About

I am currently an administrator in the Chappaqua Central School District in New York. Previously I was an elementary school principal, K–12 curriculum supervisor, elementary assistant principal, and fourth grade teacher. I am an Apple Distinguished Educator and a Google Certified Innovator. As a nationally recognized leader in project based learning, I have worked with thousands of educators across the country to implement PBL. In 2021 I coauthored Project Based Learning: Real Questions. Real Answers., and in 2016 I coauthored Hacking Project Based Learning: 10 Easy Steps to PBL and Inquiry in the Classroom. While my day job is my first professional priority, I find time to conduct workshops and speak on project based learning, inquiry-based learning, student-centered learning, instructional leadership, my professional experiences, and more. When I am not working, I enjoy eating steak and pizza and provoking my four beautiful nephews and niece. You can connect with me via email, RossCoops31@gmail.com, and on Twitter @RossCoops31.

This is my personal blog. It is primarily focused on my passions: project based learning, inquiry-based learning, student-centered learning, and instructional leadership.

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About Me

Previously, I was an Elementary School Principal in Old Tappan, New Jersey. Here are ten specific instructional leadership opportunities I had as a principal:

I worked with kindergarten and first grade teachers to implement Phonics First, a multi-sensory program for systemic phonics instruction.
I worked with second, third, and fourth grade teachers to implement Writing Pathways, the assessment component of Writing Workshop.
I worked with second, third, and fourth grade teachers to establish and implement guiding principles (minimum expectations) for conferring during Reading and Writing Workshop.
I worked with all of our classroom teachers to implement flexible learning spaces. We purchased copies of The Space: A Guide for Educators to assist us with our professional learning.
I worked with teachers to implement Genius Hour in our classrooms. We purchased copies of Genius Hour to assist us with our professional learning.
I facilitated three days of Next Generation Science Standards (NGSS) professional learning for our science cohort: one teacher from every grade level and our STEAM teacher.
I worked with our school librarian to redesign the library. I worked with our STEAM teacher to rethink and rebrand our STEAM room with an increased emphasis on inquiry-based learning and design thinking.
We purchased several professional books and set up a professional library in our faculty room to help to promote a culture of learning.
I worked with a team to reconstruct the school’s master schedule to allow for extended professional learning communities (PLCs) and grade level common planning time five days a week.
The majority of the teachers and I leveraged social media and our new district hashtag to promote what was taking place at our school.

Before Old Tappan, I was the Supervisor of Instructional Practice K-12 in the Salisbury Township School District in Allentown, Pennsylvania. Here are ten specific instructional leadership opportunities I had as a curriculum supervisor:

I worked with a team to implement Writing Workshop across the elementary level. Professional learning took place throughout 2015-2016, and full-scale implementation began at the start of the 2016-2017 school year with all teachers having about 40 minutes in their schedules dedicated to Writing Workshop.
I worked with a team to implement the Fountas & Pinnell Benchmark Assessment System across the elementary level. The data this tool provided resulted in an increased emphasis on Guided Reading. Starting with the 2017-2018 school year, all teachers had about 40 minutes in their schedules dedicated to Guided Reading and conferring.
At the elementary level I facilitated close reading book studies – Reading with Meaning (primary) and Notice & Note (intermediate) – and I supported teachers with the implementation of these practices in their classrooms.
At the elementary level I worked with a team to investigate research-based literacy interventions as part of the Multi-Tiered Systems of Support (MTSS-RtII) process. This research resulted in the implementation of Fundations and Read Naturally.
At the middle level I worked with teachers and administrators to review assessment and grading practices with a potential transition to standards-based grading. This review involved regularly scheduled meetings with all grade-level teachers, a professional learning community (PLC), a Fair Isn’t Always Equal book study, and three opportunities to learn from Tom Guskey and Lee Ann Jung.
At the middle level I worked with a team to plan for a School Within a School, with an emphasis on personalized learning, project based learning, and inquiry-based learning.
At the middle level I facilitated multiple sessions of close reading professional learning. One of the primary goals was the intentional use of consistent reading strategies K-8.
Across all levels I worked with Library Media Specialists to implement a guaranteed and viable K-12 digital citizenship curriculum.
To support our district-wide shift to an increased emphasis on inquiry-based science, I thoroughly researched and compiled resources related to the Next Generation Science Standards (NGSS).
I facilitated professional learning that included such topics as: project based learning, student choice, student publishing, leveraging social media to communicate with stakeholders, Total Participation Techniques, and Google for Education.

Before Salisbury, for one year, I was an Elementary Assistant Principal in the Williamsport Area School District. In this role I worked with two teachers to establish a school-wide makerspace program, served on the district’s Report Card Committee while supporting the transition to standards-based grading, and facilitated professional learning involving such topics as inquiry-based mathematics and Total Participation Techniques.

Before Williamsport, I taught for six years in the East Penn School District as a fourth grade teacher. Here is some of what was accomplished during this time:

My teaching regularly involved meaningful technology integration, including MacBooks, iPads, BYOD (Bring Your Own Device) and LEGO Mindstorms.
In a district of ten schools, my students were the first to (1) be provided iPads, and (2) implement BYOD. In both areas, I used our experiences as the basis for professional learning for other teachers.
I served on the district’s Math Curriculum Committee, Science Curriculum Committee, STEM Committee, and Assessment Revision Committee.
Over the span of two years, I led the planning and creation process for the Common Core Mathematics professional learning across the elementary level.
I consistently led professional learning related to technology integration, project based learning, inquiry-based learning, and higher-order thinking.
I introduced The Daily 5 (a book/structure for balanced literacy) to educators in the district and supported its implementation across the elementary level.
I collaborated with my building principal and Instructional Support Teacher (IST) to adapt the Edcamp model for our building-based professional learning.
In the district, I was at the forefront of being “connected” and leveraging social media (especially Twitter) for educational purposes. I took the initiative in working with others to get them connected.
I served as the Fourth Grade Team Leader for all of the district’s fourth grade teachers from 2013-2014. I was my school’s Head Teacher from 2010-2011.
In the summer of 2011 I became an Apple Distinguished Educator, and in the spring of 2012 I became a Google Certified Innovator.

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