At Engage!, we train, coach, facilitate, and provide unique online resource kits to all leaders who have the desire to engage students and educators in authentic learning experiences and/or their communities in transformation. We have designed intentional, concise, and powerful processes to facilitate engagement, whether they be between students, teachers, campus/district administrators and staff, or community/business stakeholders. Every service and training Engage! offers is founded on the belief that--no matter our age--true learning is self-directed, relevant, and internally motivated. As such, Engage! is committed to providing our clients the same authentic, relevant learning experiences that we are teaching them to provide their students.
The Engage Learning Model (ELM) and Career and Technical Education (CTE) are a perfect match because the focus for both are career readiness. ELM facilitates career readiness in 5 ways:
The Engage Learning Model, follows a five step process to provide solutions to real problems in real time in the local and global communications. During the launch of the process the teacher typically collaborates with a business or community member who invites the students to help solve a problem. During the research portion of the process, teachers provide resources to students, including themselves as a primary resource as well as experts from the field in face-to-face or virtual interactions. Finally, the students present their solutions back to the real audience for feedback. There are many obvious benefits to engaging with business and community members while learning, including what a senior student expressed recently while accepting a Citgo Leadership Award, "I was planning to drop out of school before my school implemented ELM. Once I started with this type of learning, however, school became real to me. I discovered I could contribute to the community around me and that I had leadership abilities. I have a bright future now because, through this type of learning I have met so many role models. I have a network of professionals and I am only 18."
In numerous student panels conducted over the years of 2004-2014, the most prevalent issue that we have heard from students is that they do not know what the options are for their future. They feel like school does not prepare them for the real world, and we know this finding is echoed in the literature on this topic. With the Engage Learning Model, there is a vertical alignment of scaffolded career readiness embedded in the curriculum, regardless of the specific courses a student is taking. In other words, because the learning and content in every course and grade becomes relevant in the Engage Learning Model, students learn about options for careers throughout their educational experience. Teachers at each level design learning experiences where students are solving problems in their local and/or global community and are collaborating with experts in the field and providing their solutions back to those professionals. In a given school year, a student in the Engage! Learning Model will be engaged in meaningful work related to between 5-12 careers. From K- 12th grade, at a minimum, students will become aware of hundreds of jobs and can easily be exposed to careers in each of the 16 career cluster if the districts is intentional in concept mapping. This concept is especially critical in light due to recent legislation that provides multiple pathways to graduation and endorsements in different career fields. Students will be much better at making discriminating decisions if they have had exposure to career concepts from a young age.
However, as beneficial as it is for students to become aware of options for careers outside of what their parents do, the ELM model goes beyond awareness; learners in model go further by exploring and attempting to solve the problems in the career field. To that end, they research and apply knowledge and skills that those like the professionals in the field and even work in collaboration with the professionals and present their solutions to them for feedback. In a K-12 implementation, career readiness based on the depth of the challenges and project requirements might look like this:
Engage facilitates the educators in a system in creating concept maps that build vertically and facilitate intentional design across the standards and career clusters based on local and global employment demands. Therefore, these intentionally designed learning experience can create a continuum of career readiness within a course, a pathway, or the whole system.
Acquisition of the Employment Skills
In the 2006 report "Are They Ready to Work" employers rated oral communication, professional ethics, teamwork/collaboration, written communication, and critical thinking/problem-solving as the most important skills for employees yet the report notes that less than 25% of youth are rated as possessing these desirable skills. More recently, Forbes published an article in 2013 titled: "The Top Ten Skills Employers Most Want in 20-something Employees" and that list is as follows:
The Engage Learning Model facilitates acquisition of these soft skills/employability skills through the clear protocols that students follow in the five steps of the model. In step one, learners utilize a teaming protocol, and a conflict resolution protocol is used when needed. Step 2 involves a planning protocol that requires collaboration and critical thinking. Learners are implementing a research/work protocol in step 3 of the model that necessitates professional ethics, and written communication. Learners apply the knowledge from research/work in a create and critique protocol during step 4 of the process that develops and hones their critical and creative thinking skills. Finally, in step 5 of the model, learners practice and perfect their oral communication skills as they implement the Share protocol. Soft skills rubrics are used to self-assess, peer-assess and for teachers to assess and provide valuable feedback to learners as they grow in the soft skills.
