Since 1989, JP Associates, Inc. has partnered with schools and districts across the country to provide intensive professional development for scientifically-based reading programs (such as Direct Instruction) and teaching across content areas, classroom management, and the development of school-based teacher leaders and coaches. JP's staff of highly experienced and expertly trained School Improvement Specialists has worked with a wide range of schools to develop internal capacity for ongoing, site-based professional development that directly impacts student learning.
This experience coupled with strong, evidence based research on what works has been used to develop the JP Domains. They are a direct response to the needs and requests from schools in the field. They are designed to both provide structure and clarity while at the same time affording the flexibility so each professional development plan is customized to meet your specific needs. Supported by onsite, job-embedded coaching by experienced and proven School Improvement Specialists, they ensure that your students gains are long lasting and consistent. JP’s RESPONSIVE approach ensures that your staff receives the RIGHT intensive training for their situation and current skill level.
JP’s Responsive Professional Development Model™ is delivered across several Domains:
• Factors Influencing Student Achievement
• Common Core Standards
• Responsive Coaching
• Teacher Evaluation
These JP Domains are the foundation of effective, responsive schools. Strengthening that foundation through intensive and ongoing professional development is the key to building internal capacity, improving teacher quality and impacting student performance. In today’s educational climate, there isn’t time or money for taking a risk on ineffective, inefficient, "fuzzy" approaches to improving teacher quality in the classroom. You’ve already tried it and you know the results. You don’t have time to waste. It’s time for Responsive Professional Development™.
Increase Student Performance
Improve Staff Instructional Practices