Customized Support

Looking to enhance your established new teacher induction program? We can tailor support for your needs, including offering the following types of support.

Contracted Mentors

• Accomplished retired teachers or teachers who take a leave of absence
• Highly trained 
• Committed to 180 minutes of direct coaching contact in the classroom a month and 120 minutes a week of in-service support through Zoom, phone calls, and email. The 120 minutes each week includes support with lesson plans, developing resources, and/or video coaching support.

Technical Support

The Arizona K12 Center can work directly with your district to align your induction and mentoring support to Arizona’s Beginning Teacher Induction Program Standards. Using the associated Induction Toolkit, we can assist districts in self-assessing current programming, understanding and implementing best practices related to the standards, and developing intentional instructional mentoring work.

Like our complete Arizona New Teacher Support Program, we base our guidance on the research-based, data-driven New Teacher Center induction and mentoring model aligned this work with Arizona’s Beginning Teacher Induction Program Standards and Arizona’s Professional Teaching Standards.

If you are interested in partnering with the Arizona K12 Center in your induction and mentoring work, email us with your interest at [email protected].

Create a culture shift in how your district supports teachers by training your mentors and instructional coaches in Cognitive Coaching. Cognitive Coaching is a research-based model that capitalizes upon and enhances teachers’ cognitive processes. The ultimate goal of Cognitive Coaching is to support teachers in their ability to self-monitor, self-analyze, and self-evaluate.

Through a work agreement with the Arizona K12 Center, you can bring Thinking Collaborative’s Cognitive Coaching Foundation or Advanced Seminar to your school, district, or program.

In Cognitive Coaching, the focus is on strategies that enhance teachers’ intellectual growth and strengthen instructional decision-making. During the workshops, trained facilitators demonstrate and help participants practice the maps and tools of Cognitive Coaching. Specifically, participants learn to establish rapport, create trust, and conduct planning, reflecting, and problem-resolving conversations.

These maps and tools develop teacher self-efficacy and cognitive autonomy, while also developing a sense of community within a school.

Connect With Us

Bring this practice inspired by medical rounds to your school and unite your leadership team in observing, analyzing, and improving teaching and learning.

The process of instructional rounds embodies a specific set of ideas about how practitioners can work together to improve their practice. In the education context, this practice is designed to help schools, districts, and state systems support high-quality teaching and learning for all students. Instructional rounds introduce teachers and educational leaders to the key principles and practices of an effective, learner-centered approach to observing, analyzing, and improving teaching and learning.

Through a work agreement with the Arizona K12 Center, you can bring an Instructional Rounds series of workshops to your school, district, or program.

You’ll learn how instructional rounds strategically connect school, district, and state efforts with improvements at the instructional core, building collaborative networks of educators who learn from one another about improving teaching and learning. You will visit multiple classrooms where you can apply effective protocols and build your skills around the practice of instructional rounds. As a participant, you also will consider how to integrate these elements into your own improvement process.

Email us with your interest in bringing Instructional Rounds to your site at [email protected].

Want to build out STEM programming in your school?

Northern Arizona University’s Center for STEM Teaching and Learning (CSTL) can partner with your school in a variety of ways to support your STEM programming.

Partner with CSTL to provide meaningful STEM professional learning. The following are some options of professional learning CSTL can provide: 

• STEM analysis and systemic professional learning plan
• STEM content growth of teachers
• STEM teacher leadership
• Relevant, inclusive STEM programming
• Arizona and Next Generation Science Standards
• STEM-specific professional learning, such as
  • Engineering is Elementary
  • Making Sense of Science
  • Robotics
  • Model Based Inquiry
  • Geospatial Inquiry
  • Data-rich, place-based learning
• Out-of-school time STEM learning opportunities
• Customized professional learning and/or long-term programs focused on what you need

Hear about one school’s experience working with the NAU Center for STEM Teaching and Learning.

To bring this professional development to your district, contact [email protected].

Is there interest at your site in learning about the National Board Certification process?

Created by teachers and for teachers, National Board Certification provides the opportunity to deeply reflect on your practice. It is tailored to your teaching, your content, and your specific students.

Promotional Meeting

The Arizona K12 Center can provide a one-hour promotional meeting at your school to share about the power of National Board Certification and the details of the process. We can also share with administrators or school board members about the importance and impact of this work.

If you're interested in the Arizona K12 Center visiting your school or district to share about the power of National Board Certification, email us with your interest at [email protected].

Promotional Kit

National Board Certified Teachers in your district can also use our National Board Promotion Kit, including flyers and giveaways, to set up a table at a school or district event or to host their own promotional meeting.

Students taught by NBCTs gained the equivalent of approximately one to two months of additional instruction.

Students of NBCTs show evidence of deeper learning nearly three times more frequently than their peers.