The Every Child Succeeds Act (ESSA) redefines professional development as follows: “The term ‘professional development’ means activities that … are sustained (not stand-alone, 1-day, or short-term workshops), intensive, collaborative, job-embedded, data-driven, and classroom focused.” (S. 1177, Section 8002, page 295, paragraph 42)
In other words, ESSA emphasizes the importance of professional learning as an ongoing process, embedded in an educator’s day-to-day work.
From the classroom to the district office, our experienced coaches provide this sustained support, both in-person and virtually, to help you see results and continuous improvement. Watch how our coaching helped transform classrooms in Lawrence, New York:
Student data and evidence drives the focus and goals for our instructional and leadership coaching. Our coaching model focuses 80% on student learning and 20% on instructional design. Therefore, student learning changes are the key indicators of success.
Student-centered: By focusing on students first, our coaches can successfully collaborate with teachers to design and support changes in practice that lead to improvement in student outcomes. Teachers are provided practical support for classroom application, including lesson modeling, in order to help all students achieve.
Data-driven: Our coaches monitor progress through an accountability system for both instructional and leadership coaching to track results. Growing accustomed to this ongoing progress monitoring framework enables educators to implement data-driven instruction.
Our coaching addresses implementation, which is the stage of learning with the steepest learning curve.
Research shows that when educators are asked to implement anything new, they face a period of difficulty and frustration within the first 8 weeks. This is known as the Implementation Dip.
— Michael Fullan, Leading in a Culture of Change (2007)
Research indicates that the most effective way to impact teacher effectiveness is through professional learning combined with targeted one-on-one support in the classroom. Coaching enables “…teachers to apply their learning more deeply, frequently and consistently than teachers who work alone” (Annenberg Foundation for Education Reform, 2004).
(Bush, 1984; Truesdale, 2003)
-Cheryl Janssen, Principal, Fargo Public Schools, ND
In order to best meet the needs of educators, we offer flexible delivery models for instructional coaching and leadership coaching. Options include in-person and virtual sessions for individuals and teams.
Individual Coaching supports an educator’s overall instructional practices, including those used during program implementation. Individual Coaching reinforces what leaders and teachers will learn during foundational courses and helps them transfer knowledge into practice.
Team Coaching brings the coaching conversation into a small group context and opens up communication among teachers. It is a collaborative process, focused on deepening understanding of student work, student learning targets, instructional practices, goal setting, and action steps.
In between coaching visits, teachers can connect with their coaches virtually to gauge progress, discuss challenges, and determine new strategies.
Our coaching is differentiated based on the unique goals of school or district partner. Coaching focus areas can include: instruction, content, data, and leadership. Coaching supports all classrooms, including those implementing HMH Curriculum and Intervention programs.
A project manager makes it easy for districts to manage large-scale school improvement initiatives. Customized Project Management Services complement in-classroom support and instructional coaching visits.
In 2014, 80% of teachers reported that coaching significantly strengthened their classroom instruction.
Based on national survey data collected from teachers who received coaching from HMH during the 2014–2015 school year.
To learn more about our services, please complete the form below and your Account Executive will contact you.
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