HEART Education Consultants, LLC is a teacher and school support firm that provides ongoing, differentiated, job-embedded learning, administrative feedback, and professional development to beginning teachers and/or teachers in need of additional support. Our mission is to ensure that teachers are ready and prepared, so, students are provided with the most efficient teaching.

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Through our 30 years of vast experience, we deeply understand that the best instruction is good first instruction. See below some of the education menu options available.

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Capture Learning by Interactive Lesson

Teachers will learn how to use any grade level or content to raise students’ participation and learning with the following interactive classroom activities. Each activity provides students with opportunities to deepen their learning by applying concepts and articulating new knowledge. Many of these activities also provide the instructor feedback about the students’ learning. Such
as:

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 -Entry/Exit Tickets
 -Journaling/Quick Write/Question of the Day Exercise
 -Think–Pair–Share
 -Case Studies and Problem-Based Learning
 -Interactive Demonstrations
 -Interactive Notebooks
 -Worksheets Turned into Interactive Activities/Assignments
 -Socratic Seminars, etc.

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Active Monitoring in your Classroom

This menu options will deliver the basic 4 steps to planning for Aggressive Monitoring in your lessons:

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Step One: Identify what you are monitoring for in your lesson. 
Step Two: Create an exemplar response. 
Step Three: Determine potential student misconceptions or misunderstandings. 
Step Four: Create targeted questions in response to student misunderstandings.

Lesson Planning Aligned to State Standards

Alignment to state standards in a lesson plan ensures that all the components (lesson objective, warmup, lesson delivery, activities, demonstration of learning, and assessments) are working together to support student success.  If you start with aligned goals, objectives, and standards, you will set your lessons up for success!

Strategies to Ensure Your Lessons Are Aligned to State Standards

-Find the standard(s) to which the lesson aligns.
-Understand and break down the standard (unpack the standard).
-Find and complete all related state assessment items (align state assessments questions & formats to lesson using the applicable vocabulary and format).
-Complete the End and Mid Module Assessments (before lesson is taught).
-Complete the Lesson-Specific Exit Ticket and adjust re-teaching if necessary.

Building Positive School Relationships

Teachers who cultivate positive relationships with students create an environment that meets the students’ developmental, emotional, and academic needs. Trust and comradery between colleagues are important for a productive professional learning community. Lastly, teachers and administrators with a positive relationship benefits staff and students.

Classroom Management & Student Interactions

The goal of a successful management plan is to maintain a safe and fun classroom that can focus on learning. Classroom management is the combination of tools and practices that provide structure and promote positive learning spaces for students. The teacher or classroom lead provides instructions and sets expectations for student behavior to regulate classroom activities.
Organized students, active participation in learning and minimal behavior distractions are evidence of effective classroom management.

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Lesson Cycle & Appropriate Pacing

The learning cycle used in lesson plans follows Bybee's (1997) five steps of Engagement, Exploration, Explanation, Elaboration, and Evaluation. As in any cycle, there is no end to the process.

 

Pacing is the skill of creating a perception that a class is moving at “just the right speed” for students. The main points will be using time from bell to bell, having students be interactively learning, start class with a warmup and wrap up every class with a demonstration of learning. Effective plans hold students and teachers accountable for learning.

Effective Questioning and Constructive Feedback

7.a. Questioning is a learner engagement strategy.

Being able to effectively question students is a skill that can enhance engagement, learning, creativity, passion, and curiosity. Effective questioning is characterized by how the students are able/required to respond to learning. Emphasis should focus on questions that are open ended, higher order cognitive skills and lead to the desired learning goals.

 

7.b. Constructive feedback helps students learn and grow.

It serves as positive reinforcement, and it promotes room for further growth/improvement. Research shows that students generally like feedback that points them in the right direction and helps them to improve. It can also increase motivation for students. This module will give general constructive feedback examples for students.

Ways to Check for Student Understanding

Checking for Understanding is a technique for teachers to regularly check that students are learning what is being taught in real time. CFU provides the teacher with the opportunity to improve teaching based on student answers throughout the lesson process. The teacher will discovery many ways to know whether the students are understanding the information without guessing.

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Professional Ethics

The professional educator has a primary obligation to treat students with dignity and respect. The professional educator has a code of actions that must be followed by state and district levels. The Model Code of Ethics for Educators (MCEE) serves as a guide for educators and gives clarity in the complexities of PreK -12 education. The code creates principles for “ethical best
practices and establishes the professional code of ethics, by educators and for educators, honors the public trust and upholds the dignity of the profession.

