Services

TRAIN

 
 

How Do We Do It?

  • In our first engagements, we will collectively define who the audience of the training, coaching, or learning will be.

    • What are we aiming for?

    • Why does it matter?

    • How will we know if we’re reaching it?

  • What do we need to happen, by when

    What systems do we have in place for the training, learning, or coaching to take place?

    What systems do we need to put in place?

  • How will the coaching, learning, or training take place?

    What do we want to be true at the end of each experience?

  • Individually or Collectively

    Plan for the experience sin a way that meets best practices in adult learning theory

  • Using Measurements identified before

    Measure whether or not we’re beginning to meet our experience objectives as well as our long-term outcomes

  • Reflect on the Data

    Adjust as Necessary

    Trust in the End Outcomes

Experience in Service

  • Designing and updating staffing and team structure to enable success

  • Crafting, editing, or updating Vision of Excellence or Vision of Roles, including rubrics, look-fors and analysis systems for virtual or in-person experiences

  • Designing Onboarding, Short-Term, or Long-Term Staff Training Scope & Sequences for in-person, virtual, or blended formats

  • Designing and Facilitating relevant Staff Training sessions aligned to organization's Vision and Goals or areas of focused support

  • Planning and facilitating preparation for facilitators or managers of trainees

  • Establishing and cultivating community and relationships that lead to transformative change

  • Creating, designing, and training managers, individuals, or teams teams on personalized coaching frameworks

  • Coaching and supporting managers

  • Demonstrating adaptability in approaching and communicating with others to cultivate support and inspire action

  • Coaching to address conflicts and resolving differences in difficult situations

  • Creating Scope & Sequence of Community Educators and Tutors for Fellowship Program

  • Onboarding cohort of New Educators into Tutoring, Small Group Intervention Roles

  • Coaching and supporting Resident Advisors in their advisory capacities on Novice Teachers

  • Running the Residency Program at a school partnering with New York University and Relay Graduate School of Education

  • Supporting and advising Resident Teachers in their first two years of education

  • Coaching to address conflicts and resolving differences in difficult situations between Residents and Resident Advisors