For schools and organizations
You have run the workshop before.Something has to be different this time.
Most schools have already bought professional development. What they have usually not bought is anything that survives the drive home. We design around what needs to change in practice, and we say so when a workshop is the wrong instrument.
Plan Professional LearningHow an engagement runs
Scope, timeline and price come to you in writing before anything is scheduled, and before anything is owed.
Where this usually starts
The problem is rarely that nobody was trained.
A staff has sat through the session. They can describe the strategy. And in March the practice looks exactly as it did in September, because learning something and changing Tuesday are different problems and only one of them was addressed.
So the first conversation is not about a topic. It is about what is actually happening, what has already been tried, and what would have to be visible afterward for the money to have been worth spending.
How an engagement runs
Six phases, and you can stop after any of them.
- 01
Discover
What is happening now, what has been tried, and what the evidence already says.
- 02
Design
The scope, the audience, the sequence and the measures, written down before delivery.
- 03
Develop
Materials built for your setting rather than adapted from somebody else's.
- 04
Deliver
The sessions themselves, which are the visible part and the smallest one.
- 05
Implement
Support while people are doing the work, which is when it is hardest and when most programs have ended.
- 06
Evaluate and strengthen
What changed, what did not, and what we would do differently. Including when the answer is uncomfortable.
What we will not claim
Four things this is not, said plainly.
- Participant satisfaction is not evidence of changed practice, and we will not report one as the other
- A certificate of attendance is not a credential, a license, or state credit unless a named authority has approved it
- We do not guarantee that practice will change, because that depends on things no vendor controls
- We do not attribute student outcomes to a training we delivered without evidence that would survive somebody asking
These are written here because they are the four claims the professional development market makes most often, and a school that has bought before has heard all of them.
If this is not quite it
Developing your people and finding more of them are different purchases.
They come from different parts of Skhillz, under different agreements, and one of them is not operated by Skhillz Academy at all.
Getting help with a resume and interviews
Digital skills, AI and workforce readiness when the online application itself is where it stops.
The framework we teach from
We are asking you to do what we do.
STREAME is the framework behind Skhillz teaching: connected, applied and literacy-rich, without weakening subject-area rigor. The professional learning that helps you build it is the same thinking, handed over.
Tell us what needs to move, and who needs to move it.
Bring the problem rather than the topic. We will say whether an existing program fits, whether a custom scope is the responsible answer, or whether what you need is not professional learning at all.