coaches visit classrooms, model instruction and debrief with principals so principals can return and model the practices for teachers. "The coaching is real time because during the coaching sessions, I'm able to ask questions to the coach. The coach is able to give me feedback during that time, and they were able to actually model at the same time," she said.
A first‑year principal who has worked with the coach said the sessions clarified priorities, helped create rubrics for lessons and gave her concrete steps to support teachers. Board members asked about coach credentials and how informal coaching differs from a formal observation; principals said coaches have prior principal experience, coaching is intended to be supportive rather than evaluative and district staff partner in follow‑up to ensure continuity.
Marcus Jones listed upcoming in‑person and virtual dates for coaches and said the goal is to give principals clear, actionable feedback so teachers can improve practice. The board expressed support for scaling supports that help principals translate coaching into classroom improvements.
What happens next: Administrators said the principal coach will return for face‑to‑face sessions in January and February and will conduct virtual sessions between visits; district leaders will monitor implementation and report progress tied to the district improvement plan.
