School district leaders from across the country explored how blended coaching and coaching-based supervision can strengthen leadership pipelines and improve principal retention at a pre-conference workshop Wednesday, one day before the start of AASA’s National Conference on Education in Nashville, Tenn.

The session, titled “An Introduction to Blended Coaching and Coaching-Based Supervision,” was led by Jackie O. Wilson, executive director of the National Policy Board for Educational Administration and co-author (with Gary Bloom) of the second edition of Blended Coaching: Supporting the Development and Supervision of School Leaders.

Wilson opened with a forceful charge to the approximately 50 participants: “I want you to be a bold coach … bold meaning we have to grow the talent in our schools. Talent is what is going to improve our schools, not programs.”

Her message resonated in a room filled with superintendents, principals, assistant principals and district supervisors. The session centered on why coaching matters, the rationale behind the blended coaching model and the evolving role of the principal supervisor. As Wilson noted, “50% of new principals leave within their first three years.” Principal preparation programs alone do not equip leaders with all the skills they need. Coaching-based supervision, focused on professional growth and effective practice, offers a solution.

Attendees engaged in small-group discussions, sharing successes and challenges from their coaching experiences. Relationship dynamics surfaced as a recurring theme. As one attendee noted, “The relationship between principals and APs (assistant principals) cannot be broken. Relationships are very important to the work.” Coaching, participants agreed, can prevent conflicts from escalating and support leaders before issues require mediation.

The blended coaching model emphasizes knowing when to shift from facilitative to instructional coaching. Principal supervisors support principals, who in turn develop assistant principals and teachers, creating a leadership pipeline emphasizing growth. Coaching conversations begin with a clear problem of practice, requiring deep listening before moving on to facilitative questioning, then instructional guidance and ultimately action.

Case studies from San Antonio and Philadelphia school districts illustrated system-wide implementation. San Antonio restructured principal supervisors’ span of control, trained leaders in intensive blended coaching and built apprenticeship pathways where principals coach assistant principals. Philadelphia developed a leadership academy that trains 20–30 principals annually, fostering a culture of care, trust and support. In both districts, coaching flows from executive leadership downward, building internal capacity and common language.

Participants practiced coaching strategies using language stems and collaborative logs to structure conversations around focus areas, challenges and next steps. The overarching takeaway was clear: Sustainable school improvement and principal retainment depends on intentional leadership development. As Wilson reminded attendees, “Nothing replaces quality people.”

Coaching-based supervision is not a temporary initiative. It is a commitment to growing the talent our schools need to thrive.

(Justine Hrvatin is an intern reporter with Conference Daily Online and a doctoral student in educational leadership at Vanderbilt University.)