Professional Learning and Consultancy
Schools begin from different places. Some are developing a shared understanding of Concept-Based Inquiry; others are strengthening mathematics teaching, reviewing curriculum progression or looking for sustained support with classroom implementation.
I offer professional learning, curriculum consultancy, collaborative planning and coaching shaped around each school’s context, priorities and existing practice.
Concept-Based Inquiry
For school leaders, curriculum leaders and teachers developing or strengthening concept-based curriculum and instruction. Support may include introductory or advanced professional learning, the Erickson and Lanning CBCI two-day workshop, Concept-Based Inquiry in Action, unit review, collaborative planning and implementation support. Likely outcomes include a clearer shared understanding, greater consistency in planning and learning designed for conceptual understanding and transfer.
Concept-Based Inquiry Mathematics
For school leaders, mathematics leaders, coaches and teachers seeking to strengthen conceptual understanding and inquiry in mathematics. Support may include professional learning, reviewing units and learning engagements, designing inquiry pathways, strengthening assessment and distinguishing concepts, strategies, skills, models and activities. Likely outcomes include stronger connections between mathematical ideas, a coherent balance of understanding, knowledge, skills and fluency, and greater teacher confidence.
Curriculum Design and Alignment
For school and curriculum leaders who need greater coherence within or across year levels, subjects or phases. Support may include reviewing curriculum documentation, refining scope and sequence, mapping understandings, knowledge and skills, strengthening progression and vertical alignment, and aligning assessment. Likely outcomes include clearer progression, fewer gaps and unnecessary repetitions, and curriculum documentation teachers can use confidently.
Coaching and School-Based Support
For leaders and teaching teams seeking sustained implementation rather than a one-off workshop. Support may include collaborative planning, instructional coaching, reviewing plans and assessments, classroom observation or modelling where appropriate, leadership consultation and follow-up sessions. Likely outcomes include professional learning translated into classroom practice, stronger alignment between leadership intentions and teaching, and sustainable development over time.