Skhillz Professional Learning
The workshopis notthe point.
Professional development for schools and education organizations that carries on past the training day, into the classroom, with coaching and evidence.
Request a consultationSee what we teach
Skhillz Academy is accepting inquiries for select professional learning and education consulting partnerships.
Start with the door that fits.
I am planning for a school or organization
You need more than a speaker and a slide deck. Tell us what your people are facing, what has already been tried, and what would need to be different afterward. Scope, timeline and price come to you in writing before anything is scheduled.
I am learning for myself
Workshops, institutes, coaching cohorts and virtual sessions for teachers, paraprofessionals, tutors, interventionists, leaders and anybody else doing this work. Every listing says who is leading it, what it costs, and whether you can register today.
What usually happens
Everybody attends. Nothing changes.
A speaker comes for a day. The staff are engaged, the evaluations are warm, and by October nobody is doing it. Not because the content was wrong, but because learning something and changing how you teach on a Tuesday are different problems, and only one of them gets a budget line.
Who this is for
Schools, and the people who run them.
Schools and districts
Public, charter, private, virtual, and microschools, from a single site to a network.
Youth-serving organizations
After-school programs, nonprofits, tutoring providers, and community programs.
The people in the rooms
New teachers, experienced teachers, paraprofessionals, tutors, and interventionists.
The people leading them
Coaches, grade and department leads, administrators, and program directors.
What we do
Four ways in.
Professional developmentSessions, workshops, institutes and series, built for your staff and your setting.
Coaching and inductionNew teachers, paraprofessionals and emerging leaders, supported while they do the work.
Education consultingProgram design, curriculum, implementation and systems that were never quite finished.
School partnershipsLonger engagements: assess, plan, train, coach, and look at what actually moved.
How an engagement runs
Six phases, in order.
Most providers sell phase four. The phases either side of it are where the change either happens or quietly does not.
- Discover
We ask what is actually going wrong, talk to the people doing the work, and read what you already measure.
What you getAn honest read of the problem, including the parts that are not a training problem.
- Design
We write the scope: objectives, who attends, how it is delivered, and how we will know it worked.
What you getA plan with success measures in it, agreed before anybody is booked.
- Develop
We build the content around your learners, your data and your constraints rather than reusing a deck.
What you getFacilitator materials, participant resources, and tools staff can use the next morning.
- Deliver
We facilitate, virtually, in person or both, and record attendance and participation as we go.
What you getThe session, and a record of who was in it.
- Implement
We follow the practice into the classroom with job-embedded assignments and coaching.
What you getCoaching, feedback, and somebody to ask in week three when it is not working.
- Evaluate and strengthen
We gather participant feedback, confidence measures and implementation evidence, and write it up.
What you getA leadership summary that separates what was measured from what people felt.
A single session engagement runs the same six phases, in an afternoon rather than a term. Nothing is skipped because it is small.
What we teach
Start from a category. Finish somewhere specific.
Every engagement is customized, so treat this as the shape of the catalog rather than a menu. If what you need is not here, it is worth asking.
Teaching and learning
- High-impact instructional practices
- Differentiated instruction
- Student engagement
- Lesson design and delivery
- Formative assessment
- Data-informed instruction
- Literacy across the curriculum
- Mathematics intervention
- Supporting struggling learners
- Project-based and experiential learning
Classroom and learner support
- Classroom culture and management
- Trauma-aware educational practices
- Positive behavior support
- Inclusive learning environments
- Supporting diverse learners
- Student motivation and belonging
- Family communication and engagement
Educator development
- New-teacher success
- Paraprofessional effectiveness
- Substitute-teacher readiness
- Tutor and interventionist training
- Reflective practice
- Professional communication
- Educator wellness and sustainable practice
Leadership and capacity
- Instructional leadership
- Coaching teachers effectively
- Building strong education teams
- Staff onboarding and retention
- Leading professional learning communities
- Strategic planning and execution
- Program evaluation
- Change leadership
Innovation and technology
- Responsible AI in education
- Technology-supported instruction
- Digital learning design
- Online and hybrid teaching
- Selecting and implementing education technology
- Protecting student information
How it is scoped
From one session to a district.
| Model | When it fits | What is in it |
|---|---|---|
| Single learning session | A focused, immediate need | Discovery call, customized session, materials, evaluation, completion record |
| Professional learning series | A priority that needs reinforcing | Several sessions, implementation assignments, resources, progress checks |
| Coaching cohort | New teachers, paraprofessionals or leaders | Intake, group sessions, individual coaching, action plans, reflections |
| School partnership | Schoolwide improvement | Needs assessment, plan, training, coaching, evidence reviews, leadership briefings |
| District or network partnership | Consistency across sites | Central planning, site cohorts, facilitator coordination, aggregate reporting |
| Consulting project | A program, curriculum or system | Scope, milestones, deliverables, review cycles, final recommendations |
No prices are published here yet, because none have been set that we would stand behind for every setting. A scope and a price come out of the discovery call, in writing, before anything is booked.
About evidence
We will tell you which number is which.
Measured is not the same as felt
Satisfaction scores tell you how a day landed. They do not tell you whether practice changed. Our reports keep those apart, and label them.
We do not claim to have caused your results
Schools move for many reasons at once. We will show you what we measured and what changed alongside it, and stop there.
No credit we have not been approved for
We issue certificates of attendance and completion with the contact hours the session actually ran. We do not advertise licensure credit or continuing education units in any state until that approval is in hand for that state.
No guarantees about your students
Anybody promising a test-score gain from a training day is selling you something. We commit to the work, the evidence and the honesty about both.
Who turns up
Vetted the same way our teachers are.
Facilitators and consultants are recorded with their qualifications, the topics and audiences they are approved for, and their background screening status. Anybody working with your students in person is held to the same clearance rules as somebody teaching in our own classrooms, and we can show you which checks were done and who verified them.
Start here
Request a consultation.
Two fields are required. Everything else helps us come to the call prepared, and none of it is a gate.