professional learning services
Clarity and direction
Effective support
Lasting impact
From “one more thing” to meaningful support
We build instructional leaders’ capacity to plan and implement two curriculum-based professional learning practices:
Collaborative planning (i.e., PLCs)
Lead teachers in learning, reflecting, and improving their practice by internalizing their materials, preparing lessons, and analyzing student work.
Services
Establishing consistent routines for unit internalization, lesson preparation, and student work analysis
Modeling effective facilitation
Preparing facilitators to plan and lead content-specific learning experiences
Building leaders’ capacity to observe and monitor the impact of collaborative planning
Coaching leaders and teachers
Provide individualized support to teachers and leaders that strengthens knowledge, skills, and actions to improve instruction.
Services
Establishing consistent routines for classroom observations and feedback
Norming with research-based classroom observation rubrics
Sharing best practices for facilitating productive coaching conversations
Modeling and practicing direct and targeted feedback
Building leaders’ capacity to identify instructional trends across classrooms
A lasting system for teacher growth and student success
Establish the conditions that keep instructional improvement on track—even through staffing changes.
Increased leadership capacity
Build instructional leadership capacity across your system—from district directors to principals to instructional coaches.
1:1 leadership coaching
District-wide collaboration
A proven approach to professional learning
Focus limited time and resources on research-backed strategies for improvement
Our approach to professional learning (PL) is based on widespread and rigorous evidence that:
PL is more effective in schools that are more collaborative workplaces.
Curriculum-based coaching can improve both instructional quality and student outcomes.
PL initiatives that are not supported by school leadership are more likely to fail.
This work has had a great impact on instruction and student outcomes at our school. Our coach’s confidence has really grown and our coaching practice has grown. We are more aligned.
KATE GOEDEKER
Principal
Oakland, California
Partner case studies
Collaborative planning
Aldine ISD ACE
We partnered with leaders at two turnaround elementary schools to strengthen professional learning. After four years of partnership, both schools improved from F to A ratings on their state report cards.
Coaching
Oakland Unity Middle School
After one year of partnership focused on strengthening ELA coaching, Oakland Unity Middle School saw a 12.72-point increase in students testing above grade-level proficiency in ELA on the state assessment.
Data
Gladstone Elementary
We worked with school leaders to build effective coaching, collaborative planning, and data collection practices—leading to improved daily instruction and significant gains in student proficiency across all content areas.