Shannon’s whole career has been about transformation. In her first teaching job, she helped four-time exit exam failures become successful on their Texas State Exit Exam and graduate. During her graduate work with Portland State University, she facilitated school districts in Oregon in forming action research teams to study and transform practice.
When Shannon moved back to Texas in 1997, the state was undergoing vast changes by implementing a new set of curriculum standards, The Texas Essential Knowledge and Skills (TEKS). Shannon worked as an independent consultant with several districts across the state and with regional service centers to facilitate the curriculum transition as well as the transition to the new state standardized testing system, TAKS. Her background in the state standards is part of what makes Engage! such a viable partner for districts seeking to move to engaging and innovative instructional models while maintaining a focus on standards in this high-stakes, standardized testing era. Shannon is insistent that all of the Engage! training, curriculum writing facilitation, and coaching be grounded in a strong, standards-based model.
After working as a curriculum alignment consultant, Shannon accepted a position as Assistant Superintendent for Curriculum and Instruction in Coppell ISD. In this position she facilitated the district wide implementation of professional learning communities, the creation of a choice high school and a successful high school restructuring effort including the initiation of career pathways utilizing the strategic planning process. In creating the choice high school, she facilitated groups of community members and staff over two years of planning processes that resulted in New Tech High @ Coppell, saving the district millions of dollars by coming up with an innovative educational solution to an overcrowding problem.
Following her time in Coppell, Shannon worked as a consultant with Cambridge Strategic Services facilitating strategic planning in school districts nationwide. She also worked with architects and designers of Cambridge’s sister company, SHW Group, to design learning environments that support innovative learning platforms such as STEM, CTE, and project-based learning, including HD Woodson High School in Washington D.C. and a master plan for The Center for a Sustainable Future in Lenawee, Michigan. In addition, she worked with a national team across three companies in four states that partnered with students at Napa Valley New Tech High School to create a submission for the 21st Century Classroom Open Architecture Competition which merited a semi-finalist award. Her work with designers has also influenced the way Engage! works by integrating design thinking into their approach.
Currently, Shannon is Chief Executive Officer of Engage! Learning Inc. Engage! works with educators and communities nationwide to strategically design and implement innovative learning solutions. To date, she has trained over 50,000 teachers and administrators, facilitated thousands of community members through the strategic design process and still works as an executive coach on select projects. Shannon is a regular speaker at national conferences including AASA, ASCD, NSPRA, ISTE, and their regional counterparts on topics related to the transformation of public education and innovative learning platforms. She is also currently facilitating the Region 10 Transformational Leadership Collaborative, a group of thirty superintendents working toward visionary change in education in Dallas, Texas.
Clark has been an educator for over 20 years. He has been a teacher, coach and administrator, and has worked at the high school, college and university levels. Clark has a passion for making a positive impact on students and his career has focused on changing the prospects for socioeconomically disadvantaged students. He has also focused on creating systems within organizations to more efficiently and effectively deliver academic programs in customized ways based on students’ learning needs.
Clark began his career teaching and coaching at Lon Morris College. After two successful years at Lon Morris, he became assistant basketball coach at the University of Portland as part of a newly-hired staff. They inherited a losing program and turned things around immediately winning 40 games in their first 2 seasons and capping the second year with an appearance in the NCAA Tournament. During that time, Clark also coordinated the academic programs for the student-athletes with a 100% graduation rate.
After completing his graduate degree, Clark became a faculty instructor and head basketball coach at Richland College. His teams at Richland enjoyed tremendous success accumulating a combined record of 99-30, with 3 appearances in the National Tournament and four Conference Championships in 4 years. Equally as important, Clark established rigorous and innovative academic support programs for his athletes that enabled 20+ socioeconomically disadvantaged students to go on to complete 4 year degrees. As a result of the academic success of his teams, Clark was asked to implement his academic support programs for all athletic programs.
