Some have strong curriculum but no intervention system. Some have dedicated teachers but no intentional approach to professional learning. Some have a principal who knows something isn't working but isn't sure where to start.
Most of the schools I work with don't need more one-off professional development. They need professional development that's connected to clear goals, sustained over time, and built around what teachers are actually experiencing in their classrooms.
I work with school and district leaders to design the structures that make that possible: setting clear goals, building in collaborative planning, and creating the conditions that allow teachers to grow.
When I work with teachers, I always start with planning. Not because the lesson matters more than anything else, but because thoughtful planning is a habit and it's one teachers can rely on long after I'm gone. If a lesson doesn't land, it's almost always because the planning wasn't deep enough. That's where the real work happens.
From there, we co-teach or I observe, and we always debrief. But the debrief isn't about what I noticed. It's about what the teacher noticed: what worked, what didn't, and what they're curious about trying next. I want teachers to see themselves as the ones figuring it out, not waiting for a coach to tell them.
I also get into classrooms during professional learning sessions whenever possible. Teachers want to see ideas in action, and that's where real learning happens.
I also facilitate standalone workshops and professional learning sessions. Get in touch to talk about what your school needs.
If you're curious about working together, I'd love to start with a conversation.