Teach4Results was created to support those who seek to improve outcomes for students. Each service is customized to address the needs, interests and goals of the hiring agency. The content and format of all programs and presentations are developed in concert with the host and delivered directly by Tracey Severns. The most popular services are described below. Additional topics, services and supports are available upon request.
Multiple services can be included or integrated in a single day or scheduled over time. Content, activities, resources and materials can be tailored to address the needs of the audience.
Programs can be offered in half-day or full-day sessions. Content from various presentations can be combined to address the particular needs, interests and goals of participants. In addition, content, activities, resources and materials can be customized for various audiences (i.e. paraprofessionals, teachers, supervisors, coaches, building leaders, district administrators, board of education members). The programs and descriptions below represent the most commonly requested topics. Additional areas of study may be available upon request.
Individually, the CCSS, PARCC and educator evaluation system provide powerful leverage points to improve student achievement. When combined, they have the potential to completely transform how teachers teach and what students learn. In order to actualize this potential, school leaders must understand each of the initiatives and how to use them synergistically to improve their school. During this workshop, administrators will learn how to integrate the CCSS, PARCC, SGOs, SGPs and teacher evaluation into professional development plans and school improvement plans that support a coherent school improvement strategy. By organizing the work in this way, implementation will become meaningful, measurable and manageable. Participants will also learn what they must know and be able to do to lead the work, what supports they need to provide teachers and students, and what resources are available to support their efforts.
During this "hands on" guided learning experience, team members will roll up their sleeves and engage in the real work of a high-functioning Professional Learning Community (PLC). Together, participants will learn how to DRAFT plans that improve results by applying a five-step protocol to a recently completed school-based assessment. By the end of the session, teams will know how to create PLCs that are able to turn assessment data into actions that improve teaching and learning. Participants will also learn how to establish and systems and structures that provide evidence of their efforts and effectiveness.
Data How to make meaning of the scores
Results How to identify patterns in students' responses
Assessments How to assess the assessments
Feedback How to evaluate and improve feedback
Tailored supports How to create action plans that support students and teachers
Note: Teams must bring the data and graded student assessments to the session to use as the basis for this PLC activity.
The degree to which SGOs improve teaching and learning depends on the quality of the goals and fidelity with which they are implemented. During this workshop, participants will learn how to use a goal development strategy to create SGOs that are data-based, rigorous, aligned to standards and assessed in "PARCC-like" ways.
On a scale of 1 to 10, how ready is your school for PARCC? During this session, participants will learn how to narrow the space between where their school is and where it needs to be. This workshop will provide school leaders with practical strategies designed to "shift into P.A.R.C.C."
Plan Develop a plan to close the implementation gap
Assess Use local assessments to improve instruction
Resources Utilize PARCC resources to optimize readiness
Curricula Ensure rigorous, aligned curricula are taught
Connect Integrate CCSS, PARCC and educator effectiveness
Students with special needs require special services. If children with learning challenges are to master rigorous standards and perform well on PARCC, they must be provided with instruction that helps them achieve grade level outcomes. This workshop will address the critical components that must be considered to determine whether a program of special education is truly special. Specific topics will include staffing, placement, expectations, curriculum, instruction, assessments and supports.
Cancel any plans you may have for two weeks of pre-PARCC "test prep." The best preparation for PARCC is daily instruction and assessment aligned to the standards. The problem is, many educators are unsure of what this should actually look like. This session will address how to look for evidence of standards in classroom instruction and teacher-made assessments. Particular emphasis will placed on critical elements of assessment design and how to identify the cognitive complexity of questions.
Participants will gain a deeper understanding of how the CCSS, PARCC and educator evaluation system can be used together, in a meaningful and manageable way, to improve teaching and learning. Particular emphasis will be placed on how to use assessment as the critical leverage point to improve instruction. Participants will learn how to use model curriculum unit assessments and PARCC sample items to enhance local assessments and improve student achievement. In addition, attendees will learn how to use PARCC's process of "evidence-centered design" to ensure that assessments are aligned to the shifts in the CCSS and prepare students for PARCC. Techniques to develop students' ability to work independently will also be shared.
Individually, the CCSS, PARCC and educator evaluation system provide powerful leverage points to improve student achievement. When combined, they have the potential to completely transform how teachers teach and what students learn. In order to actualize this potential, school leaders must understand the connectedness that exists among these initiatives and how to use them synergistically to improve their school. During this workshop, administrators will learn how to integrate CCSS, PARCC, and SGOs into a unified school improvement strategy that makes the work meaningful and manageable. Specifically, participants will learn what they must know and be able to do to lead the work, what supports they need to provide teachers and students, and what resources are available to support this effort.
Much has been written about the value of using PLCs to improve teaching and learning. In schools across the nation, teachers are incorporating the protocols and practices that support the work of collaborative teams. Yet in order for PLCs to realize the potential described in the educational literature, their focus must be grounded in the use of data. Even teachers with experience working in teams or departments are often unaccustomed to working with data. The purpose of this practical, job-embedded workshop is to cause participants to view data as essential to the work they do with students and colleagues, provide the knowledge and skills necessary to gather and analyze data, and to teach teachers how to use data to measure and monitor student achievement. By addressing the factors that influence attitude and ability, teachers will become actively (and enthusiastically!) engaged in purposeful conversations and collaborative practices that use data to enhance instruction and improve results.
