I am happy to provide training and support for you and your teachers.  Please review the Topic Options, Forums and Forums, and Session Descriptions.  Please contact me with questions or desired dates and services.  I look forward to hearing from you.  Enjoy!

I have worked with over 300 public and charter schools across the United States:  Alabama, Delaware, Florida, Georgia, Illinois, Indiana, Kentucky, Louisiana, Minnesota, Missouri, Nevada, North Carolina, South Carolina, Tennessee, Texas, Virginia, and Washington DC).  I am available to work with schools, districts, and states with the following topics:

• Designing a single-gender program that is legal.
• Introducing gender differences to teachers.
• Training teachers in gender differences and classroom implications.
• Developing a single-gender advisory program.
• Designing professional development for sustaining a single-gender program.
• Conducting research with a single-gender program.

I am available to speak to a variety of groups and in different formats including:

I offer multiple options for training sessions.  All sessions are designed around the needs of the school.  The most common training sessions are outlined below.  These sessions can be reduced to shorter presentations. 

Observations of Single-Gender Classrooms with Feedback  (one or two day session)

• Observation of Single-Gender Classrooms:  Visit single-gender classrooms and watch the teachers teaching and students learning and review lesson plans.

• Feedback for Teachers:  Provide feedback for teachers one-to-one or in groups.  Answer questions about their classrooms and strategies.  Brainstorm with teachers as they work to strengthen any aspect of classroom practice.

• Facilitate Reflection:  Teachers reflect on strategies used within the classroom.

** Classroom observations can be combined with other teacher training sessions as necessary.

                Teacher Training on Literacy for Boys and Girls  (half day session)

• Analysis of Current Practices:

• Review of Gender Differences and the Impact in the Classroom: 

• Discussion of Key Features of Literacy: 

• Exploration of Specific Strategies for Enhancing Literacy for Boys and Girls:

 Teacher Training on Classroom Management for Boys and Girls  (half day session)

• Analysis of Current Practices:

• Review of Gender Differences and the Impact in the Classroom: 

• Discussion of Key Features of Classroom Management: 

• Exploration of Specific Strategies for a Developing Strong Classroom Management System:  

Teacher Training on Teaching in a Single-Gender Classroom  (one or two day session)

• The Context of Gender:  Discussion of how people look at gender and what it means within the classroom

• Update on Single-Gender Programs:  Explanation of what is happening within single-gender programs

• Legal Status of Single-Gender Programs:  Brief overview of the legal issues involved with single-gender education

• Six Research Based Differences Between Boys and Girls:  Extensive discussion about six key differences between boys and girls, including:  reviewing quotes from texts, processing in small groups, visual representations, and presentation

• Building Community within Single-Gender Programs:  Explanation of multiple formats for building community

• Reflection on and Revision of Current Practice:  Teacher or teams selecting community building activities and structures to incorporate into their classroom or team

• General Strategies and Procedures within a Single-Gender Classroom:  Extensive discussion and presentation of strategies and procedures for any single-gender classroom.

• Commitment to Gender-Based Strategies:  Teacher selection of strategies which would work within his/her classroom, how and why.  Revision of lesson plans if available.

• Content Based Examples within a Single-Gender Classroom:  Presentation on core content area examples of single-gender strategies

• Team Collaboration:  Opportunity for teachers to come to consensus on which strategies and procedures will be used across the team, the pace in which they will be implemented and the process of accountability.

             Teacher Training, Focus on Girls  (half day session)

• Analysis of Current Practices:

• Review of Gender Differences and the Impact in the Classroom: 

• Discussion of Key Features of Instruction for Girls (doesn't mean this is bad for boys): 

• Discussion of Specific Strategies for Girls (doesn't mean this is bad for boys):  

             Teacher Training, Focus on Boys  (half day session)

• Analysis of Current Practices:

• Review of Gender Differences and the Impact in the Classroom: 

• Discussion of Key Features of Instruction for Boys (doesn't mean this is bad for girls): 

• Exploration of Specific Strategies for Boys (doesn't mean this is bad for girls):  

Teacher Training on Understanding Gender in the Coed Classroom (one day session)

• The Context of Gender:  Discussion of how people look at gender and what it means within the classroom

• Six Research Based Differences Between Boys and Girls:  Extensive discussion about six key differences between boys and girls, including:  reviewing quotes from texts, processing in small groups, visual representations, and presentation.

• Building Community:  Explanation of multiple formats for building community.

• Reflection on and Revision of Current Practice:  Teacher or teams selecting community building activities and structures to incorporate into their classroom or team.

• Balancing Procedures within Your Classroom:   Opportunity for teachers to reflect on their current practice and then presentation of procedures that can better balance the classroom.

• Commitment to Gender-Based Strategies:  Teacher selection of strategies which would work within his/her classroom, how and why.  Revision of lesson plans if available.

• Strategies in the Core Content Areas:  Presentation on core content area examples of strategies that tend to work well for boys and girls.

• Facilitation of Team Collaboration:  Opportunity for teachers to come to consensus on which strategies and procedures will be used across the team, the pace in which they will be implemented and the process of accountability.

Administrative Session on Creating Single-Gender Programs (one day session)

• Seeing Gender as an Issue in the Classroom:  Look at the issue of gender from four different perspectives and how it plays a role in schools today

• Describing a Single-Gender Program:  Explain the features of single-gender programs.

• Examining Data to Determine Needs of a School:  Walk administrators through the process of examining data to determine the need for a single-gender program

• Confronting Legal Issues:  Extensive discussion about the legal status of single-gender programs in light of the Federal regulations of 2006.  Discussion about recent events involving challenges to single-gender programs

• Writing a Rationale:  Walk administrators through the process of writing a rationale.

• Determining the Structure:  Explanation of multiple options for a single-gender program and the pros and cons of each

• Selecting Students and Teachers:  Describe the possible options for selecting students and teachers

• Communicating with Stakeholders:  Provide tips on talking with five key groups involved with single-gender programs

• Introducing Gender Differences and Instructional Procedures:  Brief introduction to six key areas of differences between boys and girls and how these differences can impact the classroom and what teachers can do about it (in coed and single-gender classes)

• Additional Opportunities for a Program:  Description about other parts of single-gender programs and who they can be used to create the most successful program possible

• Assessing the Program and Gathering Data:  Describing different ways to assess the program, including legal requirements

• Timeline for Implementing a Single-Gender Program:  Provide overview about how to work through all the different steps.