Mission: To substantiate in the public schools of urban america an irrefutable belief in the capacity of all children to reach the highest levels of learning and thinking demanded by our ever-changing global community. Our focus is teacher and administrator quality through professional development which incorporates current research from cognitive neuroscience on learning, teaching and leading. We partner with school districts to support the building of their capacity to advocate community-wide responsibility for realizing the learning potential of its children.
Programs: Buffalo:the goal of the program in buffalo is to transfporm chronically underperforming schools into learning environments where all students demonstrate high intellectual performances designed to enable them to meet and exceed the requirements of the common core state standards. It is a practical, engaging, research-based program that reduces the persistent achievement gap exhibited in chronically underperforming school. Student potential ans student performance using strength-based approach transforms leadership and teaching through high operational practices that accelerate achievement for all students. It uses a comprehensive framework to turn around underperforming schools that includes developing the instructional leadership and instructional capacity of the district and the individual school. The program consists of an instructional assessment, school site visits, leadership training and student invoices.
robbinsdale:nua continues in the areas of professional development and instructional leadership with high operational practices of the pedagogy of confidence. The partnership goals are to:- build positive relationships between and among students and teachers- amplify student voices- activate sudent strenghts- integrate prerequisites- situate learning in the lives of students- focus on high intellectual performance- provide enrichment
groton:the goal of the partnership is to provide a series of research-based professional development activities for teachers and administrators that are designed to build a common set of understandings regarding learning and teaching, to introduce powerful pedgogy that transforms learning, and to develop a district-wide set of expectations and experiences, a common language of learning and teaching and a shared vision that propels learning. The project consisted of an instructional assessment, ten site vists for the school and a student voice component.