Sarah Schuhl

Sarah Schuhl

Sarah Schuhl is a consultant specializing in professional learning communities, assessment, school improvement, and mathematics. She has been a secondary mathematics teacher, high school instructional coach, and K–12 mathematics specialist.

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Sarah Schuhl

Sarah Schuhl is a consultant specializing in professional learning communities, common formative and summative assessment, school improvement, and mathematics. She has been a secondary mathematics teacher, high school instructional coach, and K–12 mathematics specialist for more than 20 years.

Sarah was instrumental in the creation of a PLC in the Centennial School District in Oregon, helping teachers make large gains in student achievement. She earned the Centennial School District Triple C Award in 2012.

In addition to her work in Oregon, Sarah has worked with other districts throughout the United States to implement PLCs and create common assessments. Her practical approach includes working with teachers and administrators to implement assessments for learning, analyze data, collectively respond to student learning, and map to standards. She is a consultant and coach in many schools, including those targeted in school improvement.

Sarah also works with districts as a consultant and coach to implement the Common Core State Standards for mathematics or independent state mathematics standards K–12. Her work includes short- and long-term professional development focused on implementation of the content standards, standards for mathematical practice or state process standards, and assessment, including formative assessment and an understanding of current state assessment practices. Her book, Engage in the Mathematical Practices: Strategies to Build Numeracy and Literacy with K–5 Learners, focuses on strategies to use when designing lessons that develop the habits of mind in students necessary for them to effectively learn mathematics.

Previously Sarah served as a member and chair of the National Council of Teachers of Mathematics Editorial Panel for the journal Mathematics Teacher. Her work with the Oregon Department of Education includes designing mathematics assessment items, test specifications and blueprints, and rubrics for achievement-level descriptors. She has also contributed as a writer to a middle-school mathematics series and an elementary mathematics intervention program.

Sarah earned a bachelor of science in mathematics from Eastern Oregon University and a master of science in mathematics education from Portland State University.

Assessment Center

Assessment Center experts have proven success in developing and implementing sustainable assessment practices that garner hope through achievement. Work with them to create assessment systems that provide accurate, meaningful, and actionable information to drive student learning.

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Common Core

Common Core experts will work with you to ensure you have the capacity and know-how to embed the standards throughout your practice. Work with them to unpack standards and align instruction and assessment practices to the Common Core standards across content areas.

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Mathematics at Work™

Mathematics at Work™ experts are practitioners with deep expertise in research-affirmed mathematics instruction and assessment processes that ensure improved student learning. Work with them to develop a collaborative teacher culture focused on engaging instruction and formative feedback assessment practices.

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Priority Schools in a PLC at Work™

Hand-selected and trained by PLC at Work™ champions our Priority Schools in a PLC at Work™ experts have proven success in leading the PLC at Work™ process and have specific experience with the unique challenges that face schools labeled as low performing. Work with them to identify and prioritize critical areas of growth to implement changes in a timely manner with a focus on student achievement.

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PLC at Work™

Richard DuFour, Robert Eaker, Rebecca DuFour, Mike Mattos, Anthony Muhammad, and Tim Brown, the champions of PLC at Work™, are among the foremost authorities on applying PLC principles in the real world of schools. They consult with state departments, professional organizations, and school districts worldwide on strategies for improving schools.

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RTI at Work™

RTI at Work™ experts focus on learning for all students and will empower you to build your own timely, targeted, and systematic intervention program. Work with them to implement a results-driven program that provides targeted instruction at all tiers of intervention.

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Presentation titles by Sarah Schuhl

  • Building Common Assessments
  • Navigating the Four Critical Questions
  • Data, Data, Data: What Do We Need? What Do We Do with It?
  • Focusing Teams and Students with Learning Targets
  • Prioritizing Standards
  • Creating and Using Common Summative and Formative Assessments
  • Professional Learning Communities at Work™
  • Understanding the Work of a PLC
  • Assessing and Responding to Students Learning the CCSS
  • When Content Isn’t Enough: Strategies to Help Students Really Learn Mathematics
  • Assessment in Your K–5 Mathematics Classroom
  • Assessment in Your 6–12 Mathematics Classroom
  • Formative Assessment in Your K–12 Mathematics Classroom
  • Planning for Mathematics Instruction and Assessment
  • Content, Practices, and Lessons—Making It Real for Middle School Students
  • Redefining Mathematics Instruction in Your 9–12 Classroom
  • Engaging K–5 Learners Using the Mathematical Practices

“Sarah is obviously very intelligent, caring, and approachable. She is a genuine teacher who shares real problems and solutions.”

Sharon Armke, teacher, Linder Elementary School, Texas

“This was one of the most practical workshops I have attended. I walked away with many useful strategies for improving my instruction and assessment.”

Rani White, teacher, East Bakersfield High School, California

“Thanks so much for coming and hearing our voices. I know it is a part of what you had to do, but you really made it such an easygoing experience. Sometimes when we have to do surveys, interviews, etc., it can be stressful, but you have such a genuine personality. I appreciate it!”

Laura Jensen, third-grade teacher, Manse Elementary School