In this article we share some of the insights and impacts of our experience providing customized and targeted support for the New York State Education Department. We highlight real-life examples of building confidence and capacity through coaching; improving culture through student voice; turning data into direction; and coaching for turnaround.
At first glance, many schools look alike - similar buildings, shared goals, and familiar routines. But step inside, and the differences become clear. Each school is its own ecosystem, shaped by its people, history, and unique challenges. That’s why school transformation isn’t one-size-fits-all. It requires tailored approaches that recognize and respond to each school’s specific needs and opportunities.
Recognizing this complexity, the New York State Education Department (NYSED) partnered with Etio (previously known as Class Measures) in 2013 to provide customized, on-the-ground support for schools. In the early years, consultants - then called Outside Education Experts (OEEs) - conducted multi-day visits to assess five critical areas: leadership, curriculum, instruction, social-emotional learning, and community engagement. These visits resulted in detailed reports with targeted recommendations.
Over time, this support evolved into more strategic, sustained coaching models, which can last from one year to several years. School Support Partners (SSPs) work alongside school leaders and instructional coaches through these NYSED programs. They include:
To be effective, SSPs must bring both deep expertise and adaptability. Every school, leader, and program presents a different context, requiring coaches to respond with precision and care.
Coaching in action: Building confidence and capacity
As part of the APM program - often a two-year experience - I’ve coached over a dozen assistant principals since its launch in the 2022–23 school year. One Assistant Principal, despite having prior principal experience, confided that she was struggling to have a courageous conversation with a resistant teacher. Her previous attempts left her flustered and discouraged.
To help her prepare, we engaged in role-play. She refined her message, anticipated objections, and practiced strategies to stay calm and focused. During our rehearsal, I challenged her to simulate the pressure she might feel and visualize how she wanted to respond.
When the real conversation happened, she was composed and effective. She clearly communicated her expectations and secured the teacher’s commitment to improve. The experience bolstered her confidence and helped her develop a proactive approach to difficult conversations. By setting clear objectives and anticipating push-back, she began to see noticeable improvements in teacher practice through her feedback.
Beyond coaching on day-to-day leadership, the APM program also supports Assistant Principals in preparing for future roles. This includes building leadership portfolios, crafting a theory of action, preparing for interviews, and creating year-long leadership plans. Many participants have since moved into Principal and district-level roles.
Improving culture through student voice
Another SSP, Dr Antoinette Pearson, shared a powerful example from her APM coaching. One school was grappling with students skipping class or arriving late. Working with the Assistant Principal, Antoinette suggested organizing student focus groups to understand the root causes. They even empowered students to interview their peers. A suggestion box was also placed in the office to gather broader feedback from the student body.
While the main goal was to identify solutions, a surprising and positive outcome emerged: students felt seen and valued. Their feedback revealed that a lack of meaningful relationships with teachers was a major contributor to disengagement. With this insight, the school shifted its culture. Teachers deepened their focus on relationship-building, and a more nurturing environment began to take shape.
Turning data into direction: A Principal’s journey
Veteran SSP, Dr. Lisa Henkel, shared her experience coaching a Principal in the Enhancing Principal Leadership (EPL) program. The school faced low student writing proficiency and needed a focused, data-driven plan to improve outcomes.
Together, they implemented a multi-step approach:
The results were clear. Student writing improved, as shown by rubric data and classroom work. With a strong system now in place, the school is better equipped to use data to guide instruction and track progress.
Coaching for turnaround: A targeted support success story
Dr. Tariq Rideaux, an SSP working in the Targeted Support model, partnered with a school facing significant challenges: low academic achievement and chronic absenteeism. Over several years, he helped the school leader implement key changes:
These efforts paid off. Test scores rose, absenteeism declined, and ultimately, the school was removed from the Targeted Support list - a major milestone in its turnaround journey.
Aa shared commitment to growth
Across all programs and partnerships, Etio and its School Support Partners remain guided by the same mission: to meet school leaders where they are, apply thoughtful, customized strategies, and drive meaningful growth. This work is complex and deeply human. But with care, consistency, and courage, it can transform schools - and the lives within them - from the inside out.
If you would like to understand how our programs might apply to your organization, and for more examples of practical techniques to transform your school, join our panel session: “Transforming schools from the inside out”.