Clark later served as Academic Dean and Athletic Director at Richland. During his tenure, he recognized the need for distance learning to become a major component of the academic offerings for the department and led the implementation of an innovative, model distance learning program initiative. As a result, the department was able to significantly increase enrollment by providing a more customized solution for non-traditional students.
As Director of Education at Kaplan College in Corpus Christi, Texas, his campus became one of the first Kaplan campuses in the nation to implement a blended learning format in their program offerings. Utilizing the clear research on this instructional model, Clark and his team created a customized and engaging solution for students. This format became a model for the Kaplan organization nationwide. The Corpus Christi campus was also regularly nationally ranked and recognized for their retention percentage of students under Clark’s leadership due to a focus on individual student needs.
Recently, Clark and Shannon founded Engage! Learning. Clark brings his systems expertise and consistent focus on customizing learning solutions for student success to the position of COO of the Engage! Organization.
Jill began her 18-year career in public education at an elementary school in Coppell ISD (CISD) educating 1st, 2nd, and 3rd graders. Moving to the position of Elementary ESL Instructor and Facilitator, she was the English language instructor for all CISD elementary Newcomer students which led to developing unique learning methods to accelerate learning and understanding. Jill successfully organized monthly "ESL Parent Coffees" to meet with the families and facilitated weekly sessions with "MAD SCIENCE" group for immigrant students.
After many successful and exciting years in that position, Jill advanced as the District’s Lead ESL and Dual Language Immersion Facilitator for both elementary and secondary campuses. She led campus and district-level staff developments on ELPS, Crucial Conversations, as well as creating and conducting 12 training modules in Sheltered Instruction protocols. Working on campuses and with district administrators, Jill was a resource for a strategic transformation of education using project-based learning.
Having accomplished so much, it is no surprise that she was recognized as "Teacher of the Year." Jill was also the recipient of the Japanese IIST Award and in 2011 was sent to Japan to study their culture and educational system. Following the Japanese earthquake and tsunami that year, Jill started a Service Learning Project for the students and parents of the Dallas Japanese Association in order to raise funds for the victims.
As her successful and innovative career in education exhibits, Jill whole-heartedly supports the Engage! Learning Model because of its emphasis on shifting education, making it more authentic, engaging and preparing all students for a successful future!
Jill Galloway began her career in education in Coppell ISD as a math teacher. Noticing how engaging technology was for her students, she discovered an interest in integrating technology into learning and transitioned into Instructional Technology. With a background in Computer Science and Engineering, this role allowed Jill the opportunity to marry two of her passions, technology and learning. In 2008, Jill became one of the original staff members of New Tech High @ Coppell, a new 1:1 high school that employed an innovative style of learning that would forever change her perspective on education and leadership. Her first experience with project-based learning, she was continually blown away by the impact this made on students. The learners were growing into empowered, pro-active problem solvers with communication skills that could match many adult professionals, while collaboratively working together, just like in a modern workplace. Once she experienced this culture of learning, her passion was ignited and there was no turning back. She was inspired to spread the word and impact kids on a larger scale through leadership positions.
Jill took a position in Instructional Technology leadership in Irving ISD, where she collaborated on the opening of a new net zero middle school that would employ PBL through the Engage! Learning Model (ELM) and supported high school teachers implementing ELM. Jill also designed a project-based summer school robotics program and obtained certification as a TASA Transformation Coach, working with leaders participating in the Texas High Performance Schools consortium. Jill then served as Director of Instructional Technology in Arlington ISD. A product of AISD, she was honored to serve the district who had given so much to her as a student. Here she designed the Transformation through Innovation (TI) Grant Program, helped plan AISD’s first virtual learning program, and consulted with architects on the design for a new collaboratively-focused elementary campus.
A self-proclaimed PBL evangelist, working as an ELM Coach is a dream come true for Jill. Working with districts to implement the research-based Engage Learning Model is extremely rewarding, knowing that more and more students will be empowered by the standards-based, truly authentic, collaborative learning model that is ELM. Jill believes wholeheartedly that there is no better way to prepare students for college/career and feels very fortunate to have the chance to devote all of her professional efforts to this meaningful cause.
