Areas of Practice
INCREMENTAL COACHING
We powerfully coach teachers to become great teachers in the real context of their own classrooms, with their actual students. This entails:
observation by an expert able to decode a teacher’s automated habits on a granular scale;
timely feedback to set high-leverage, bite-sized action steps;
modelling of exemplary practice to spot gaps and script a better way;
intentional practice of the new step to make it ingrained and habitual.
COLLABORATIVE PLANNING
The core of teaching is knowledge: the ‘what’ of curriculum; the ‘when’, the planned sequence of learning; the ‘how’ of the process, the pedagogy and techniques.
We enable teachers to structure their curriculum and its formative and ongoing assessment. We build a legacy - cultural capacity - by developing your in-house specialists to become confident in long-term, medium-term and short-term planning, which mixes efficiency and creativity.
PRACTICAL RESEARCH
Most busy teachers and leaders though aware of evidence-based research are unable to find the time to read it or even access the journals. They often fall back on their intuition and follow simplified over-generalisations instead.
At Consult-Ed, we have the capacity to review ongoing research, signpost it and interpret it, keeping in mind the boundary conditions which exist in an individual teacher’s classroom. We can coach practitioners in setting up their own practical research to trial implement and develop.
INSTRUCTIONAL DESIGN
Demystifying the flow of a single learning episode or a series of them takes time and expertise.
Founded on the most up-to date cognitive science, we build instructional resources for a variety of learning methods and audiences. This means teachers can spend more of their time in personalizing the learning for each individual student.
FACILITATED PROGRAMMES
Effectively setting up professional learning experiences takes more than a PowerPoint and presentation. At Consult-Ed, we tailor new learning as a cohesive process, in the context of the needs of the practitioner and their institution.
Participants of the programmes are mentored throughout the process and can be supported beyond normal time-frames; this enables the embedding of established behaviours, even when no one is looking.
SYSTEMIC WELL-BEING
Educational institutions are notoriously stressful places. Driven to master and perfect what we do for our students, day in and day out and against a constantly changing landscape of new knowledge and external pressures, burnout inevitably can follow.
We work alongside leadership and staff teams to enhance existing systems and policies, analyse transitions and evaluate burdensome tasks. Few on gimmicks, large on people and their personal experiences and narratives.