Coach Development

Bridging theory and practice to enhance classroom culture and equitable student outcomes.

Effective student-centered coaching partnerships stem from a foundation built on human connection and authenticity.

This principle underscores our commitment to meaningful, individualized coaching relationships. We create a secure space for learning, reflection, and growth, viewing partners as unique individuals. Our coaching, more impactful than professional development alone, bridges the gap between educational theory and practice, ensuring deep and lasting implementation and enhanced educator knowledge.

Transformative Coaching

MGT consultants use research-based practices and a deliberate coaching structure to enhance classroom culture and equitable outcomes. Our approach centers on student learning and fosters professional curiosity, treating coaches as partners rather than evaluators. Tailored and data-driven, we set goals and action plans based on consistent student data analysis. Our coaching emphasizes continuous improvement through pivotal conversations, ensuring a student-centered focus.

Solutions to Transform Your School

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PreK-12 Education

Featured Team

Success Stories

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What an abundance of expertise and coaching skills the MGT team has added to ADE’s Principals’ Leadership Academy PLUS! The MGT coaches artfully facilitate content-related discussions during training sessions and provide personalized coaching to current principals across the state of Arizona. 

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Director of Title II
Arizona Department of Education

I have been teaching for 21 years. Bar none, this is the best in-service training I have ever had. Add to it the wonderfully positive coaching that you provide, and you have a perfect recipe for success. Thanks for inspiring, positive, and thorough training and coaching.

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Alice Springs
1st Grade Teacher, Alpine, Texas

MGT has led our district through data protocols that pinpoint strengths and growth areas for all students. Additionally, the professional learning support to develop our capacity to provide tiered instruction using evidence-based practices has strengthened our intervention model, allowing us to be proactive in remediating students’ identified needs and/or gaps in prior learning.

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Director Curriculum, Instruction, Assessment, and Accountability
Data Fellows Project, Texas

The knowledge, the experience, the skillsets that they [MGT] possess, truly are necessary when you are creating a true plan for turnaround work that’s actionable and sustainable.

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Dr. Kisha Cox
Principal, Jere Baxter Middle School

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