My process begins by understanding the school-wide improvement goals and helping the principals identify both an instructional goal and a system that will support meaningful change. I then work with the leadership team to create a personalized, site-based work plan that is rooted in the school's goals and aspirations. The work plan serves as a roadmap for the year, clearly articulating: the expected outcomes of the coaching, the supports required to ensure effective implementation, and a breakdown of activities and deliverables by semester.

My collaborative coaching style emphasizes the co-creation of meaning, solutions, and actions between me and those I coach. My success relies not only on my critical reflection and pedagogical knowledge, but also on the content and contextual expertise of the educators. I believe the educators I coach are the best source of information, insight, and learning for the challenges they face. It is therefore my role as their coach to support and partner with them to explore, understand, and influence their situations.

School improvement research shows that significant shifts in teaching and learning require broad systemic shifts that support instructional change. Each school I work with receives coaching in not only instruction, but also the design of school-wide systems and structures necessary to support the instructional goals 

I work with teachers one-on-one and in teams to adopt high-impact pedagogical practices that include but are not limited to:

• scaffolding and differentiation for ALL learners

• centering around skills based learning that are transferable across contexts

• designing authentic performance assessments, and

• developing rigorous and engaging courses and modules.

I work with the leadership team to research and rethink how teachers empower students to achieve high academic expectations. I provide ongoing technical assistance to schools by analyzing existing systems and structures and assessing where new systems need to be built.  Throughout our work together, I support the team in the constant collection and analysis of student data, an iterative revision of teaching tools and practices, and the continuous examination of evidence of instructional shifts.