PROFESSIONAL LEARNING FOR SCHOOLS AND DISTRICTS
Turn the framework and tools into consistent practice.
Engagements help co-teaching teams and leaders strengthen partnerships, redesign real lessons, build shared expectations, and plan the support needed for implementation.
Common starting questions
- How do we clarify roles and protect planning time?
- Which strategies fit our classrooms and learners?
- How do we build consistency across schools?
- What evidence should guide our next move?
THREE STARTING POINTS
Support matched to the work your team needs now.
Partnership Foundations
Best for: Teacher teams and school cohorts.
Shared agreements, role clarity, communication routines, strategy selection, and a co-planning protocol.
Strategy Implementation Lab
Best for: Schools building consistent classroom practice.
Strategy selection, lesson redesign, role rehearsal, observation look-fors, and an implementation plan.
District Co-Teaching Systems
Best for: District and leadership teams.
Readiness review, leadership alignment, professional-learning sequence, evidence plan, and sustainability roadmap.
THREE OFFICIAL SOLUTION TREE LINKS
Choose the consulting route that fits.
Start with Solution Tree for general help, or request either Co-Teaching Evolved author directly.
Solution Tree Consulting
Use the main booking process when you want help selecting the presenter, format, or professional-learning pathway.
Request Matthew Rhoads
View Matt’s presenter profile, areas of expertise, and official Solution Tree request route.
Request Belinda Dunnick Karge
View Belinda’s presenter profile, areas of expertise, and official Solution Tree request route.
ABOUT THE AUTHORS AND CONSULTANTS
Experience grounded in co-teaching practice.
Matthew Rhoads, EdD
Matthew Rhoads, EdD, is an expert and innovator in educational technology and instructional strategy integration within online, blended, and traditional in-person classroom settings. With a special education background, Dr. Rhoads co-taught for many years at the high school level in the areas of English, mathematics, and social sciences. He continues to co-teach regularly while coaching teachers and presenting professional development.
As a practicing technology and instructional leader, trainer, integrationist, and coach in adult education, K–12, and higher education, he develops instructional integrations of edtech tools with research-based strategies to drive instruction. He is a coach and professional learning specialist for new and experienced teachers within the consortium and at a local university. Dr. Rhoads is also a doctoral dissertation chair who coaches doctoral students to conduct their research, write, and defend their dissertations. Dr. Rhoads eight books focus on integrating instructional strategies with edtech and AI tools to amplify student learning within in-person, online, and blended learning classrooms. His latest books include Crush It From the Start: 50 Tips for New Teachers, Instruction Without Boundaries: Enhance Your Teaching Strategies With Technology Tools in Any Setting, Amplify Learning: A Global Collaborative series, and Navigating the Toggled Term: A Guide for K–12 Classroom and School Leaders. His blog on his website has 75+ posts on all things related to education, instruction, Special Education, and more. He also has his podcast, Navigating Education, which discusses all topics related to education and instruction. For more information on Dr. Rhoads and his work, visit his website at http://www.matthewrhoads.com.
Belinda Dunnick Karge, PhD
Belinda Dunnick Karge, PhD, is a professor in the doctoral studies program at Concordia University Irvine and a professor emeritus at California State University, Fullerton. She taught both general education and special education and served in administrative roles in elementary and high school prior to teaching in higher education. Her interest in co-teaching began when she was originally in the classroom; she has cotaught at several levels.
Belinda’s professional record demonstrates a consistent pattern of research publications; she has produced five textbooks, five curriculum texts, four book chapters, several educational tools, and more than 150 articles. Her latest book is Watch, Listen, Ask, Learn: How School Leaders Can Create an Inclusive Environment for Students With Disabilities. She has made numerous presentations to international, state, and local groups of school district employees and has keynoted several conferences. She serves as a consultant for the U.S. Department of State’s Office of Overseas Schools and travels extensively around the world. Research-based instructional strategies, schoolwide change, co-teaching, and inclusive practices are a few areas she consults on.
Belinda received the Council for Exceptional Children’s Susan Phillips Gorin Award. She was also honored with the Council for Learning Disabilities’ Floyd G. Hudson Outstanding Service Award and the Association for Childhood Education International service award. Belinda’s PhD is in quantitative methods, special education, and educational psychology and her master’s degree is in special education and reading. She received both from the University of California, Riverside.
Co-Teaching Evolved 