CES provides a range of curriculum and instructional support services to support teaching and learning in virtual and face-to-face environments.
We partner with educators, school and district teams in public and charter schools as well as private schools to resolve problems of practice and support school leaders, teachers and other educators to strengthen learners’ academic and social-emotional wellbeing.
In our work, we think about curriculum and instruction services and practices within the larger context of social justice, equity and trauma-engaged practice, and to support schools in responding to learners’ and families’ lived experience. CES consultants listen to schools’ and educators’ needs; learn about their current initiatives; and then tailor services that respond to needs and leverage initiatives.
Districts and schools are required to comply with DESE mandates regarding program design, implementation and evaluation, and must demonstrate this compliance through scheduled monitoring reviews. In addition, MCAS data and other important indicators of student performance compel districts and schools to seek assistance with improving student outcomes. We help district curriculum directors and school-based curriculum and instruction specialists and coaches at times have lean availability to assume these tasks. For instance, CES supported the Chelsea Public Schools with professional development, technical assistance and coaching for leaders, teachers and instructional coaches in the district’s three middle schools to improve student outcomes. This project’s year one success in one middle school inspired an expansion to serve all three middle schools in the second year.
Developing District-wide/School-wide Frameworks for Curriculum, Instruction, and Assessment
Including considerations of curricular content (concepts/understandings, knowledge, skills), expectations for learners (grade, discipline), expectations for professional practice (standards, practices, approaches, strategies), and assessment (formative, summative)
Implementation of DESE's Elementary and Secondary Prerequisite Content Standards
Including the alignment of curriculum documents (scope and sequence, unit plans), the alignment of formative and summative assessments (unit, grade-level, benchmark assessments), and instructional visits (virtual and in-person) to gauge standards-aligned instruction
Strengthening the Equity of Services Provided to Vulnerable Learners and Their Families
Identifying vulnerable populations such as students living in low income and poverty; Black, Brown and Native students; English learners; students with disabilities; and students experiencing high mobility and homelessness; wellness supports for vulnerable students and their families; i.e., meals, housing, mental health services; educational services for vulnerable learners; assessment of learning loss; interventions needed to meet grade-level academic standards; professional development to meet the needs of vulnerable learners; and engagement and partnership to support vulnerable learners and their families.
Coaching Instruction (virtual, face-to-face) and Instructional Leadership
Coaching school and district administrators to lead instruction for improved outcomes, coaching teachers to strengthen instruction to increase accessibility, engagement and outcomes
Compliance Monitoring Support
Including program evaluation to identify actionable recommendations regarding program design, curriculum, and instruction , and technical assistance to implement program recommendations
You listened to us about what we needed for our faculty. You were prepared, careful, clear and gentle. And also you were insistent on some deep understandings for the staff. Folks are desperate for good direction, and your framing, process and sharing made a difference.
— W.E.B. Du Bois Regional Middle School
Albert serves as a staff consultant in leadership and instruction at the Collaborative for Educational Services. He travels nationally to facilitate professional development for school leaders, teachers and other licensed educators in instructional leadership; English learner education; world language and bilingual education; adolescent literacy education; and improving outcomes for students in poverty. Dr. Johnson-Mussad is a seasoned K-12 teacher and curriculum leader who has worked with central office and school-based administrators to increase opportunity and achievement for both vulnerable learners and high-achieving learners. He has facilitated professional development, provided individualized leadership and instructional coaching, and evaluated educational programs to provide actionable recommendations and implementation assistance.
Dr. Johnson-Mussad led the training-of-trainers component of DESE’s Leading Educational Access Project (LEAP) to improve outcomes for students in poverty. Albert presented on teaching students in poverty at the 2019 ASCD Conference on Educational Leadership, and he facilitated an intensive institute on this topic as part of the 2019 Anchorage, Alaska School District Summer Academy. Dr. Johnson-Mussad also facilitates curriculum development and strategic planning, and evaluates educational programs. He has taught K-12 English learners and high school Spanish. Albert served as an assistant superintendent for curriculum and instruction, and also in the role of elementary school principal. He is currently supporting the Chelsea Public Schools with professional development, technical assistance and coaching for leaders, teachers and instructional coaches in the district’s three middle schools to improve student outcomes.
Position: Leadership and Instruction Continuous Improvement Specialist
Phone: 413.586.4900 x5945
Safire DeJong Ed.D.
Safire is a mama, auntie, daughter, practitioner, and scholar. She is co-editor of Readings for Diversity and Social Justice and holds a Doctorate of Education in Social Justice Education from UMass Amherst. Her research focuses on young people’s experiences with status and power in schools and communities. At CES, Safire works with a team of talented and experienced co-facilitators (the Joy & Justice team!) to provide equity-focused consulting and professional development for PK-12 schools. She has 20 years of experience facilitating social justice work, intergroup dialogues, and training skilled facilitators. These experiences have enabled her to develop a broad set of tools and skills that can support groups to find the most generative possibilities for liberatory futures, together.
Position: Program Director, Social Justice and Equity in Schools
Phone: 413.586.4900 x5929