Why NYC Schools Invested in Coaching for Staff Outside the Classroom

Beyond the Classroom Walls: How a Giant School System is Coaching its Central Staff for Impact

Imagine the sheer scale: nearly a million students, over 1,800 schools, and a labyrinthine central office that, when it hums efficiently, provides the lifeblood for every classroom. Yet, the crucial work happening in those administrative hubs often remains unseen, a silent engine powering the nation’s largest school system. Now, in a move that challenges traditional thinking, this colossal district is investing in an unexpected resource for its behind-the-scenes staff: executive coaching.

Bridging the Gap: Support for the System's Architects

The years following the pandemic have been a period of seismic shifts and persistent uncertainty for educational institutions. Priorities have been in flux, and the need for stability has never been more apparent. While the focus has rightly been on supporting teachers and students on the front lines, the thousands of individuals in the central office—whose work dictates everything from budgets to policy implementation—have also grappled with these challenges.

These are the people who ensure schools have the resources they need, who craft the policies that guide instruction, and who allocate the funds that keep the educational machinery running. Their efforts, though rarely spotlighted, are inextricably linked to the success of every student and every teacher.

Recognizing this critical connection, the district embarked on an initiative to provide its central office staff with specialized coaching. This program, which includes both human and AI-powered options, aims to cultivate essential skills like agency, agility, and clarity. These capabilities are seen as vital for maintaining and strengthening the complex ecosystem of the school system.

A Shift in Perspective: From Obligation to Opportunity

Tracie Benjamin-Van Lierop, the Executive Director of Organizational Development, Talent and Culture for the New York City Department of Education, shared insights into the program’s genesis and impact. Initially, the idea of adding coaching to already demanding schedules was met with apprehension.

“My schedule was just crazy, and I thought, ‘This is just one more thing I have to do,’” Benjamin-Van Lierop recalled. The prevailing sentiment was that coaching might be perceived as a punitive measure, a tool to “fix” underperforming staff, rather than a developmental opportunity.

However, a colleague’s enthusiastic endorsement after attending an orientation session sparked a change. Benjamin-Van Lierop decided to try a session, then another, and found herself continuing with the same coach for three years. This personal experience helped reframe the perception of coaching.

“I wanted us to see coaching as a lever to improve the culture in the organization,” she explained. “We want people who want to work here, and if the environment has room for improvement, we want to hear that.” The goal was to foster an environment where people felt valued and supported, leading to greater job satisfaction and retention.

The Ripple Effect of Positive Experiences

The transformation in how staff viewed coaching became evident through shared experiences. One individual, initially skeptical, decided to try coaching after hearing numerous positive accounts from colleagues. This person’s journey led to a significant career advancement.

Through role-playing exercises with their coach, they developed the confidence and professionalism to articulate their ideas effectively in meetings. This newfound ability to speak up respectfully, honed in a safe, simulated environment, was instrumental in their promotion.

“I don’t know that my supervisor would have seen me in the light that they see me in now had I not been able to do those role-play activities with my coach,” the individual shared, highlighting the tangible benefits of the coaching partnership.

The ultimate measure of success, Benjamin-Van Lierop noted, is that people vote with their feet. The shift from viewing coaching as a mandatory task to a desired opportunity signifies its growing value. This change directly impacts the quality of work produced and strengthens the connections between different departments and schools, fostering a clearer understanding of the collective mission.

Empowering Employee Resource Groups

Employee Resource Groups (ERGs) were among the first central office staff to participate in the coaching pilot. These groups play a vital role in amplifying employee voices and fostering a positive culture across the vast system. Leading an ERG, however, is often an undertaking layered on top of full-time responsibilities, creating a demanding environment.

For ERG leaders, coaching provided a much-needed space for reflection and skill development. It equipped them with strategies to navigate complex organizational dynamics and advocate more effectively for their constituents. The benefits of this enhanced capacity naturally extended to the teams and schools they served, creating a positive feedback loop.

The Role of AI in Modern Coaching

The integration of AI-powered coaching alongside human coaches represents a forward-thinking approach to professional development. This hybrid model acknowledges that different people have varying comfort levels and preferences, particularly across different generations.

Benjamin-Van Lierop herself has experimented with AI coaching, recognizing its potential while also appreciating the irreplaceable value of human connection. “I’ve tried my AI coach and thought, ‘No, thanks. I need a human,’” she admitted. However, she also observed that some younger leaders gravitate towards AI, finding it a comfortable and accessible tool.

One particular colleague exclusively uses their AI coach for role-playing scenarios. They find the AI’s nonjudgmental nature creates a safe space to practice difficult conversations and refine communication strategies without fear of personal critique. This allows for focused skill-building in a low-stakes environment.

Ultimately, the effectiveness of any coaching tool, whether human or AI-driven, is measured by its contribution to the larger goal: supporting the work happening in schools. “If that tool is supporting what is happening in schools, then it’s helpful,” Benjamin-Van Lierop stated. She anticipates that AI coaching will continue to evolve and play an increasingly significant role in workforce development.

Transforming Leadership, One Coach at a Time

The impact of coaching extends beyond skill acquisition; it fosters profound personal and professional transformation. Benjamin-Van Lierop described her own experience as holistic, extending beyond her work responsibilities to influence her overall approach to decision-making and her sense of impact.

“It has transformed me—or I would say transformed me—in a holistic way,” she shared. Coaching has cultivated a deeper sense of intentionality in her actions and has fostered a more curious mindset. This shift is crucial for effective leadership.

She elaborated on how coaching has helped her recognize and challenge her own tendencies to make quick judgments based on assumptions. “Sometimes I make judgments based on a story I’ve created in my head, and that story may not be true,” she explained. Learning to pause and ask, “How am I getting to the heart of the matter?” has become a powerful tool.

This curious stance, she finds, elevates her work significantly. “Nine times out of ten, when I take that curious stance, it elevates the work in ways I wasn’t able to three and a half years ago.” This demonstrates how coaching can unlock new levels of effectiveness and insight for individuals at all levels of an organization.

Advice for Districts Considering Coaching

For other school districts contemplating the implementation of coaching programs, Benjamin-Van Lierop offers practical advice rooted in her experience. The first, and perhaps most critical, piece of advice is to make coaching voluntary.

“First, make it voluntary,” she urged. “Coaching can be seen as, ‘You’re getting a coach because you’re not doing your job well,’ but that’s not what it is. People who opt in often become the biggest supporters later.” This voluntary approach fosters a sense of ownership and genuine engagement.

Secondly, she emphasizes that coaching requires active participation and effort. “Second, coaching requires effort. It’s not just about meeting for 45 minutes. It’s a partnership—a two-way street—and you have to put in the work. It won’t work if you don’t.” The coach provides guidance, but the individual must be committed to applying the insights and practicing new behaviors.

Finally, Benjamin-Van Lierop stresses the importance of leveraging data. “Third, really use the data from your coaching partner to track progress and refine your approach.” This data-driven perspective allows for continuous improvement of the coaching program itself and provides evidence of its impact.

While acknowledging that coaching might be perceived as a “nice-to-have” in the face of numerous competing demands, she firmly advocates for its strategic value. “Coaching is often seen as a nice-to-have, and I understand that, especially with all the demands right now. But this is an investment in your people.”

The core message is clear: investing in the professional development and well-being of staff, both inside and outside the classroom, is paramount to the success of the entire educational system. “If your people are going to do the job well, they need to feel invested in, and this is one of the best investments I’ve experienced in my career.” This perspective underscores the profound impact that thoughtful investment in people can have on the complex, vital work of educating future generations.