Services

Being a school leader is one of the most challenging and rewarding professions. Not only do school leaders have powerful influences on student achievement and lives, we also have the opportunity to contribute to a better world and to work and learn alongside talented and dedicated educators. School leadership is made of complex and interrelated skills and attitudes. School leaders need to juggle student learning, time management, compliance and safety, teacher support, professional learning, and clear communication in order to enact the vision of the school. 

Leadership coaching is multi-pronged.  It begins with a study of the school -- culture, data, curriculum, resources, communications and policies, etc. -- and includes the voices of staff, students, and families. It includes supporting leadership in addressing critical, immediate concerns while also working with school leaders to clarify their vision and values and to embed and communicate these attributes in all aspects of their work. 

This work will be based on an assessment of your school's needs.  It may include revising or developing systems, teacher supervision, communication strategies, data analysis, and/or planning professional development.

 A key data source that is often overlooked in schools is the curriculum that our children experience. The curriculum we use in instruction needs to be carefully documented so that gaps and redundancies can be identified and corrected, content is current and engaging, and universal design practices are used to provide access for all learners.  

We work with administration and teachers to study the taught curriculum, identify strengths and areas for revision, and then support the development of curriculum and units that offer engaging content explorations, explicit skills instruction, and alignment with standards.  

Remediation is a common strategy used in schools to help students who have lagging academic skills.  Learning accleration takes a different approach. Instead of focusing on teaching the content of prior grades, learning accleration is intended to target needed skills to achieve grade level standards.  Thus, instead of working years below grade level, students who need additional, targeted support, work on grade level curriculum along with their classmates while receiving instruction in needed skills to achieve this work. 

We work with administration and teachers to use data to identify learning gaps, plan for and provide targeted instruction, and work to help all students achieve grade level standards. Tutoring provided in this model is highly impactful.   

An important tool in communicating your goals and vision for your school is your mission/vision statement.  This statement should be reflected in all the work of the school community and should be understood and known by each community member.  We know that Apple wants us to Think Different and Nike wants us to Just Do It.  Our goal in this work together is to let your community know and own what the mission of the school is in accessible, memorable, and usable phrasing.

In this work, we will use storytelling to uncover shared values and then craft a succinct, memorable mission statement that goes beyond "eduspeak." 

The follow up to this work includes communication to your school community and aligning the mission to your handbook, curriculum, communications home,  and other school documents.

A school's values are evident in how we interact with and support children.  Drawing upon the work of scholars such as Maria Montessori and Ross Greene, we will study children who challenge our thinking in some way -- as community members and as learners -- to develop a plan that supports the child's growth and that will allow us to reflect upon our own ideas and practices.   These learnings will be applied to establishing how a child study team, and the adults in the school in general, support children with diverse needs across the school day.