Our partners have transformed their approach to student literacy and writing. Since 2002, we have partnered with approximately 50 schools, districts, and nonprofit organizations. To learn more about becoming a partner, please submit an inquiry through our contact form.
Boston Public Schools
Boston International High School and Newcomers Academy (BINcA) and Mel H. King Academies
Our Collaborative Coaching team continues working across content teams, both with team leads and with teachers directly.
At BINcA, our team provides support for teachers in English Language Arts, History, Science, and Math.
“[Meghan Rosenberg] has worked closely with me to transform the work of the science department. She has provided great insight on how best to shape this department with my goals for them of 1) more valuable collaboration and 2) transform instruction to embrace the science practices. The result has been a far more effective Science CPT (common planning time): we have engaged in Data Driven Instruction and prepared for implementing a new High-Quality Curriculum. Meghan has been instrumental in planning these meetings: she keeps me focused on my goals, gives helpful suggestions, and asks questions that help uncover new and more effective strategies.”
At the Mel H. King Academies, our team identifies a shared instructional focus area based on the school’s overall goals and follow a similar process for coaching teachers across departments and grade levels. Using different meeting structures to support alignment across individual teachers’ practices and lift up and share what’s working.
“I feel strongly that I have been able to improve my coaching of the teachers with whom I work because of [Rebecca Eppall]’s coaching of me. She has given some actionable strategies and ways to recast how I think about interactions with staff or teacher observations/teacher moves to break them into smaller chunks. I clicked ‘agree’ for some of the teacher specific questions because the teachers that I have spent more time with observing/debriefing/thinking together actually have seen an increase in student scores on some End of Unit assessments and student’s MAP Growth Reading and Math scores.”
Everett Public Schools
Two of our Collaborative Coaching specialists, Meredith Moore and Meghan Rosenberg, led two sessions on Reading Strategies for Engaging All Learners. Teachers spoke about the newness and even discomfort of being in a truly student-centered classroom. Here’s what our participants shared:
“I’ve used the partner reading activity pretty frequently in class and it has really revolutionized the way I approach in-class reading. It’s a great way to engage all students and allow them to be comfortable working and teaching one another.”
“Concrete, tangible resources and strategies to implement in class this week.”
You can read our strategies here.
Lynn Public Schools
During the 2024-2025 school year, WordPowered partnered with Lynn Public Schools to elevate language acquisition and development for English Learners in math classrooms. WordPowered Instructional Coach Meredith Moore worked with math department heads and 7th-grade math teachers on-site at Lynn’s three middle schools throughout the school year. Through one-on-one coaching as well as collaborative work in Professional Learning Communities, Meredith guided educators to:
- Unpack the language demands of the math curriculum, including language functions and key vocabulary
- Plan and implement instructional routines designed to amplify and develop the language of math.
By centering the needs of English Learners students, Lynn educators created new opportunities for all students to use language with increased confidence to share their ideas.
Lowell Public Schools
WordPowered partnered with Lowell High School in the 2024-2025 school year to offer two groups for a book study of Grading for Equity, followed by support of a team of teachers and administrators who will facilitate focus groups and draft changes to Lowell High School’s grading policy to increase alignment with the tenets laid out in Grading for Equity.
Following the book study groups, a WordPowered coach provided leadership coaching on an individual basis to the teacher-leader leading the small group working on the new grading policy and also offered group coaching to the small group, particularly focused on their preparation for, facilitation of, and debrief of focus groups, as well as supporting their decision-making in how they use the focus group data to inform the recommended changes to the grading policy.
Here’s what our participants shared:
“I used to see grades as a motivator, but here a LHS I can see that they are not. I am interested in finding other methods of motivation, but there are other initiatives here in Lowell that seem to be both complementary and yet paradoxically contradictory. I am hopeful that some of the shifts that I have made previously and some that I am going to try for Q4 will address some of the pillars such as bias-resistant, transparency, student self-regulation, etc.”
“I used to think grading was sort of secondary to everything else, but now I see that our grading practices really matter and influence student motivation to learn.”
826 Boston
WordPowered partnered with 826 Boston in the Spring of 2025, offering two professional development sessions focused on:
- Differentiating Instruction for English Language Learners
- Literacy Skill Development for Grades 6-8
The goals of the partnership were to:
- Support staff in building and practicing their skill in differentiating instruction for English Language Learners.
- Building staff capacity in promoting literacy skill development for students in grades 6-8.
- Engage educators in ongoing reflection, learning, and action related to culturally sustaining pedagogy and equity-centered mindsets and practices.
Here’s what a participant shared:
“I learned very helpful language and context for many of the strategies that I was already doing with my [multilingual learning] students. It reminded me to slow down and provide visual cues (comprehensible input) for both students and our international volunteers whose first language is not English. I haven’t been able to do as much with annotation or double-entry notes yet because of how class scheduling and assignments have worked out, but I plan to do more of this next school year.”
The list doesn’t stop here. We have worked with countless other schools across Massachusetts.