PROFESSIONAL LEARNING & TEAM DEVELOPMENT

Learning should change what people can do next.

I design professional learning that shows people how to think through a decision, gives them time to practice, and prepares them to use what they learn.

MY APPROACH

Professional learning designed for use, not attendance.

I have designed and delivered professional learning, led teacher team and data discussions, and helped educators use assessment findings to plan classroom instruction and additional support.

I begin with the decision or action the learning must improve. Content, modeling, interaction, practice, feedback, and reflection are then organized around that purpose.

ADULT-LEARNING PRINCIPLES

Every element has a job.

Make the reasoning visible

Explain why a practice works and how to decide when to use it.

Model before expecting

Clear examples and think-alouds establish what strong application looks and sounds like.

Protect time to apply

Give people a realistic case to discuss, work through, and make a decision about.

Plan for use after the session

Practice, feedback, reflection, and follow-through connect the session to actual work.

PORTFOLIO EXPERIENCE CONCEPT

From Screening Signal to Instructional Response

A professional learning concept built around a familiar problem: an assessment flags a reading concern, but the team still needs to determine what to teach and why.

Foundational literacy expertise

Collaborative decision-making

Using evidence to choose instruction

Using the learning with a team

Encounter the problem

Begin with a realistic screening profile that signals risk but does not yet explain the instructional need.

Observe the reasoning

Listen as the facilitator explains what the assessment shows and what the team still needs to check.

Analyze evidence

Use follow-up assessment findings to investigate the skill need while recognizing what the learner can already do.

Make the decision

Select an instructional response, the evidence to monitor, and the point at which the team will review progress.

Practice the explanation

Explain the decision to a colleague or leader using specific evidence about the learner’s skills.

Plan the next application

Use a decision tool to identify where and how the process will be applied in current practice.

EXAMINE THE DESIGN

See the case, facilitator prompts, and decision record.

Explore a short learning sequence with a practice case, discussion prompts, and a tool for recording an instructional decision.

View the learning sample

INTENDED PARTICIPANT TAKEAWAYS

A stronger process for choosing what to teach next.

Shared languageExplain what the evidence suggests, what remains unknown, and why a response was selected.

A repeatable processIdentify the concern, check the specific skill, choose instruction, and review progress.

A plan for team useIdentify where the process fits in existing teacher meetings and student support routines.

HOW I FACILITATE

Clarity without oversimplifying.
Challenge without overwhelm.

I respect what people already know and make room for them to question assumptions, try an approach, receive feedback, and explain a decision.

Discussion and activities need a clear purpose. I choose them to help people think more deeply and use the learning in their daily work.

RELATED WORK

See how learning design connects to broader systems and resource development.

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LET’S CONNECT

Designing learning that must reach practice?

I welcome conversations about professional learning, team development, facilitation, and ongoing support.

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