Coaching and Consulting

“Mary’s work ethic and ability to effectively communicate are exceptional. I would recommend her without reservation.”

Urban School District Supervisor of Special Education

Classroom management is still a major weakness in some schools. Those schools should
take immediate action because effective management is the foundation on which effective
teaching and learning thrive. Robert Marzano (2011)

Chronic behavior issues and poor classroom management skills are complex problems. The
lists of quick fixes and ready-made answers look mighty appealing, but they often fall
short of their promise when put into practice. These poor results can be frustrating for
teachers, administrators and students!

Strategic Behavior Management Coaching: Is It For Your School?

Interventions work when applied strategically. Problems are clearly defined. All
stakeholders create a plan of action. Results are monitored and changes made as
necessary.

If your goals are to improve staff leadership capacity and to enroll and engage your
staff in positive, solution-oriented approaches for working with the social, emotional,
behavioral, and classroom management challenges they face each and every day, coaching
delivers.

Benefits:

Improves staff confidence, leadership and behavior management capability.
Reduces office referrals, detentions, suspensions.
Reduces premature SPED referrals & supports RTI success.
Improves behavior of students with chronic issues.
Provides guidance for support and special services staff.
Develops respectful learning environments.
Supports and develops struggling staff and students.

Transform Knowledge into Know-how.

Mary’s behavioral coaching practice is a collaborative process built upon trust. She and
staff develop capacity to work with difficult, challenging students. She and struggling
staff design situation-specific classroom management practices that work for their
individual students and classrooms. Mary also helps staff apply the principles and
practices presented in all her workshops.

Benefits of Mary’s Coaching:

Teachers learn how to manage classrooms and work w difficult problems.
Teachers rely less on administrative consequences & solutions.
Administrators have fewer office referrals and revolving door problems.
Administrators can truly support staff development.
Staff receives objective analysis and no fault support.
All stakeholders become part of the answer process.

Inner City Coaching Experience

Recently, Mary spent 18 months as an independent social, emotional, and behavioral
coach/consultant for two high-poverty, inner-city school districts: a K-12 public
district and a K-8 charter school. She guided administrators on issues of climate,
culture, and staff development. She strategized with support staff to develop I&RS, 504
and IDEA strategies. She worked with individual teachers, too.

With her sleeves rolled up, Mary brought her skill set into their individual classrooms.
She helped struggling teachers discover positive classroom management practices and
strategies for specific student or classroom situations. She worked with “difficult”
students, guiding and inviting them to be full-fledged participants in solving their
school-related problems and developing personal responsibility for their behaviors. She
also gave guidance to parents.

Here’s what staff had to say about working with Mary:

Urban School District Supervisor of Special Education

“As part of this training, Mary led group trainings for teachers on social, emotional,
behavioral and trauma issues. Her focus was to facilitate the development of positive
behavioral interventions and supports that would assist teachers in their interactions
with students… Mary developed strategies with the teachers in an instructional setting
and then assisted them with the implementation in the classroom. Mary suggested methods
to use with specific learners exhibiting problems. She also worked in the classroom to
troubleshoot management and behavioral issues resulting from teacher and student emotional
reactivity and poor management/social skills… Mary’s work ethic and ability to effectively
communicate are exceptional. I would recommend her without reservation.”

Christi N. Pemberton

Dear Ms. Fowler:
After careful reflection of the past two years at Trenton Community Charter School, I still cannot find the words to express the gratitude I feel for the countless hours and effort you spent revitalizing our school culture. When I first began as Principal/Charter School Lead Person, the school’s culture was frigid and hard to say the least. The school truly operated in a survival of the fittest mode. Staff, students, and parents alike did not feel safe or respected. As a first time administrator, I truly had no idea as to how to build a culture of caring and respect in a place that had a history of thriving off of negativity within an 8 month time period.