Jill has 20 years of experience in public education, teaching English at the high school and middle school levels for the first half of her educational career before becoming the Secondary Language Arts Specialist for Lewisville ISD for two years. She then became the Secondary ELA and Social Studies Director for Coppell ISD, serving in that position for three years. For the past four years, she served as the K-12 ELA and 8-12 Foreign Language Director for Coppell.
Jill has extensive knowledge and expertise in literacy as well as student-centered professional learning and curriculum design. She has served as the President of the North Texas Council of Teachers of English and Language Arts and has trained hundreds of teachers as a New Jersey Writing Project (now Abydos International) trainer and National Writing Project Coach. She continues to support literacy by consulting for Thinking Maps, Inc., training districts and campuses across the nation in their writing training, Write from the Beginning & Beyond. As a district administrator in Coppell ISD, she supported the launch of a Project Based Learning choice high school, New Tech High @ Coppell, and designed PBL training for the district. She also served as a district liaison to two campuses, acting as a thought partner and resource to the campus principal in his/her endeavor to transform education. Jill whole-heartedly supports the Engage! Learning Model because of its emphasis on shifting education from a teaching platform to a learning platform. She is passionate about helping teachers and administrators strategically abandon those approaches that continue to cultivate compliant, "fill-in-the-blank-thinking" students, so they may focus on pursuing what will make students truly future-ready.
EducationJill earned a Bachelor of Arts in English from the University of Texas at Austin, a Master of Education in Reading from the University of North Texas, and a Master of Education in Educational Leadership & Policy Studies from the University of Texas at Arlington.
Dr. Karleen Noake is a dedicated educator who has devoted her career to teaching, learning and developing others. Her career spans 33 years in Texas public schools in seven school districts. During that time she served as a teacher, gifted and talented coordinator, principal, curriculum director, assistant superintendent for curriculum and deputy superintendent.
Having a passion for putting systems in place and creating ways to best meet the needs of students, Karleen loved being a principal. In fact, after 23 years working at the elementary level, she became principal of a 1,000-student 7th, 8th and 9th-grade campus. This was one of her most fulfilling experiences as she worked with a staff that was committed to helping students have a good experience during this "tender" time in their lives!
Following retirement in 2008, Karleen has continued to work in the field of education. She worked as a learning manager for three years in the Texas Principal Excellence Program (TxPEP), a TEA grant-funded initiative to provide professional development for principals and aspiring principals. At the conclusion of this three-year program, approximately 1,000 educators had participated in this learning opportunity.
Continuing to pursue her love for school improvement, Karleen has also worked for the School Improvement Resource Center (SIRC), assisting schools who have failed to meet federal AYP standards in their efforts to improve teaching and learning. She has served as a Campus Administrator Mentor (CAM) and most currently is a Professional Service Provider-Technical Assistance Provider (PSP-TAP) at six campuses and a coach. In this work, Karleen works closely with principals and campus staffs to implement systems and processes, both in classrooms and at the campus level. This work includes such activities as instructional coaching of teachers, coaching and mentoring principals, facilitating the creation and implementation of school improvement processes and systems and fostering reflective dialogue about data and results of systems that have been implemented.
Karleen has served as an adjunct professor at the University of Houston-Victoria for the past several years. She teaches masters-level courses in Educational Administration, seeing her primary role as inspiring those who are pursuing the degree and certification that will lead to a principalship. She also teaches superintendent certification courses.
Laura brings to the Engage! team 17 years in education and a diverse set of knowledge and skills. She has been a teacher at the elementary, intermediate and high school levels. As a content specialist at the elementary level, she coached new or struggling teachers, designed and facilitated training on effective math practices and strategies, and developed a scope and sequence, resources, and assessments as a member of the campus and district vertical alignment curriculum committee. Including her work as an administrator at the primary, elementary, and district levels, Laura has developed a wide-range of experience. It has been her work with professional learning and curriculum writing and development that have been a focus and love and that have provided opportunities for fostering learning for students and educators throughout her career.
