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Professional Learning Programs for Schools

The Challenge for Principals & School Leaders

In an era of increasing pressure and competing priorities, many school leaders struggle to empower teachers to make real and lasting change in the lives of their students. Without a common schoolwide language and understanding of core practices that impact student achievement, principals face challenges in building the capacity of staff to implement essential improvements and make significant changes in culture, curricula and instruction. Strategically supporting teachers and teams in identifying, analyzing, and planning for instruction and intervention around these core problems of practice remains a significant obstacle for school leaders.

Our Solution

Are you looking to make a change? PCG supports principals that are ready to make teacher development a priority and have committed to implementing meaningful organizational change. PCG's School-Based Professional Learning Programs provide educators, instructional coaches, and school leaders with the high-quality professional learning they need to transform schoolwide practices leading to measurably improved teacher performance and student outcomes.

PCG’s approach to professional learning is deep and intensive, delivering the high-impact, sustained learning proven by research to result in observable change in teacher practice.

The professional learning program rolls out over a 12 to 14-week period. At the core of the program are PCG’s online courses, developed by industry leading experts and authors.

PCG’s courses support sustained engagement schoolwide through three methods:

School-Based Program Concentration Areas

Our school-based programs leverage common planning time and support an approach that depends on the priorities and specific readiness levels of school sites; allowing teachers and school leaders to choose how deeply and intensively they want to explore topics. Our concentration areas include:

A student struggles to keep up with the rest of the class.

Equity, Cultural & Linguistic Competency

There is a widespread need to address low levels of student engagement in classrooms, particularly among racially, economically, and culturally diverse students...

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A teacher disciplines a student.

Social Emotional Learning

Educators are responsible for students with differing degrees of motivation for engaging in learning, behaving positively, and performing academically. In order to meet not only the academic, but also the social and emotional needs...

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A teacher disciplines a student.


No two students enter a classroom with identical abilities, experiences, and needs. Learning style, language proficiency, background knowledge, readiness to learn, and other factors can vary widely within a single class group...

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Gary Howard teaches his class Becoming a Culturally Responsive Teacher.

New Teacher Support

Approximately one in three teachers leave the profession in their first three years. The attrition rate increases to almost 50% in the first five years and is often even higher in urban and underperforming schools.

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Gary Howard teaches his class Becoming a Culturally Responsive Teacher.

College & Career Readiness

PCG’s College & Career Readiness program helps educators understand the foundations of college and career readiness and supports them in developing and refining their...

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Jawanza Kunjufu discusses Best Practices for Teaching African-American Boys

Data Driven Decision Making

As teachers are increasingly required to meet strict accountability standards and serve diverse student populations, there is a growing demand for educators to allow data results to inform their instruction.

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Students gather around a tablet to learn.

School Improvement

School-based professional learning is the most effective way to ensure significant impact on student achievement and outcomes. Schools where appreciable strides are made in teacher learning and...

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