Ready to Uplevel Your Classroom Engagement?

Curious About Working with Me?

Check Out Some Common Questions from Your Peers!

  • Most days follow your school's bell schedule. During this time, I'm often able to meet with three grades. We spend part of our time meeting, and part of our time applying our learning directly to classrooms full of children ("lab site"). When subs are scarce, or teachers want more individualized support, I push into individual classrooms and coach teachers on their area of focus.

    While Onsite Residencies are the most powerful form of professional learning, we can also work together virtually. Here, we can collaborate during grade-level meetings, I can host office hours, where teachers sign up for content-focused time slots, or we can collaborate to work on a standards-based curriculum and/or adjust mandated curricula.

    My goal is to always be as flexible and supportive as possible, so we can work together to create a version of professional development that works for you and your building.

  • I am well-versed in a number of different curricula, but am not of the belief that any one curriculum will meet the strengths and needs of individual students, or teachers. My work centers on helping teachers look critically at any literacy curriculum they are using, hold it up to a variety of criteria to support student learning and revise, retool and rethink as necessary.

  • Everywhere! My work has brought me across the globe.

  • "Three years ago our district adopted a Research-Based Instructional Framework. The professional development that Barb has provided for our teachers, administrators and literacy coaches has been instrumental in our transition from programmed-based to student-based instruction. Our elementary staff reports that Barb's work is among the most valued and meaningful support they have received. The growth in our teachers’ knowledge, confidence and expertise has been game changing for our students."

    — Joanne F., Assistant Superintendent

  • "Barb's positive outlook on literacy, teaching, and learning is infectious. She has a unique ability to connect that motivates teachers to challenge themselves for the betterment of their students. Barb has impacted the way I provide professional learning for teachers, and is my inspiration as a literacy coach."

    —Jack A., Literacy Coach

  • “As a department chairperson for language arts literacy, I am always in search of professional development that not only provides content information but also feels practical and replicable to teachers… I have to be honest there is a selfish piece of me who does not want to share this recommendation with you and I am sure our teachers would agree… Not only do the teachers find her valuable, but I do as well. Barb Golub has taught us all how to understand the intricacies of teaching literacy in an organized, simple, and replicable way.”

    —Karen W., Language Arts Chairperson

  • "As a result of your support, feedback, and encouragement I am a better reading teacher. I feel I have gained skills that will stand the test of time! Please know that the value of your work is beyond measure. My students are better, more engaged readers—and parents are telling me their children are actually excited about reading!!! We've laid the groundwork and set them up for success and they are more engaged readers because of that. I hope you know that you have caused a ripple effect and have not only made me a better teacher, but have contributed, in a very meaningful way, to my students' growth as readers."

    —Kelli D., 1st Grade Teacher

  • "Thank you for your work with our staff. My observation was that the professional development you provided was very successful, and you were able to resonate well with our staff, which is not always accepting of staff developers!!!"

    —David S., Superintendent

  • "Over the past two years our district has had the privilege to work with Barb as she re-energized our teachers' approach to literacy instruction. Her direction, modeling, and coaching provided teachers just what they needed to get started with moving research into practice. Our sessions included classroom lab time where Barb modeled teaching students in whole group, small group, and 1:1 settings. Teachers also worked with partners to practice their new learning in a safe, supportive environment. Lab site time was balanced with time for teachers to talk, process their learning, and ask questions to solidify and clarify their learning. Above all, Barb empowered teachers to have a growth mindset and to keep students at the center of instruction."

    —Kristy J., Academic Specialist for K-5 English Language Arts

  • "Barb has an innate ability to implement strategies and activities to foster a love of teaching! She challenges me and makes me a better instructional leader and she has been instrumental in transforming my school from one that relied on basal anthologies to one that now fully implements comprehensive literacy and makes instructional decisions based on student needs."

    —Regina M., Principal

  • "I think so highly of you as a leader, teacher, and a person; I strive to emulate the presence you have with the children and to continue building my own repertoire thanks to the model you have provided. There’s so much to learn, there’s so much to do, and I couldn’t be more thrilled that I’m being given the privilege to do it."

    —Halley M., 4th Grade Teacher

  • "Thanks, Barb. I’ve learned so much from you. I never knew my little students could do so much. Thank you for opening my mind (and brain) to the possibilities of early literacy!"

    —Cynthia F., Pre-K Teacher