
Barbara Coleman
Barbara Coleman, former principal of Canyon Pointe Elementary in Tomball, Texas, brings over 40 years of educational experience, including roles as a teacher, grant facilitator, assistant principal, and principal,
Barbara Coleman
Barbara Coleman served as the principal of Canyon Pointe Elementary School in Tomball, Texas, until her retirement in 2021. With over 40 years of experience in education, she has held various roles, including general education teacher, grant facilitator, assistant principal, and principal. A respected consultant and presenter, Barbara continues to mentor aspiring administrators at both the school and district levels. Over the past several years, she has continued to coach teacher teams in the Professional Learning Community (PLC) process, helping schools build collaborative cultures focused on student learning.
Throughout her career, she facilitated several federally funded grant initiatives aimed at enhancing student achievement and providing diverse learning opportunities for all students. Barbara was named Tomball Independent School District Principal of the Year and received multiple academic grants in recognition of her contributions to education. Under her leadership, Canyon Pointe Elementary was recognized as a Model PLC at Work® School and earned the Great Expectations® Model School distinction.
Barbara earned an undergraduate degree in elementary education from Indiana State University and a master’s degree in educational leadership from Sam Houston State University. She also attended the Rice Executive Education Program and earned a business fellowship from Rice University.
Driven by the belief that children deserve the best education possible, Barbara has dedicated her career to empowering educators and improving student learning outcomes across diverse communities.
PLC at Work®
PLC at Work® experts have proven success in leading the PLC at Work process in a school or district. Work with them to implement a focus on learning, build a collaborative culture, and create a results orientation that leads to sustained, substantive school improvement.