When I partner with any school district, the early exchanges look much the same: A teacher leader or administrator reaches out to broker an initial conversation, and that discovery work begins to shape the professional learning experience I’ll design.
I have connected expertise around multiliteracy instruction, curriculum and assessment design, and standards based reporting. These are complimentary pieces of a powerful mosaic that usually results in the creation of learning experiences that are increasingly accessible and authentic. They also move the needle on performance, when that’s of interest. Early conversations are often about situating me well inside of their learning community, so that I can be of the best use.
The school representatives that I speak with early on—the ones who eventually hire me? They continue to support the work as it unfolds, from discovery through design and implementation, to post-mortem conversations that help us understand what went well and how to do better as we move forward. Feedback loops are built through the work, so the experiences and products we create are finely attuned to the needs and interests of those we serve.
These point people assume leadership roles inside of our professional learning work because they want to, they’re expected to, or its part of their job description. I’m deeply grateful for all that these people do to build and sustain traction, keep their ears to the ground, and tell me how I need to show up differently or shift the work over time.
I’ve built a business around this good work.
Still, I’ve always dreamed of being able to partner with people without charging them for my services. And I’ve always wanted to pay the people who support me on the ground in their school districts for their good—and very much extra— efforts, too.
Can you imagine?
Please, please do.
If you are a Georgia educator who is eager to help me design and pilot a one-day authentic learning experience in your district, I’d love to chat with you. I’d love to design something that’s a great fit for your kids that also aligns with your pedagogical priorities. I’m doing all of the design work, but I need your input, your feedback, and an invitation to visit and pilot what’s ultimately designed, through our partnership.
Some context: The Georgia Department of Transportation is eager to improve traffic safety because pedestrian, bicycle, ebike, and automobile accidents are currently a leading cause of preventable death in the state. I suggested that if children were able to be a part of the solution here—if they were able to lead the campaign that might call people to action far better than ever—they might impact real change. They agreed, they support this, and the marketing team that hired me to craft and pilot the learning experience that will accomplish all of this is backing the work as well. Hard.
If you’re in the position to bring high quality and low-lift professional learning experiences to your teachers, you’re interested in shaping this K-12 curriculum as I design it, and willing to let me pilot with your teachers and children over the course of one full day next school year, I’d like to partner with you. I’d also like to compensate you well for your time and talent. Together, we will elevate your students’ voices, so they can play a real part in solving a real problem in your state. One that’s costing people of all ages their lives.
Traffic safety is our content, but the curriculum we design, the instructional practices I model, and the professional learning experience we build around this can be finely attuned to your interests and needs. If you’ve wanted to bring me in but haven’t had the resources to do so, this is a great opportunity. We’ll design the experience together, you won’t be charged a thing, and whoever partners with me on this pilot in your school will be compensated for their efforts and credited in the final product, which will be used state-wide.
Please share this invitation widely, with anyone who may have an interest.
I’d love to tell them more.
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