Our Model
We believe teachers should have autonomy over their continued learning. 1:1 coaching content is driven by teacher-identified needs and occurs with a trusted educator who understands what it means to lead instruction.
Teachers can also engage in math content-specific small group sessions and school-based professional learning communities (PLCs) led by expert New Jersey educators who are trained to support their peers as they strengthen their math instructional practice. Content for these sessions are driven by teacher voice, administrator input, and trends from coaching sessions.
As Coaching unfolds, our team collects data to monitor the impact our coaching has on the math classroom.
Logistics
Teachers sign-up for as many coaching sessions as they want throughout the year and are able to work directly with their Coach to select the times that work best in their schedule.
We also facilitate PLCs so teachers can engage with their peers as they strengthen their math instruction. These virtual PLCs can occur during the school day in alignment with the district schedule or can occur outside of the school day so teachers can engage with educators from around the state.
Based on teacher interest and Coach availability, coaching and PLCs continue through the summer months to ensure teachers have the support they need as they prepare for the next school year.
Commitment to Confidentiality
We know that coaching is only effective when teachers and Coaches can establish trust. That's why we ensure all topics discussed during coaching sessions are confidential.
"Having the coach give me honest feedback and resources to help improve my instruction" was the most valuable part of the coaching sessions.
"Getting tangible resources to target the areas in which I feel least confident when instructing math" was the most beneficial part of coaching.
