The Last School Turnaround Partner You'll Ever Need. Rapid Exit, Permanent Results.

What we do in Instructional Empowerment when we partner with schools, and this is essential, it's not a program. We're not against programs. If necessary, we even recommend bringing in programs where there's gaps. But what we're building is the capacity in people to lead new instructional systems that generate the results that we're talking about to achieve our social mission, which is also always the social mission of our partner schools. What we will often see is this program fatigue, just bringing in program after program. But the learning environment, the role of the student and the role of the teacher is still fundamentally unchanged. And to unlock the empowerment, to really create that atmosphere of empowerment for students, we have to move them from compliant learners that might be, in many cases, well-behaved, or in some cases, like me, I was always bored in the classroom, to fully engaged and empowered learners. And that transition is that we have to give them team tasks, give them norms on how to work in teams, give them real leadership positions. They have roles and responsibilities in the classroom. And every time we do this, the children begin to thrive immediately. Ultimately, what we're doing is to move a compliant learner to a highly engaged owner of their own learning. They have to have intrinsic motivation. They have to want to learn. That has to be ignited in the learning environment. And it is particularly ignited when we get other students helping each other to increase their efficacy in the classroom, to set academic goals and to achieve those goals. That's when we turn this whole thing on its head, when students are pulling the teacher to learn instead of the teacher feeling like they're pushing students to learn, particularly students who have historically been in the gap.