I develop Christian coaches.

A longer story of developing people

Coaching is a relatively recent chapter in my professional life. Adult education and the development of people have been a much longer thread.

Much of my career has involved teaching, academic and organizational leadership, leadership development, and pastoral ministry. That experience includes leading a large paramedic education program, where professional adult education was concerned with learners’ progressive development toward competent practice.

That work gave me sustained experience with the responsibilities of professional education: helping adults develop knowledge, skill, and judgment over time. The demands and scope of paramedic practice differ substantially from coaching. What carries forward is my interest in how professional learning is supported—and how people become increasingly capable of putting what they learn into practice.

My academic work reflects related interests in learning, identity, and connection. I hold a PhD in Educational Leadership, with doctoral research examining social identity, belonging, and institutional connection among university alumni.

The person and the practice

My current work in coach education brings these educational interests into a different setting. Through my work with AACC and ICCA, I teach and facilitate learning with Christian coaches, including opportunities for discussion, reflection, practice, and feedback.

I also remain an active practitioner through Balanced Coaching & Consulting. Continuing to coach keeps me close to the demands of the conversation itself—and to the difference between understanding a principle and responding skillfully in the moment.

The person of the coach matters in that learning. Our habits of attention, emotional responses, assumptions, and ways of relating influence what we notice and how we respond. Relational maturity and Christian spiritual formation inform the questions I bring to coach development: how we remain curious, receive feedback, recognize the impulse to direct or fix, and make room for another person’s agency.

Questions guiding the work

I am increasingly interested in how practice, reflection, feedback, and opportunities to try again support the development of coaching capacities. How do coaches integrate what they learn? What helps them exercise judgment in unfamiliar conversations? How can educational experiences support that development intentionally?

These are questions I am pursuing through teaching, practice, reading, and writing. Adult learning provides a central lens, while relational and spiritual formation help me attend to the person who is learning to practice.

My teaching in leadership and ministry, dissertation committee work, and pastoral responsibilities provide a wider context for these interests. Across these settings, the development of people remains a continuing concern.

What helps people become the kind of people who can flourish, lead, relate, and serve well?

This is the enduring concern behind my work. My emerging inquiry into coach development is one particular expression of it: understanding how coaches become increasingly capable of practicing with skill, presence, and care.