Strategic Instructional Coaching: District leaders, District coaches, School leaders, instructional coaches, or teacher leaders Professional Development & Strategic Instructional Coaching: District or school teams who want to make an impact on literacy outcomes by pairing content knowledge with coaching support. Professional Development: This package is best for district or school teams who are seeking to develop or refine content knowledge about the Science of Reading with a focus on foundational skills.

Both. We are willing to work with you and your team to determine the best approach.

Yes. We can discuss travel arrangements for in-person support.

The shortest length of time I recommend is 3 months on Strategic Coaching only. If the professional development series or combination package is the best fit, I recommend at least a 6-month commitment. Why so long? The best way to make things “stick” is to give it time for practice. We want to make sure that coaches and teachers have time to process what they are learning, put it into safe practice, then have time for feedback and refinement.

Educators can expect to learn about the Reading Rope, word recognition skills including: phonological awareness, decoding, encoding, fluency, and early reading models. *Note that Linda is trained in LETRS and Orton Gillingham.

Leaders will learn how to approach coaching across a continuum that allows for in-the-moment response.

Educators can expect to be given opportunities for pathways based on their own knowledge, time for working in groups to discuss their learning and space for reflection on current classroom practices.

Let’s talk. You deserve support that matches your goals, your audience, and your needs. We are happy to design a package that is specific to YOU.

We talk about the hard stuff: our emotions, vulnerability and shame. Often, we are ignoring the emotions that come with change. By spending time discussing these difficult emotions, we work on creating space that welcomes them and allows educators to ACTUALLY implement the change they desire. Because our society expects teachers to be near-perfect and often teachers expect that of themselves, they too easily fail to implement change because it doesn’t feel safe. Instead, we work on welcoming the mess so that there is action.