For schools

Build the practice into the school.

Training only matters if the practice survives the calendar, the staffing changes, the hard week, and the next school year. We help leaders build the roles, rhythms, learning, and measurement around the work.

Work with us

What we work on

Four areas, chosen with you.

Most schools start in one of these and pull the others in as the work asks for them. Restorative practice is one capability here, used where it fits.

01Leadership and cultureWho owns the practice, who decides, and when the adults meet about it. Roles, decision rhythms, and the staff habits that carry a culture through a hard month.

02Learning and formationAdult learning designed to stick: professional development, teacher formation, and implementation support through the months after the session ends.

03Measurement and evaluationDefine what success looks like, gather evidence you can use, understand what changed, and report the learning to the people who need it.

04Restorative practice, where it fitsCircles, language, referral pathways, policy, and adult practice, built into roles and the weekly calendar so the work does not rest on the one person who champions it.

The thesis

A one-day professional development fails when nothing in the school's structure carries it after the day ends. No owner, no rhythm, no place in the policy, no time on the calendar. We build the part that carries it.

Who leads this

Dr. Kendra Sobomehin.

Kendra holds a PhD in education from Stanford and spent six years forming aspiring teachers through the Stanford Teacher Education Program. Her lane is learning, formation, pedagogy, measurement, and evaluation.

What a school gets from that: professional learning designed for adults who are already tired, an implementation plan that names owners, and a way to see whether the practice is holding by March.

More about the practice

Measurement

Know whether it is holding.

Schools rarely lack conviction. What is usually missing is a straight answer about whether the practice is alive in October and in March. We design the indicators, the collection, and the reporting rhythm around what your staff can sustain.

Kept practical. No research apparatus a school cannot maintain once we leave.

Evaluation frameworkStructure shown

01Program logicWhat changes, and how

02OutcomesThe change worth naming

03IndicatorsHow you know

04CollectionWho gathers it, and when

05Reporting rhythmWhat a funder reads, and how often

Designed with the school. Kept to what staff can sustain.

Many schools and youth programs are nonprofits, and the fundraising, finance, and operations build applies the same way.

See the nonprofit work

Work with us

Tell us what you are trying to make work.

What the practice looks like in your building right now, in October rather than in August. That is enough to start.

Work with us