Coaching, Buy-In, and the Real Meaning of “Fidelity”

A Conversation with Hailey Cimini

In this episode of The EBP Exchange, I sat down with Hailey Cimini, Special Education Literacy Coach at the New Hampshire Department of Education, to talk about what it actually takes to bring evidence-based practices to life in schools.

We didn’t stay in theory.

We talked about:

Coaching (and why it’s often misunderstood)
The infamous “F word” — fidelity
Buy-in as a data point
Leadership responsibility in implementation
Continuous improvement as culture, not compliance

And maybe most importantly, we talked about the uncomfortable reality that implementation takes time.

What struck me most during our conversation was this: teachers don’t lack commitment. They don’t lack heart. What they often lack is structured support for the application. Educators know what they want to do. They want to use strong screeners. They want to implement structured literacy. They want students to grow. But knowing and doing are two different things, and that’s where coaching comes in.

Hailey described coaching not as remediation, but as professionalism. We don’t question why athletes need coaches at every level of performance, yet in education, coaching can still feel uncomfortable or even punitive. When we normalize coaching as part of how we grow, not because we’re failing, but because we’re improving, everything shifts. Schools move from implementation to sustainability.

We also talked about the “F word” — fidelity. That word carries weight. It can feel rigid or compliance-driven. But reframed, fidelity isn’t about robotic adherence. It’s about protecting the core principles, the non-negotiables, that make a practice effective. When teams are clear about what must remain intact, they create space for thoughtful, data-informed adaptation. That balance matters.

Another powerful reminder was around buy-in. Buy-in isn’t fluff. It’s foundational. Teachers deserve to understand why something is changing, what the data says, and how they’ll be supported. Without that shared understanding, implementation turns into compliance, and compliance rarely lasts.

Personally, this episode challenged me as a leader. Am I embedding coaching structures intentionally? Am I measuring buy-in the way I measure student data? Am I modeling continuous improvement in visible ways?

Hailey’s perspective was grounded and hopeful. Change takes time. Growth is not linear. But when coaching, communication, and culture align, real progress happens.

If you’re in the middle of implementing something new and it feels messy, you’re not alone. Sustainable change isn’t fast. But it is possible when we build systems that support the adults who support our students.

Mini Leadership Reflection

Rate yourself on a scale of 1–5
(1 = Rarely true, 5 = Consistently true)

1. Clarity

☐ I clearly communicate the why behind new initiatives.
☐ Staff understand how decisions connect to student data.

2. Coaching & Growth

☐ Coaching is embedded as a normal, expected part of professional growth.
☐ Adults have structured opportunities to practice, reflect, and refine.

3. Time & Structures

☐ I protect time for collaboration and learning.
☐ Implementation expectations match the time and capacity available.

4. Psychological Safety

☐ Staff can express concerns without fear of judgment.
☐ Mistakes are treated as data for improvement, not failure.

5. Feedback Loops

☐ I actively seek staff feedback before and during implementation.
☐ I adjust systems when feedback and data indicate a need.

Scoring Reflection

40–50:
You are intentionally building adult-support systems. Sustain and refine.

25–39:
Strong foundation. Identify one category to deepen this month.

Below 25:
Pause. Reflect. Which structures are missing? Where can support replace expectation?