OBSERVABLE LEARNING CO.
Building Clarity. Strengthening Practice.
Partnering with schools and school divisions to strengthen the professional capacity of educators and leaders and support sustainable improvement in teaching and learning.
Every student deserves access to high-quality learning experiences, regardless of the classroom they enter.
Schools today face no shortage of worthwhile opportunities for improvement. Educators and leaders are deeply committed to strengthening teaching and learning.
Schools don't struggle because they lack good ideas.
They struggle because improvement efforts can become fragmented across competing priorities, inconsistent practices, and limited opportunities for educators and leaders to learn together.
The challenge isn't identifying worthwhile opportunities for improvement.
It's creating the clarity, focus, structures, and professional capacity needed to sustain that work over time.
Before launching the next improvement effort, ask . . . . . .
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Improvement becomes difficult when attention is spread across too many priorities. Creating clarity around the specific challenge that matters most helps educators and leaders focus their learning, decisions, and collective efforts where they can make the greatest difference.
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Isolated examples tell us very little about improvement. Looking for patterns in the frequency, consistency, and qualityof practice over time provides a stronger picture of whether the work is becoming part of everyday teaching and contributing to meaningful student learning.
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Sustained improvement requires more than introducing a worthwhile idea. It grows when leaders and educators have the time, structures, professional learning, and shared commitment needed to learn together, strengthen practice, and stay focused on the work over time.
Creating Coherence Around the Work That Matters Most
Observable Learning Co. partners with schools and school divisions to create coherent, sustainable approaches to improving teaching and learning. Together, we strengthen shared instructional understanding, build professional capacity, and align leadership, professional learning, and classroom practice around the work that matters most.
Honouring Experience.
Supporting Growth.
Educators and instructional leaders bring valuable professional knowledge, experience, and judgment to their work. Every partnership begins by honouring that expertise.
Through thoughtful facilitation and shared learning, Observable Learning Co. works alongside educators and leaders to strengthen professional capacity, deepen instructional understanding, and continually improve teaching and learning for each student.
Building Sustainable Improvement
Sustainable improvement grows when schools create coherence across three interconnected areas that strengthen professional capacity over time.
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Instructional clarity is the shared understanding that enables educators and leaders to make informed decisions about the learning students are expected to experience, the instructional practices that best support that learning, and the ongoing educator learning needed to strengthen practice over time.
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Collaborative learning creates professional cultures where educators and leaders learn with and from one another through purposeful dialogue, coaching, shared inquiry, and the development of shared understanding that strengthens professional capacity over time.
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Intentional improvement is the ongoing process of strengthening professional capacity through collaborative learning, increasingly informed instructional decisions, and the continual refinement of professional practice over time.
How I Partner with Schools and School systems
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School
Planning
Partnering with schools and leadership teams to clarify instructional priorities, build shared understanding, and develop coherent improvement plans that strengthen teaching and learning over time.
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Literacy Professional Learning
Designing professional learning experiences that strengthen literacy instruction through evidence-informed practices in reading, writing, oral language, and critical thinking
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Leading Educator Learning
Partnering with instructional leaders to strengthen their capacity to lead educator learning through coaching, collaborative inquiry, and purposeful professional learning
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RESOURCES
Providing practical resources, planning tools, and coaching supports that help educators respond to diverse student needs and support instructional leaders in strengthening professional learning and practice.
Why I Started
Observable Learning Co.
After more than three decades in public education, I have had the privilege of working alongside students, educators, instructional leaders, and system leaders. Across those roles, I saw both the deep commitment educators bring to their work and the complexity of sustaining meaningful improvement over time.
I started Observable Learning Co. because I believe schools don't need more disconnected initiatives. They need the clarity, professional learning, and leadership capacity to strengthen the important work already underway.
I wanted to continue working alongside schools and school systems to build that capacity—honouring the expertise that already exists while helping educators and leaders continually strengthen teaching and learning for each student.
Meet Ingrid
With more than 32 years in public education, I have spent my career working alongside students, educators, school leaders, and system leaders to strengthen teaching and learning.
My experience spans middle and senior years classroom teaching, teacher-librarianship, staff development, continuous improvement coaching, and divisional leadership. These roles have given me the opportunity to experience educational improvement from multiple perspectives—from the classroom to the system level.
My work has centred on curriculum and instruction, professional learning, instructional coaching, school improvement, and building the professional capacity of educators and leaders. I hold a Master of Education in Curriculum and Instruction, with graduate research focused on teacher preparation and readiness for the classroom.
That experience shapes how I work today: listening first, understanding the local context, respecting the expertise already in the room, and working alongside educators and leaders to strengthen practice.
