Consulting

Southern Association of Colleges and Schools (SACS)

The SACS School Improvement Accreditation Process is a five-year continuous cycle that provides the school with the tools to conduct a comprehensive needs assessment, analyze the data associated with student performance, establish specific goals for student learning, and create meaningful action plans focused on improving student performance.  The five-year cycle is divided into three phases: planning, peer review, and implementation. 

Leadership for Change

This training program, developed by Southwest Educational Development Laboratory, includes practical tools, techniques, and strategies designed for the successful implementation of school improvement plans.  The institute includes the following concepts and skills:

  • Why leadership is essential to implementation.
  • Leadership characteristics of those who facilitate change.
  •  How to create a context and culture conducive to change.
  • How to develop and articulate a shared vision based on student outcomes.
  • How to align your vision, plan and resources.
  • How to plan effective staff development that will help you accomplish your vision.
  • How to assess and monitor progress using Stages of Concern and an Innovation Configuration Matrix.
  • How to provide continuous assistance essential to full implementation.

Love and Logic

This communication and discipline program developed by Jim Fay and Dr. Foster Cline, is used across the nation in schools, parenting programs, and community forums.  The philosophy incorporates easy-to-use techniques based on three simple ideas:

  • Give choices within limits.
  • Set limits through enforceable statements.
  • Apply consequences without anger.

Students, teachers and parents see growth in responsible behavior and self-esteem.  Children develop logical reasoning and communication strategies that prepare them for the real world.

Professional Learning Communities

The professional learning community model is defined by Lieberman (1999) as “places in which teachers pursue clear, shared purposes for student learning, engage in collaborative activities to achieve their purposes, and take collective responsibility for students learning.”  This model assists schools in achieving their desired results and is based on five dimensions:

  • Shared and supportive leadership
  • Shared values and vision
  • Collective learning and application
  • Supportive conditions
  • Shared personal practice