Professional Development for Teachers
What’s the Purpose?
Keep teachers current with educational trends, tools, and strategies.
How we do it?
Customized workshops, continuous education, and mentorship programs.
What benefits you will get?
Enhances teaching effectiveness, classroom management, and student outcomes.
Key Features:
- Custom training on technology integration, pedagogy, and more.
- Online courses and resources for flexible learning.
- Community of practice for shared learning and growth.
- Support for new teachers through experienced educator guidance.
- Regular feedback and reflection to track progress and celebrate achievements.
ESL Education
- What’s the Purpose? Equip non-native English speakers with language skills for academic success.
- How we do it? Personalized instruction, immersive learning, and cultural sensitivity.
- What benefits you will get? Improved English proficiency, academic performance, and social integration.
Key Features:
- Tailored lessons using evidence-based methods.
- English integration across subjects and activities.
- Visual aids, interactive learning, and scaffolding strategies.
- Inclusive environment that celebrates diversity.
- Resources and workshops to support language learning at home.
- Building a network of support for ESL students.
Special Education
- What’s the Purpose? Provide specialized support for students with diverse learning needs.
- How we do it? Individualized Education Plans (IEPs), expert support, and inclusive teaching methods.
- What benefits you will get? Enhances student potential, fosters independence, and ensures equitable education.
Key Features:
- Tailored strategies to meet each student’s needs.
- Trained special educators and support staff.
- Differentiated instruction and adaptive learning tools.
- Active involvement in developing and reviewing IEPs.
- Tools and technologies to support diverse learners.
- Regular monitoring of progress with adjustments as needed.
Approach & Methodology
Our overall tutoring strategy is backed by the studies of Robinson and Loeb (2021). The researchers recommend tutoring models that are sustained, regular, and occurring during school as a ‘supplement’ to and in alignment with the student’s existing curriculum. Our work plan is greatly influenced by the guiding principles of Competency Based Learning. Hallmarks of a Competency Based Education Learning include (a) backwards design and knowing the skills, content knowledge, and habits of mind that we want our students to walk away with; (b) making time and space in our work for the continuous monitoring of student progress through formative assessment; and (c) personalization, reflection, and feedback. McTighe and Curtis (2019) speak to assessment as a means of enhancing learning and as a critical element in a healthy feedback system.
Delivery Mode
In a single school building, tutors instruct as follows:
o In-person & In-School
o Small Group Design - 2 tutors to 6 students
o 1 lead coordinator
o Station Rotation Model
o 45 – 60 min sessions
o 2 – 3 sessions per week
We offer 4 models:
o 10-week
o 20-week
o 24-week
o 27-week
Our Curriculum
We use high-quality instructional materials that align to the NJSLS for ELA and math (see appendix)
Using an acceleration model, students are exposed to content or grade-level standards while building the prerequisite foundational skills
In Mathematics, our resources reinforce key topics that emphasize the Major Work of the grade.
In ELA, our resources reinforce reading, writing, speaking, and listening that correlate to specific standards and topics such as key ideas, details, craft and structure, integration of knowledge and ideas.
Our 24- and 27-week models include a concentrated test prep design
Measurements
Our assessment process is on-going
Our programs target students performing 1 to 2 grade levels below their typically developing peers in English Language Arts and mathematics
Students are initially identified using lexile and quantile ranges and grade level equivalence
An online diagnostic is used to make initial grouping & placement decisions
End-of-year performance data (formative/summative assessment/NJSLA results) are used to
(a) exit students from the program,
(b) make next-year placement decisions and
(c) evaluate overall program effectiveness
News And Research
Read more about our work at different districts and schools, and the research we ground our programs into.
