Kim's workshops and consulting


All workshops are highly interactive with videos, role-plays, Poll Everywhere questions, and small- and whole-group discussion. For longer descriptions, please click here.

1. Getting the most out of the Marshall Memo - Strategies for sparking thinking, discussion, and positive change by sharing ideas and resources from each week's Memo with individual colleagues, teams, and the whole faculty; also making good use of the two Best of Marshall Memo books  and the Best of Memo website (1 hour)

2. Managing time for instructional leadership - Ten ways principals and other school-based leaders can use every minute to continuously improve teaching and learning (3-4 hours)

3. Rethinking teacher supervision, coaching, and evaluation - Short, frequent, unannounced classroom visits with face-to-face coaching afterward, then collaborating with each teacher to describe overall performance in an end-of-year rubric (3-6 hours)

4. Using the double role-play - After viewing a short classroom video, teacher supervisors: (a) discuss strong and weak points in the teaching; (b) pair up and role-play a feedback conversion; (c) the "teacher" debriefs with the "supervisor" on how it went; (d) people switch partners and switch roles and repeat the role-play and debrief with a new partner; and (e) the whole group shares takeaways from the process (1 hour)

5. Including student learning in teacher evaluation - Using standardized test scores and traditional teacher observations, it's impossible (and unfair) to include year-long student learning in individual teachers' evaluations. But learning is what teaching is all about, so there must be a way. This workshop describes how supervisors using mini-observations - short, frequent, unannounced classroom visits - can make student learning central to every face-to-face follow-up conversation - as well as orchestrating that in teacher team meetings. (2 hours)

6. Supervising, coaching, and evaluating principals - Parallel to the above approach with teachers, superintendents (or their designees) set goals, make frequent school visits, coach on one "leverage point" at a time, gather data from other sources, and collaborate with the principal to describe performance in an end-of-year rubric (3-4 hours)

7. Leveraging classroom assessments - Nine ways that checking for understanding and other assessments of student work can significantly improve teaching and learning (3-4 hours)

8. Teacher teams (PLCs) analyzing and acting on interim assessment data - Ten ways to avoid "PLC lite" and use student work in ways that boost learning and teaching (3 hours)

9. Rethinking differentiation - A practical approach to the daunting and poorly-understood challenge of meeting the learning needs of diverse groups of students (90-120 minutes)

10. Implementing backwards curriculum unit planning - An authorized one-day, hands-on workshop on Wiggins/McTighe Understanding by Design (3-6 hours)

11. Understanding recent mindshifts in K-12 education - Eight major changes in the way we think about intelligence, poverty, school leadership, teachers, tests, and accountabiliy (2-3 hours)

12. Implementing a middle-school sex education program - Thinking through the rollout of Marshall's curricluum for students in grades 6-8; this includes access to the full curriculum (2 hours)


Kim offers the following school-based services, remotely, in single visits, or as part of a longer-term consultancy:

- Time management and instructional leadership for school leaders

- Effective use of on-the-spot and interim assessments

- Support with teacher supervision, coaching, and evaluation with co-observations and debriefs

- Rethinking district policies on supervision, evaluation, and assessment

- Whole-staff training on Understanding by Design curriculum unit design (in collaboration with Jay McTighe)

- A top-to-bottom analysis of a school's effectiveness, leading to specific action steps