Services

The purpose of one-to-one coaching is to develop skills, improve your practice and take action on goals set in collaboration with the instructional leader. The process is grounded in adult learning theory which encourages the participant to identify their own learning needs through probing questions created based on observations, survey data, and recognition of prior learning (RPL). In addition, the feedback sessions allow the adult to see immediate usefulness. Through dialogue, the learner decides what support is needed, what resources they need to learn, and where the information or skill can be obtained. Finally, they have to determine their own motivation to see the goal through to completion. 

In alignment with the State of Michigan Strategic Education Plan, we will collect and report early literacy achievement by using K-2 NWEA and M-Step 3rd Grade ELA as the metrics that will examine and determine progress towards the goal of improving early literacy achievement. We will review the requirements and timelines of Public Act 306. PA 306 Requires K-3 Reading Systems to be in place in partnership with parents. School districts are required in K-3 to have the critical elements of a Multi-Tiered System of Support known as MTSS.

MTSS supports schools in timely intervention designed to address academic, attendance and behavioral challenges. This framework helps schools identify students so they may receive assistance. MTSS takes a proactive approach through teacher teams and intervention.

• System Development

• Implementation Plan

• Goal-Focused Process

• Quarterly Meeting

Identify concepts related to a powerful attendance program. Reflect on what's working at your school and learn the importance of an intensive attendance campaign. This program

is designed to be specifically tailored to the needs and resources at your school. A focus on attendance is important because children must attend school consistently to learn. One of the most important elements of attendance is children consistently attending school on time

for the full day. This framework helps schools identify students so they may receive assistance and take a proactive approach through intervention.

Climate and culture –not vision or strategy- is one of the most powerful factors in any school, classroom, or organization. Culture is the most valuable asset that impacts the people connected to the learning environment. Restorative practice is the facilitation of communication and discussion within the framework with well-defined protocols. Restorative practice is a social science that studies how to build social equity through crucial conversations. These principles and practices help to provide effective leadership, repair relationships, and strengthen culture.

• Introduction to Restorative Practice

• Social Discipline Window

• Using Circles Effectively

• Building Social Capital & Facilitating Circles

• Directly Addressing Peer-to-Peer or Teacher-to-Student Conflict

• Directly Addressing Social Media Conflict, Bullying & Power Struggles

Making the connections between Common Core State Standards (CCSS) and instructional feedback is essential to improve classroom practices tied to the content of the lesson. Introduction to Core Actions allows support for content-specific feedback designed for maximum engagement featuring strategically research-based best practices. We then drill down to define the role of the instructional leader along with the coaching professional responsibilities and accountability. Real-time coaching.

• Overview of the Instructional Practice Guide

• The Shifts CCSS

• Core Actions & Indicators

• Beyond the Lesson

• What is instructional coaching, and how is it effectively applied to improve instruction

“If you cannot assess the needs of your staff, then you cannot tailor your leadership approach to meet their needs.” Understanding the difference between knowing content and making connections to impact student learning is key. Determining the will and skill of your team is the first step in moving teachers from one quadrant to the next. The target is to encourage a change in practice that leads to progress.

• Introduction to The Four Types of Teachers

• Collecting Data

• Discover Strategies for Each Target Group

• Implementation of Strategic Conversations

“Student growth is based on equitable quality and quantity of instructional time. Making adequate instructional time for annual growth and assuring increases of instructional time for catch of growth requires an intentional practice to inform instructional decisions.

• Targeted Growth

• Direct Instructional Time

• Assessing Your Data Culture (Data-Indifferent or Data-Hostile-Data-Intuitive)

• Implementation of Strategic Conversations

Education staffing services are provided for your district to help maintain and support a productive learning environment during staffing challenges and shortages. Guest teacher requests are accepted by phone, text, or email. Requests for coverage are filled as they are received. All requests must be submitted by 7:00 AM.

• Professional, prepared guest teachers with approved Michigan Teaching permits and completed background checks.

• Guest teachers supported by experienced educators and access to professional development training materials, lessons, and classroom management strategies.

• Available for PTC upon request made 2 weeks in advance for long terms guest/substitute teachers. An additional service fee may apply.