St. Theresa School 

Somerville, MA

We partnered with this urban Catholic school for one year to improve school culture, climate, and instructional outcomes through strategic planning, leadership coaching, instructional coaching, and faculty-wide workshops. After one year, schoolwide mathematics growth increased from 46th percentile to 58th percentile on MAP testing; teacher responses increased on measures of school climate, with significant increases in agreement to the following questions: I feel supported in my role (24% increase), I feel appreciated for my work (34% increase), and I would recommend this job to others (30% increase), and we built new systems to sustain the growth including the adoption of new high quality curriculum, development of a portrait of a graduate, a new school schedule with opportunity for collaboration and new programming, and a new instructional leadership team. 

Cincinnati Country Day School

Cincinnati, OH

Over the course of three years, we facilitated a faculty workgroup and a series of workshops to further align instruction with this independent school’s mission to create leaders. After three years, we developed a philosophy statement and toolkit for teaching students leadership in the academic setting. Through the process, we set and assessed progress using data from all stakeholders, including disaggregated student survey data related to their identity as a leader and the contexts in which they lead and follow, their perceptions of their skills in self-awareness and awareness of others, and their input on ways teachers could better support them.

Our Sisters’ School

New Bedford, MA 

We partnered with this tuition-free, all-girls middle school to increase instructional systems and build aligned curriculum through leadership coaching, instructional coaching, and a series of professional development workshops. After one year of partnership, we created a Handbook with new, clear language to define the portrait of a graduate and student-centered pedagogy. We created a system for educator evaluation and supported systems for MTSS. We built a schoolwide rubric for Public Speaking, a capstone project, a reading intervention block, a comprehensive health scope and sequence, and a vertically and horizontally articulated curriculum map. And we set measures for assessing progress as the systems are implemented.