Professional Development and Onboarding
Professional Development and Onboarding
Framework's commitment is to assist schools and districts in assuring that teachers are effective and able to improve instruction. Our services are designed to strengthen instructional practices and teaching performance for multiple educational areas. Framework Education and Consulting employ experienced P.h.D. level consultants specialized in Math, Literacy, STEM, Social Studies and Leadership to deliver custom professional development and onboarding services.
Framework coaching solutions are research-based, rigorous and aligned (to state standards) to provide instructional and support programs that are comprehensive and manageable.
Consistent classroom walkthrough, observations, and collaborative co-teaching disciplines allow our Professional Development Coaches to provide embedded, individualized learning, with reflective coaching. The results of this approach cultivate efficiency in teaching.
Whether deploying resources for short-term project activation, product development or curriculum development projects or strategizing with high-level administrators to transform schools, we remain focused on creating a climate of achievement for school systems across the country.
Job-Embedded Professional Development
On-site, just-in-time, reflective, collaborative, action-oriented, and results-driven!
Job-embedded professional development with reflective coaching is a continuous thread of learning, facilitated by a reflective coach, tailored to individual needs, occurring over an extended period of time, connected to one’s specific content area, steeped in the actual work to be performed; structured within a community that is marked by trust, care, and concern for the members of the community, and part of the workday.
Why Job-Embedded Professional Development?
Job-embedded professional development with reflective coaching improves school leadership and decision-making, classroom instruction and advances student learning. What principals and teachers know and are skilled to do is the most important influence on what students learn. Without continuous growth for the adults in the school, students are shortchanged.
Job-embedded professional development with reflective coaching is coordinated by a reflective coach in combination with individual principals and/or teachers. This process is on-site, just-in-time, reflective, collaborative, action-oriented, and results-driven using an evidence-based Individual Growth and Development Plan that aligns with the school and district performance objectives. The reflective coach facilitates our research-based framework ~ inquiry, examination, identification, meaning, assumptions, conclusions, beliefs, and action.
Program Design and Delivery Standards
Our job-embedded professional development with a reflective coaching program integrates theories, research, and models of human learning to achieve educator effectiveness and results for all students. It is designed to support educators, advance educator equity, and improve principal, teacher and other school leader effectiveness. It is focused on moving away from traditional standalone professional development to systems of learning and improvement for all.
Our program meets the newly revised federal definition of professional development ~ “sustained (not stand-alone, 1-day, or short -term workshops), intensive, collaborative, job-embedded, data-driven, and classroom-focused” (ESSA New Vision Toolkit, January 2017, pg. 12). The program is delivered over an extended period of time utilizing the workday as a time resource to collaborate, plan, and engage in professional development.
• Increased student achievement;
• Enriched quality of learning experiences for students;
• Improved communication, collaboration, and community;
• Enhanced instructional strategies;
• Expanded flexible innovative use of time and space;
• Advanced reflective capabilities, professional growth, and job satisfaction;
• Empowered educators to determine and lead their own learning to better meet the needs of students;
• Strengthened job performance; and
• Achieved performance goals.
Our team will customize the reporting process based on customer needs, desire and/or preferences. We can provide a detailed baseline report from a comprehensive needs assessment. We also offer monthly and quarterly snapshot reporting and extensive yearly reporting. In addition, principal, teacher and student progress and profile reports are available.
Our team will customize outcomes and measures based on customer needs, desire and/or preferences. We utilize both direct and indirect measurements, as well as formative and summative data. A sample offering of data that can be used to measure outcomes includes a comprehensive needs assessment, assessment data, classroom walkthrough data, observations, document review, survey data, interview data, evaluation data, and Individual Growth and Development Plan.
Our reflective coaches are master educators with a profound educational experience in district, principal and teacher leadership. They are highly trained practitioners who have demonstrated strong facilitation skills, enjoy working with school leaders and love teaching, leading, and growing others. They understand the challenges educational leaders and teachers face each and every day and recognize the opportunity to help educators grow, develop and succeed.
Reflective Coaches characteristics and/or qualifications:
Excellent facilitation skills;
High degree of professionalism, energy, integrity, empathy, personal maturity and strong character;
Strong K-12 educational background;
Significant desire to help educators and students succeed;
Pattern of achievement, contribution, execution, motivation and enthusiasm;
Strong verbal and written communication skills;
Experience with diverse groups;
Skilled in instruction, pedagogy, data, leadership, communication, change management, team development, and coaching; and
Innovative in recognizing that achieving equity and excellence will require a new mindset and approach to professional learning.