Scaffold to Support & Release the Learning

Scaffolding helps to connect fundamental prior knowledge to new learning. It engages students with learning so they can track their progress. It allows students to be independent scholars and take ownership of what they understand or need more assistance. Scaffolding bridges learning gaps in traditional rigorous course content.

Mental & Self Health for Teachers

Self-awareness and paying attention to how you are feeling and functioning are important. Self- care is needed to provide breaks from stress, anxiety, and frustration. It will improve cognitive functioning including efficiency and memory. A simple self-care plan and routine can make a tremendous difference in overall health and wellbeing of all staff and teachers.

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Progress Monitoring
Progress monitoring is the process of frequently and consistently evaluating student performance data to ensure there is progress toward a predetermined goal. It is a way to measure a student’s response to instruction. Progress monitoring should be used at the classroom, school, and district level. By examining the path of each student, school and district improvement can be achieved and sustained. These frequent observations inform instructional decisions and can signal if a student needs additional support. Effective progress monitoring follows the S.M.A.R.T. goal-setting process (Specific,
Measurable, Achievable, Relevant, Time-bound). Progress monitoring tools provide insight into the overall success of a student over time. They use data to help educators identify which students are on track to reach their goals and which students might need additional support. 

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Side-by-Side Coaching
On-the-spot side-by-side coaching is a dynamic strategy that occurs during a lesson. In this collaborative approach, the teacher and coach work closely together, actively engaged in the delivery of the lesson. Here are some key
aspects of this coaching method:

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Immediate Feedback and Support:
-During on-the-spot coaching, the coach provides real-time feedback as the learner engages with math concepts.

-The coach observes the learner’s thought process, strategies, and mathematical reasoning during tasks.
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-By sitting side by side, the coach can intervene promptly, clarify misconceptions, and guide the learner toward effective problem-solving techniques.

-The coach models specific aspects needed in the moment, aligning with the teacher’s goals.

-Real-time problem-solving, clarifying vocabulary, adjusting pacing, and supporting student engagement are examples of thinking aloud.

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-Addressing coachable moments immediately enhances learning outcomes. In summary, on-the-spot side-by-side coaching enhances teaching effectiveness by promoting real-time collaboration and responsive adjustments.

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Small Group Modeling

Advantages of Small Group Instruction:

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-Personalized Learning: Small group instruction allows educators to tailor their teaching to individual student needs. Students receive more focused attention, personalized feedback, and targeted support.

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-Increased Engagement: In smaller groups, students actively participate, ask questions, and collaborate. They feel more comfortable sharing their thoughts and ideas.

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-Peer Interaction: Small groups foster peer-to-peer interactions. Students learn from each other, discuss concepts, and build social connections.

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-Efficient Use of Time: Teachers can address specific learning objectives more efficiently in small groups. It minimizes time spent on whole-class instruction.

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-Differentiated Instruction: Educators can differentiate content, process, and product based on student readiness, interests, and learning profiles.

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Strategies for Effective Small Group Instruction:

-Teach the Routine: Establish clear routines for small group work. Teach students how to transition, collaborate, and engage during these sessions.

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-Flexible Grouping: Vary group composition based on learning goals. Consider homogeneous (similar abilities) and heterogeneous (mixed abilities) groupings.

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-Purposeful Materials: Prepare materials in advance. Ensure that activities align with learning objectives and challenge students appropriately.

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-Assessment-Driven Groups: Use formative assessment data to group students. Address specific misconceptions or provide enrichment.

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-Role of the Teacher: As a facilitator, the teacher guides discussions, asks probing questions, and monitors progress.

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-Accountability: Set clear expectations for group work. Hold students accountable for active participation and contributions.

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Gradual Release

The gradual release model, also known as “I do, we do, you do”, is a powerful teaching strategy that involves a step-by-step transition of responsibility from the teacher to the students. Let’s break down each phase:

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I Do:
o In this initial phase, the teacher models how to complete a task or solve a problem.
o The teacher may use think-alouds, demonstrations, or other methods to show students how to approach the task.
o It’s about providing a clear example and explaining the thought process.

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We Do:
o In the collaborative “we do” phase, the teacher and students work together to complete the same task or solve the same problem.
o The teacher provides support and guidance, but students actively participate.
o It’s an opportunity for shared practice and reinforcement.

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You Do:
o In the final phase, students work independently to complete a similar task or solve a similar problem.
o The teacher provides feedback and support as needed, but students are responsible for completing the task on their own.
o It’s the stage where students demonstrate their understanding and apply what they’ve learned.