We offer a range of highly differentiated services to support teachers at their current stage of development and in a way that aligns with both their individual and school’s priorities.
Equip teachers with the skills to run strong, supportive classrooms that prioritize structure, consistency and purpose.
Develop teacher moves and instructional practices that dramatically elevate student outcomes and achievement.
Guide the process of intellectually preparing to teach by reviewing and internalizing existing materials including lesson plans, overviews, curriculum maps, and formative & summative assessments.
Support teachers in creating or adapting new materials to center student voice, ownership and engagement.
Support experienced or veteran teachers in developing project-based learning (PBL) and other student-first modes of learning.
Work collaboratively to invest and involve students in the classroom experience, from lessons and content to routines and rituals.
M.Ed. - Boston College; B.A. - University of Washington
John Cunningham-Elder is a career educator, having served in various instructional and leadership roles in Boston and Chicago area charter schools. He remains passionate about building strong classrooms dedicated to improving student outcomes.
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We pride ourselves on striking the balance between meeting teachers where they are - in experience level, subject and expertise - and providing rigorous, high-impact coaching that helps radically transform classrooms. Coaching looks like:
A typical caseload is 3-5 teachers per school site. This is to maximize efficiency as well as provide a small cohort feel to teachers who may be working on similar skills and practices. Larger caseloads can be accommodated by request, but at least 3 teachers must sign up per site.
Coaching cycles progress along a continuum of teacher development:
A single coaching cycle is 8-10 weeks, depending on individual schools’ calendars. We offer continuous coaching and development, but coaching runs in quarterly cycles, each following a path of growth and set developmental benchmarks. However, schools can also opt for multiple cycles within a year for a caseload of teachers.
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