Success Stories
Educational equity is a guiding principle that must inform all school improvement efforts. Though these efforts are ongoing, we love celebrating the successes our partner schools have along the way.
Success may look different in each of the schools or districts that we work, but each collaborative relationship is built on the same foundation: a coaching model that comprises research-based practices that improve student aspirations, achievement, and outcomes.
Learn more about our coaching model or choose a school or district below to read their story.
Redesigning a learning system requires context-based, local, and comprehensive solutions that change our beliefs, our culture, and our actions. Over the past 12 years, the Great Schools Partnership has helped schools and districts across New England and the country engage in this work.
Here are a few or their stories.
Professional Development
Nokomis Regional High
Maine
The option to delay a deep-dive into PBL until the following year seemed reasonable, even enticing. However, educators were determined not to lose a year of professional growth and forged ahead despite the pandemic.
Educational Equity
RSU-10 Western Foothills
Maine
In pursuit of educational equity, RSU-10 Western Foothills took an inclusive approach to their equity work, using district- and school-based strategies to engage a wide variety of stakeholders.
Portrait of a Graduate
Springfield Public Schools
Massachusetts
Learn how Springfield Public Schools developed a Portrait of a Graduate: a collective vision of the skills and attributes students need to find success in college and in their future careers.
Community Engagement
New Bedford Public Schools
Massachusetts
With an ongoing influx of diverse families, leaders of New Bedford Public Schools knew they faced significant challenges—and opportunities—to build stronger home and school connections to improve student outcomes . . .
Community Engagement
Lowell Public Schools
Massachusetts
In such a diverse and dynamic community, whose voices have power and whose are diminished? And how can the student body provide more input into the decision-making process?
Maine
"We were meeting yesterday, in our PLC, and recognize that during this COVID19 pandemic and remote school environment, that our ability to continue to work is in large part a result of you and your organization's efforts to help us do that work in a PLC. It has become an essential component of not only our professional development and sanity, but also significant in our ability to continue to provide learning opportunities and services to our students."
-Dawn Stone, Teacher, Appleton Village School
New Hampshire
"[Our coaches] have been great blessings to the Dover School District. I believe they have had a significant impact on many educators in our schools. It is my hope we can find a means to continue the work.”
-William Harbron, Superintendent, Dover Public School
Massachusetts
"We are thrilled with [our coach] and her ability to initiate and motivate the team for our Portrait of a Graduate work."
-Laurie Regan, Assistant Superintendent, Attleboro Public Schools
"[Our coach] has been amazing with the educators, school leaders, support staff, parents, and families with whom he has interacted. He is captivating, motivating, and makes connections that leave lasting impressions. I believe he’s hitting a home run with this work."
-Denise Snyder, Assistant Superintendent, Lawrence Public Schools
Vermont
“[Our coach] has done great work at Essex High School and the relationships he has built with us and with our whole district have been valuable to us."
-Beth Cobb, Superintendent, Essex Westford School District
Colorado
"I think it is fair to say [our coach] always meets and surpasses our expectations. He is thoughtful, responsive, and masterful in his facilitation and relationships with multiple [district] leaders and in changing contexts. His commitment to and flexibility in the partnership does not go unnoticed and is greatly appreciated."
- Samantha Olson , Vice President of Strategy, Colorado Education Initiative
Maryland
"I would say on a scale of 'meet to exceeded', [our coach] has again exceeded our expectations."
- David Franceschina, Principal, Frederick High School
Interested In Learning More? Let's Talk.
Personalized, equitable, and student-centered education is too important to put aside. Together, we can improve learning for all your students.
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