As instructional leaders, administrators must not only understand data and how to use it to for their own purposes; they must know how to engage teachers in practices that place data at the center of their work. The purpose of this workshop is to address the leaders' role in causing teachers to view data as essential to the work they do with students and colleagues, and to provide the strategies necessary to engage educators in data-based, instructional decision-making. Participants will learn how to use data to identify needs, establish goals, and evaluate results. During this highly interactive session, leaders will learn how to use data to measure student progress, analyze teacher performance, and examine the effectiveness of programs and practices. Specific activities will address the leaders' role in identifying and utilizing data from various sources, facilitating data analysis activities and optimizing the use of data to improve instruction.
Research suggests that assessment is one of the weakest areas in teacher preparation programs. At the same time, research also indicates that assessment is one of the most powerful means of improving student achievement. As instructional leaders, principals play a critical role in ensuring teachers understand and employ assessment practices that measure, monitor and improve student achievement. The purpose of this workshop is to provide principals with the knowledge and strategies needed to improve teachers' use of assessment as a critical component of the instructional cycle. During this workshop, principals will learn how to move teachers from a traditional teaching model to a dynamic instructional model that ensures success for all students. Specific activities will include helping teachers understand the principles of assessment literacy, guiding the development of rigorous assessments aligned to the Common Core State Standards, and facilitating the development of common formative, benchmark, interim and summative assessments. In addition, principals will learn strategies to engage PLCs in the use of assessment data to provide feedback for students and teachers, target and address the needs of all students through assessment-based interventions, and create SMART goals.
What’s the difference between leaders who improve their schools and those who don’t? Change leaders do things others can’t or won’t. During this keynote address, participants will explore the concept of evidence-centered leadership and consider how it can be used to focus on the work that has the greatest impact on student outcomes. After examining the research and reflecting on current practice, participants will be ready to delve more deeply into the principles, practices and protocols associated with the evidence-based 4Cs of school improvement: Culture, Capacity, Coherence and Courage.
The sessions below are designed to equip participants with the knowledge, skills and strategies necessary to answer the guiding questions and do what must be done to improve their schools. Each workshop includes ready-to-use resources to support easy and immediate implementation.
The topics may be addressed individually or combined and completed in any order. All of the sessions require active engagement in discussions and activities.
How do you create a school culture that improves student outcomes?
During this session, participants will be asked to rethink their concept of school culture and reconsider their role in developing the kind of culture that improves teaching and learning. After examining Hattie’s research on teacher efficacy and Fullan’s work on collective accountability, leaders will explore ways to leverage the power of PLCs (Professional Learning Communities) to improve student outcomes. Particular emphasis will be placed on the leader’s role in establishing systems, structures and supports that optimize the productivity of PLCs and produce evidence of their efforts and effectiveness.
How do you build the capacity of faculty to improve student outcomes?
Capacity is a function of the knowledge, skills and dispositions educators bring to their work. During this session, participants will learn how to lead an inquiry-based approach to data analysis that transforms the entire school into a high-performing data team. Participants will explore ways to engage faculty in data analysis activities that can be used to identify needs, establish goals, mobilize efforts and assess the effectiveness of programs and practices. Participants will also examine the role of the leader in improving what Elmore refers to as “the instructional core” and learn ways to use data to determine whether instructional practices are achieving the intended objectives.
How do you create the coherence necessary to improve student outcomes?
Coherence exists when the entire school community is “pulling on the same rope in the same direction.” It occurs when the leader connects people, plans and processes in a way that makes the work more effective and efficient. Coherence requires a collaborative culture, common objectives, collective accountability and individual and organizational capacity. Without coherence, time, energy and resources are wasted on competing priorities and contradictory practices that produce frustration, fragmentation and fatigue. During this workshop, administrators will learn how to integrate their work streams into a coherent school improvement strategy that makes the work of improving student outcomes meaningful, measurable and manageable.
How do you muster the courage to improve student outcomes?
During this session, participants will explore the role of courage in instructional leadership. The discussion will include the reasons why leaders find acting with courage so difficult and the factors that influence the ability of the leader to engage in what Viviane Robinson calls “constructive problem talk” and what Susan Scott refers to as “fierce conversations.” After reading and reflecting upon John Saphier’s brief, yet powerful article, “The Courage to Lead,” participants will practice and apply specific strategies that address the five dimensions of courageous leadership: the courage to question, the courage to listen, the courage to learn, the courage to name the “nondiscussables,” and the courage to “speak truth to power.”
Terms and Conditions
All services are scheduled based on return of a signed contract. Fees include all program materials and in-state travel expenses. Fees may vary depending upon location of venue, amount of materials required, or any other atypical expenses.
Currently, due to high demand and limited availability of dates, only full day programs or services are being offered. Full day services can include two, half-day programs on the same or different topics and can be presented to the same or different participants. Schools or districts are welcome to partner with other schools or districts to share the cost of services. Discounts may be available for multiple services and/or long-term agreements (i.e. one day a month for ten months).
Full day $4,000.00
Prices for Keynote Addresses and Information Sessions available upon request.