Every school or district is a unique ecosystem.  Each has its own mission, culture, context and priorities.  No two are the same.

That’s why Greg’s approach is different. Meaningful change requires a long-term process with a systemic approach and a collaborative partnership.  I apply proven frameworks and processes to support the school’s journey toward achieving its goals and activate its potential to sustain its efforts.  Greg works across all systems and stakeholder groups to support your vision.

Although each school or district is unique, there are common elements explored as a program is tailored for each partner.

1.  Discovery: It is extremely important to learn about your organization and your goals, understand the context in which you work, and meet the people that make it all run.  In the Discovery process, we create a comprehensive overview of your organization, document your goals and objectives (desired state), assess your current state and the work required to achieve your desired state, and recommend a high-level process for making it happen.

The ‘discovery process’ provides schools an opportunity to take a step back from their mission, vision and objectives to better understand how all these important aspirational goals interconnect.  Being able to make sense of the network of ideas and how it relates to student learning and development brings clarity and an honest sense of purpose.  You could say it is like from going from something that is quite linear to a true web of ideas and a preferred future.

David Henry, Director, International School of Kenya

2.  Strategic Alignment. Greg utilizes his Input-Output-Impact™ framework to support a focused yet flexible approach to align your strategies with your goals for learning.  This is not a traditional “strategic plan”, but a modern approach to purposeful and adaptive thinking, planning, and evidence-based accountability.

The laser-like focus on student learning and essential student outcomes is what drew us to the IOI framework.  When we started using the IOI framework with our Leadership Teams, they become focused on student IMPACTS and what evidence and artifacts must be collected in order to demonstrate the growth in student learning and student growth with respect to the Impacts.

Lisa Elliot, Superintendent, School District of Greenfield


3.  Developing Structures and Frameworks. Ambitious goals and the organizational change associated with them require structure and processes to ensure that the change does not fizzle out and become yet another ‘flavor of the month’.  Depending on your specific needs, we may focus on curriculum structure, analysis of student learning, new teaching and learning models, Board reporting, or whatever processes are required to meet your goals.

We used the Input-Output-Impact™ framework to work on continua, scales and curriculum structures that aligned with our mission, vision and values.  It’s vital that you take the time to develop the structures and frameworks in order to support your goals for learning and transformation. After working with several schools that aspired to redesign, restructure and reframe education to meet the needs in our 21st century, I found that Greg’s model and services were the best way to achieve our goals and get the results we were seeking.

Mary Wenstrom, Director of Strategic of Strategic Initiatives, Hawaii Technology Academy


4.  Design Team Support: In order for a school to crystalize its vision and develop its own approaches to achieving its goals, community members need to be involved in designing response to its needs and opportunities.  I facilitate or support the facilitation of internal design team work to define and design new approaches, such as new teaching and learning models, in an energizing and inclusive manner.

Design teams represent an engaging, collaborative approach where teams of educators are actively involved in researching current and best practices to support a school’s strategic elements.  This approach has allowed for educators, at three schools where I have been a leader, to learn, discuss, and recommend ways in which strong approaches can be designed to most appropriately benefit the student learning in authentic and innovative ways.  Students benefit from this approach as it results in uniquely designed learning opportunities for students in your school that are grounded in the best research and aligned with your strategic direction.

Rhonda Norris, Director, Anglo-American School of Moscow


5.  Change Leadership: Change is hard and it doesn’t happen simply because we put a plan in motion.  Yet, we often neglect to do the thinking and strategizing to ensure that the change actually happens.  Greg utilizes processes and frameworks to help your leadership team act purposefully around key elements of change leadership, such as culture, communication, expectations, and Board/governance relationships.  Greg has many success stories that show that these “soft” areas are the most important part of successfully implementing change.

This approach demands contemporary leadership because it goes against the grain. But going against the grain is often what is needed to question the status quo. Contemporary leadership is not about timidity–and sometimes is not about popularity. It is about effectiveness. It is about student-centered results. 

Patrice Ball, Director of Secondary Education, School District of Greenfield

The list above provides something of a sampler of the services Greg offers.  Not every school will benefit from all of these.  As part of Greg’s collaborative approach, a potential support program is designed with each school or district.  Please contact Greg to begin the discussion.