The ARC Model™
The professional development system that actually sticks.
Most PD fades by October. That's because teachers are still carrying the cognitive load that belongs to students. The ARC Model™ gives schools a structured, year-long system to shift that — and make it last.
The problem
PD isn't failing because of bad ideas. It's failing because of missing systems.
Teachers leave workshops energized. But without alignment, follow-through, and leadership integration, that energy fades — usually before October.
The issue isn't effort. It's structure. And the schools that struggle most aren't doing too little — they're doing too much, without a coherent system connecting it all.
Schools don't need another initiative. They need alignment.
Teachers are carrying the cognitive load that belongs to students. When teachers do most of the thinking, students lose the opportunity to build real academic muscle.
Walkthroughs aren't connected to what teachers are learning. Administrators observe classrooms without a shared instructional language — so feedback doesn't land.
New initiatives pile on top of old ones. Teachers feel overwhelmed, not supported. Initiative fatigue sets in and nothing sticks.
Reflection is an afterthought, not a system. Without structured reflection cycles, teachers can't identify what's working or build on it intentionally.
The ARC Model™
A structured path from inspiration to lasting practice.
Three intentional phases. Each one builds on the last — creating a school-wide system that grows stronger over time.
Phase 1
Align Systems
Schools establish a strong instructional foundation. Teachers implement high-impact strategies consistently while administrators develop a shared language for walkthroughs and coaching.
Phase 2
Raise Rigor
Schools refine and layer strategies to elevate student thinking. Teachers shift cognitive load to students — moving from doing the thinking for them to building their capacity to think independently.
Phase 3
Create Capacity
Schools build internal systems that sustain growth beyond the partnership. Teacher leaders emerge. Administrators maintain aligned instructional systems. The work continues without dependency.
What changes
What schools experience through ARC
By the end of Phase 3, partner schools see measurable shifts — in classrooms, in leadership, and in culture.
Shared instructional language
Walkthroughs aligned to strategy
Increased student discourse
Reduced initiative fatigue
Teacher leadership capacity
For administrators
Lead with clarity.
Coach with purpose.
Gain valuable instructional insights — know what's happening in classrooms beyond a checklist walkthrough
Align Tier 1 instruction school-wide — create coherence across every classroom, not just pockets of excellence
Lead walkthroughs with purpose — use a shared instructional language to give feedback that actually lands
Coach teachers with clarity — move from general encouragement to specific, strategy-based coaching conversations
Reduce initiative overload — replace the pile-on with one coherent system that connects everything
For teachers
Grow with confidence.
Teach with intention.
Grow your strategy toolbelt — build a repertoire of high-impact strategies that shift thinking to students
Become a curriculum critical thinker — move beyond coverage to intentional, rigorous lesson design
Activate your reflective practices — use structured reflection cycles to identify what's working and build on it
Gain classroom confidence — feel prepared, supported, and connected to a school-wide instructional vision
Become a lesson planning expert — design lessons that build student independence, not dependency
Coaching add-ons
Deepen implementation with targeted coaching.
For schools that want to accelerate growth, coaching can be layered onto The ARC Model to tighten alignment, deepen implementation, and develop leadership from within.
Individual teacher coaching
One-on-one support for classroom implementation.
Targeted coaching for individual teachers focused on strategy implementation, lesson design, and shifting cognitive load to students. Available virtually or in-person.
Group teacher coaching
Collaborative coaching by content area or grade level.
Group coaching sessions bring teachers together around shared instructional challenges — ideal for math departments, grade-level teams, or content-specific cohorts.
Admin team coaching
Strengthen your leadership team's instructional practice.
Coaching for principals and assistant principals focused on walkthrough alignment, coaching conversations, and using data to drive instructional decisions.
Instructional coach coaching
Build your internal coaching capacity.
Support for instructional coaches to deepen their practice, align their work to The ARC Model, and develop the skills to sustain growth from within the school.
All coaching is designed to layer onto The ARC Model — not replace it. Available virtually and in-person.
The investment
More impact than a conference. All year long.
The ARC Model is priced per school site — meaning every teacher benefits, not just the few who attend a workshop. When you look at the cost relative to what schools already spend on professional development, the value is clear.
Coaching add-ons are priced separately based on scope and frequency. We will talk through what makes sense for your school during our partnership conversation.
Less than sending 3 teachers to a national conference — and this covers your entire school for the full year
Less than one day of most external consultants — with 10 months of ongoing implementation support
About $250 per teacher for a full year of high-impact, structured professional learning
Administrator voices
What school leaders are saying
"Finally, PD that my teachers actually look forward to — and that I can see making a difference in classrooms."
— Principal, California"The ARC Model gave us a shared language for the first time. Walkthroughs finally feel purposeful instead of performative."
— Assistant Principal, California"We've tried so many programs. This is the first one that actually stuck because it built on what we already had."
— Instructional Coach, HawaiiTeacher voices
What teachers are saying
"Participation is way up — the students like having multiple ways to respond to content. Students are more self-sufficient and are taking ownership over their learning."
— Teacher, Partner School"I like the habit of reflecting on strategies. I haven't done that since Induction. I think this would be very helpful for new teachers — those who are in years 1–3 of teaching."
— Teacher, Partner School"Students have said they feel more prepared for AP classes next year. Students are becoming more academically confident."
— Teacher, Partner SchoolReady to get started?
Your teachers are ready for PD that actually works.
Let's talk about what alignment, rigor, and capacity building could look like at your school.
No pressure. Just a conversation.