Fifteen schools participate in TeachUNITED coaching to improve learning outcomes

"TeachUNITED has strived to understand the local contexts, to understand how different figures operate." - Jesús Darío Loeza, Secretary of Education, Yucatán, Mexico

CONCORD, NH — Educators throughout the state are learning how to engage students, communicate better and reach instructional improvement goals through an innovative program with TeachUNITED. 

Fifty-two teachers from fifteen schools recently completed year one of the TeachUNITED Coaching for Impact Program .pdf Icon, which offers rural schools with individualized professional development for their leadership teams and educators. 

“By designing lessons that encourage student engagement and support student interest, educators are making real strides to improve student outcomes. The feedback we are receiving is both positive and uplifting, reaffirming that teachers are finding the work to be sincere and purposeful,” said Frank Edelblut, education commissioner.  

Heather Hiebsch, CEO of TeachUNITED, says the teachers and school leaders participating in the program already have very solid instructional practices, but are using their time with TeachUNITED coaches to dig in and apply strategies and efficiencies in their classroom. 

“In other words, making teachers’ lives easier while increasing the impact in their classrooms,” explained Hiebsch. “To have an administrator say, ‘I walk into my teachers’ classrooms and the energy is different. The students are more engaged, and the teachers are collaborating,’ just underscores the power of effective professional learning. Together, we’re making a tangible impact on education in the state.”

The program is designed to support teachers and rural school leaders with strategies necessary to set and reach ambitious student goals by highlighting strategies for mindset, data-driven instruction, personalized learning and student engagement.

Testimonials from the Henry W. Moore School in Candia: 

  • “TeachUNITED has completely changed my entire world for how we approach mistakes in my classroom. I always struggle with helping students realize it’s OK to make mistakes when I struggle with that myself. It helped me specifically with math instruction. I was always concerned with getting them to the right strategy and answer, but now I let them guide the conversation and see what mistakes they catch. It’s just changed the way we work through math problems altogether.” – Teacher Hannah Withee. 
  • “Some of the strategies really are just basic, good practice. Some of them are things we need to be reminded of. It’s a valuable experience for both new teachers and teachers who have been in the practice for twenty-some years. There’s something for everyone to learn.” – Principal Becky Wing.