Our Impact

How We Measure the Impact of our Professional Learning

 

Participants’ reaction, learning & use of new knowledge and skills

Organizational support & change

Student Learning Outcomes

 

Adapted from Five Critical Levels of Evaluation (Guskey, 2002)

 

Stories of Impact in Schools:

With our school focus of building inclusive practices, Confianza’s coaching support has been so supportive, helping our leadership team stay focused to examine challenges and to see what’s possible, bringing in research and trends from the field.
— BELA JONES, PRINCIPAL & MARIE PEIXOTO, COACH, TAUNTON PUBLIC SCHOOLS
Bringing all of the coaches together district wide is so very valuable for them to feel supported, let them share ideas & learn from each other.
— Jen Peterson, District Literacy Supervisor, Massachusetts
The Confianza Coaches were affirming as we tried to navigate best practices during this chaotic year. As an experienced teacher, I appreciated the opportunity to critically think about an array of practices I may have touched upon over the years, and really imagine what would be best for my current students.
— Gretchen Thompson, ELL Specialist, Massachusetts
The biggest value from our partnership with Confianza is that our teachers are having meaningful conversations, across the school. You helped us to create common understanding and goals around language objectives.
— Courtney Hughes, PYP Curriculum Coordinator, Romania
We are busy taking to heart the action steps as a result of our partnership with Confianza, including systemizing communication with parents about selected tiered vocabulary, discussions about where and how to incorporate the language pieces into our planners so they are accessible, visible, and regularly utilized, and continuing to clarify roles in how to best to use the time and expertise of our ELL teachers. We are grateful for the well-documented process and progress throughout the visit and after. Thank you for your time and dedication to our school!
— Robyn Ibrahim, Former Assistant Principal/PYP Coordinator, Uzbekistan
I used to feel very overwhelmed by the idea of embedding vocabulary/language supports for my students, but now I realize that taking it one step at a time and choosing actionable items can make this feel more manageable and meaningful.
— KATHRYN O'HARA, 4TH GRADE TEACHER, massachusetts