Gene Thompson-Grove’s consulting focuses on building the capacity for transformational learning. She has 35+ years of experience working with numerous reform organizations, schools and school districts, leading seminars on creating professional learning communities, coaching critical friends and other collaborative learning groups, examining student work collaboratively, engaging in collaborative inquiry, understanding school culture, becoming culturally competent, developing facilitative leadership skills and competencies, and designing and facilitating adult learning experiences.
Most recently, she was Co-Director of Clinical Teacher Education for the Boston Teacher Residency Program, where she oversaw professional support for the Clinical Teacher Educators, as well as BTR residents, mentors, and graduates in BTR partner schools. For six years prior to her work at BTR, she was the Director of Professional Development and Special Initiatives for the Public Schools of Brookline, where she was responsible for the first year teacher Induction Program, the second-third year teacher Mentoring Program, Instructional Rounds, the Alternative Evaluation Program, and Child Study Teams – as well as other adult learning initiatives. She has been a Critical Friends Group (CFG) coach since 1995, and is a national facilitator for the School Reform Initiative (SRI) and All Kinds of Minds (AKOM). She also works closely with the Coalition of Schools Educating Boys of Color (COSEBOC).
Gene began her career as a high school English and Social Studies teacher in Watertown, MA and later, was a middle school teacher at the Fayerweather Street School in Cambridge, MA. She is a founding member of Educators for Social Responsibility (ESR), the National School Reform Faculty (NSRF), and more recently, the School Reform Initiative (SRI). Gene worked at Brown University from 1988-2001, where she was a Clinical Professor in the Education Department, a professional development associate for the Coalition of Essential Schools, and a senior associate at the Annenberg Institute for School Reform, where she participated in the development of Critical Friends Groups (CFGs).
While at the Annenberg Institute, Gene also coordinated the National Looking at Student Work Collaborative. She is one of the authors of the Looking at Student Work web site, and led the team that produced a set of videos to introduce educators to critical friendship including Looking at Student Work: A Window into the Classroom, A Community of Learners, Making Teaching Public, and the Tuning Protocol.
Gene is also the author of several protocols that can be found on the SRI web site, as well as in several published books, and has authored various other processes and support materials for creating and sustaining professional learning communities and studying student work collaboratively. She wrote the forward for two books: A Facilitator’s Book of Questions, by David Allen and Tina Blythe (Teachers College Press), and The Reflective Educator’s Guide to Classroom Research, by N. Dana and D. Yendol-Hoppey (Corwin Press).
Gene has a B. A. in English and Secondary Education from Boston College and received her M.Ed from Harvard’s Graduate School of Education.
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