As the Curriculum Coordinator for Magnet Schools, Laura served as an instructional leader in the coordination of an effective instructional program for the Metropolitan Schools of Design. She oversaw the planning, design, and implementation of the Engage! Learning Model and coordinated the writing, editing, and revising of projects. As part of her work, Laura designed and facilitated professional development sessions for campus and district administrators and teachers.
Laura is excited to be working with districts and campuses to create school environments and cultures that let learning happen. She is a cheerleader for the Engage! Learning model. She has been witness to how it can transform students and educators...classrooms and schools.
Lauren began her career in education teaching science at Lamar Middle School in the Irving ISD. She then helped open the net-zero campus, Lady Bird Johnson Middle School, where she implemented full-time and fell in love with project-based learning. After a successful and exciting inaugural year there, Lauren was elected to head up the PBL team and help coach on her campus. She also lead campus and district level staff developments on standards-based engagement and PBL implementation. Upon completing another great year with JMS, Lauren decided to leave the classroom to pursue her hobby turned painting business. It was the perfect opportunity for her to begin coaching with Engage! and continue sharing her passion for student engagement and the standards based Engage! Learning Model.
Lauren's classroom experience and creativity with project writing and strategy design brings a unique set of skills to the Engage! team.
Melody began her 27 years in education teaching for ten years in both elementary and secondary grade levels. She taught third grade in a self-contained setting, fifth and sixth grade content specific in English Language Arts and Reading, Science, Social Studies and Mathematics, seventh grade mathematics, and eighth grade English-Language Arts and Reading. Ms. Paschall spent her first year in administration as an assistant principal in an elementary school and the following year was named principal of Story Elementary in Allen ISD where she remained for three additional years before relocating to East Texas. After consulting for a year developing a new teacher orientation program, she became a Junior High Principal and then moved into the position as Executive Director of Federal Programs for Van ISD.
After moving back to the DFW metroplex, she has served as Principal of East Middle School, Executive Director of Intervention Services and Assistant Superintendent of Curriculum and Instruction for Coppell ISD as well as Assistant Superintendent of Curriculum and Instruction for Grapevine ISD. In Coppell and Grapevine-Colleyville Melody had the opportunity to serve as the Internal Facilitator for the districts' strategic plans. In those roles, she was responsible for developing capacity within the district through leadership development while facilitating the development of the strategic plan goals and monitoring each goal and subsequent objectives to ensure all parts of the plan were achieved as well as aligning to district and campus improvement planning processes.
Her most recent position was Associate Superintendent of Academic Services in Irving ISD where she oversaw the teaching and learning and support services for the diverse urban district consisting of 35,000 students. In Irving, she was responsible for implementing systems throughout the district including a leadership development model, and instructional model for student achievement including an assessment plan to assess progress for all students. She also led a leadership team that applied and was accepted to the Texas High Performance Consortium which allowed the District the opportunity to participate in the ground breaking work of the twenty-three districts chosen to design new learning standards and an accountability /assessment system more aligned with the skills students need for the 21st century.
Melody has presented at several state and national conferences and is currently completing her PhD in Special Education at Texas Women's University in Denton, TX. She is excited to be joining Engage and to be in the role of facilitating districts in designing transformation.
Coming soon . . .
Nena has spent 37 years in the field of education focused on "doing what's best for all students". In her career, she has fulfilled many roles. She has served as a special education teacher, regular education teacher, and administrator at the campus level. At the central administration level, she has served as director of special education, curriculum director, assistant superintendent, deputy superintendent, and superintendent.
The focus for Nena in her leadership roles has not been "what are we going to do" but "who are we going to be." Developing plans with support structures to ensure that the district and campus visions and goals are met and students receive the best education possible has always been a priority. Following retirement in 2007, Nena continued her work in improving education. She served as student teacher supervisor for West Texas A & M university prior to consulting work with SIRC (School Improvement Resource Center) which is now TCDSS (Texas Center for District and School Support). In her work for TCDSS, Nena provides support and guidance to districts and campuses who failed to meet state or federal accountability standards. This work includes such activities as instructional coaching of teachers, coaching and mentoring principals, facilitating the creation and implementation of school improvement processes and systems, and monitoring through data analysis and the evaluation of systems that have been implemented.
She has coaching training from Coaching for School Results and the Region 13 Coaching and Leadership Development Center. She has also attended Jim Knight’s Instructional Coaching training. Nena also served as a coach for a cohort of principals in the TEA funded Catalyst Project. Nena has also experienced leadership at the state level. She served as president, of the Texas Council of Administrators of Special Education. A primary accomplishment during her tenure as president was changing the funding weight of "mainstreamed" students to support the inclusion movement for student with disabilities.
Nena is passionate about education. The Engage! team is pleased to utilize that passion to seek continuous improvement of our education processes and systems for students.
Raquel is an accomplished educator with over 24 years of experience. She spent 14 years as a secondary mathematics teacher and campus leader prior to moving into administration. As an administrator, Raquel has been a district-level consultant for State Compensatory Education programs and Middle School Mathematics. At the campus level, Raquel has served as an Elementary Assistant Principal, High School No Child Left Behind Accountability Officer, and Instructional Coordinator. She was most recently assigned to a High School Dean position prior to deciding to become a consultant to spend time with her toddler.
Raquel has broad expertise in grant writing and the development of curriculum, instruction, and assessment. She is especially fond of and skilled at transforming low-performing programs, with experience in districts in the Dallas, Houston, and Corpus Christi areas. As an Instructional Coordinator, she led a Project Based Learning implementation at a 7th-12th grade school-within-a-school which achieved significant academic gains in its first year of implementation. As a result of this experience and seeing the transformative power that PBL could make on students’ learning and soft skills, Raquel is eager to teach the Engage PBL model to others.
Ryan was a spry 15-years-old when he first started designing logos for his older brother’s rock band. It was then, with an HP computer and a borrowed copy of Adobe Photoshop, that Ryan fell in love with the creative process and tinkering with graphic design and technology. Through the years, regardless of his job description, Ryan has always managed to get his hands dirty designing marketing materials and creating technology solutions to aid and improve whatever organization with whom he was working. In the process, Ryan has continually honed his skills as a graphic and web designer and technology enthusiast.
Today, Ryan is a designer with the heart of an educator, and comes to Engage! after helping brand, launch, and support the Metro Schools of Design, a K-12 magnet program of Corpus Christi ISD. It was during his time as the Magnet Marketing Coordinator in Corpus Christi that Ryan was first introduced to the Engage! Learning Model (ELM) and as Ryan describes it, it was love at first sight! "This is how designers work! You have a problem. You search for the necessary resources, design solutions, get critique and revise until you have the best possible product!"
Ryan is excited to bring his passion for learning, design, innovation, and technology to serve as an asset and resource for Engage! and its clients.
Sheila brings to the Engage! team over 25 years experience in communications, office administration, and client service across a variety of enterprises, including education, radio and television, technology consulting and financial services. Over the years, she has also been actively involved in the local school district as a parent volunteer, PTO president at four campuses, and participant on several community-input committees including Strategic Planning and Campus Site-Based.
Sheila has most recently worked in administrative support and project management positions at the Coppell and Highland Park school districts. Her responsibilities included project research, meeting coordination, event planning, marketing support, and website maintenance. She frequently interacted with community members, students, staff, and board members.
Throughout her career, Sheila’s focus has always been on making the organization more efficient and responsive, and improving the client experience. Her breadth of client service experience makes her a valued member of the Engage! team.
Coming soon . . .
As a school reform and turnaround consultant, Dr. Sean Haley has supported teachers, administrators, and community stakeholders, implementing transformation initiatives in underperforming schools throughout the country.
Sean has served as Academic Coordinator of a "dropout recovery" high school through a community-based partnership with Austin ISD, and as Acting Director of the High School Enrichment Program (a post-secondary prep program for first-generation, college-bound students) at Huston-Tillotson University. An educational leader at levels PK-16, he was the Superintendent/Principal of the NYOS Charter School in Austin where he developed a comprehensive school system for grade levels PK-12; he founded the secondary school and graduated its first two classes. To this day, NYOS is one of the top-performing school systems in the central Texas area.
As Coordinator for the Texas High School Project with the Education Service Center Region (ESC) 13, Sean led a team of senior service center administrators in the development and implementation of what is commonly known as the "campus snapshot." The campus snapshot is a quality review process used statewide to support educators in evaluating and improving practices in order to elevate student success.
During this time, he also co-authored and managed a Texas Education Agency (TEA) $9.6 million High School Completion and Success Grant that served over 140 local education agencies throughout the state of Texas. Additionally, Sean coordinated and hosted several conferences and trainings targeted at improving leadership and instructional practices. Finally, he was one of three consultants identified to support the development of the Texas Charter Schools Association "Quality Framework," a comprehensive evaluation tool used by all members to benchmark and support best practices.
Sean Haley has served as a consultant to many recognized organizations, including the Bill and Melinda Gates Foundation, the Institute for Public School Initiatives, the Texas Charter Schools Association, the National CARES Mentoring Movement, and the International Center for Leadership in Education. As an Engage Learning, Inc. consultant, he has supported district-wide visioning processes in Lancaster ISD, Garland ISD, and facilitated ESC planning sessions. Sean is also an Adjunct Faculty member within the Department of Urban Education at the University of Houston-Downtown.
Sean received a B.A. degree from Morehouse College in Atlanta, Georgia, and obtained both an M.Ed. in Curriculum and Instruction and Ph.D. in Education from the University of Texas at Austin.
With the Engage! Transformation Mode (ETM), district leaders are able to engage local stakeholders, businesses, and higher education professionals to design, create, and implement strategic decisions about their local education systems. Our Designing Transformation packages have been designed to provide district leaders all of the tools and resources necessary to successfully support the entire transformation process.
ETM engages your students, community, business sector, parents and district in a concise, 5-step, intentional process resulting in a shared framework for action for transforming your district and implementing House Bill 5 in a way that is aligned to the TASA School Transformation Network Vision and rolls seamlessly into your district improvement plan. Designing Transformation includes the tools for engaging stakeholders in a dialogue about the future of schools, collaborating with a specific team to design a framework for decision-making, creating action plans aligned to state and district objectives, and leading the organization through a manageable and sustainable change process.ETM results in shared beliefs, a call to action, a profile of the learner, local community accountability measures, and clear goals and objectives for systems. We will facilitate the 5-step process for you or train and coach district leadership to facilitate the process, or a combination of both depending on your goals and capacity. We will train and coach your team to both create and sustain the transformation and provide just-in-time online resources in eStudio for every step of the way.
With the Engage! Learning Model (ELM), classrooms are transformed into dynamic learning environments that facilitate relevant experience for students that foster mastery of state standards. Engage! trains and equips teachers and administrators with the knowledge and resources needed to design, facilitate and lead these experiences so that students can acquire the hard and soft skills to be future ready.
ELM integrates a standards-based design process with seamless technology applications and design thinking to create engaging learning experiences for students. In our model, teachers become designers of authentic standards-based challenges grounded in the local community and they facilitate learners through our five consistent protocols to resourcefully and responsibly meet the challenge while mastering the standards. In the model, students gain content knowledge as well as the hard and soft skills to become college and career ready and thrive as a contributing citizen and community member.
Engage! offers training and coaching packages for both campuses and districts who are interested in implementing the Engage! Learning Model. We train teachers to lead their classrooms by creating a collaborative, autonomous, sustainable learning environment. We coach teachers as they grow as leaders, designers, and facilitators. We train and coach administrators as they develop learning organizations. We also provide ongoing support with virtual coaching and eStudio, a design platform and complete resource library for all of our clients that has a searchable database of units aligned to the standards for each grade level and course, student templates for each level, teaching videos for every aspect of the process, and a guided, interactive design process to implement and sustain the model successfully while collaborating with other educators across the state. We are thrilled to be serving over 100,000 students in visionary districts all across this state and seeing the results of increased student engagement, attendance, and achievement as a result.