jenmgoepfert01@gmail.com

612-702-3416

St. Paul, Minnesota

Jen Goepfert implements a strength-based approach to coaching which supports teachers in a way which affirms and develops our capacity to produce restorative, responsive lessons which engage every learner. Jen's ability to compassionately (and measurably) transform teaching and learning through the lens of equity and engagement is the primary reason why I have recommended her to countless schools over the years. She is a tireless advocate for transformative learning!

-Kara Cisco, Social Studies Teacher, St. Louis Park High School

Let’s be real. There is no such thing as an off-the-shelf curriculum, a magical program or set of strategies, no perfect framework or way of teaching that works for every teacher or every student. Setting up a strong, learning environment that is inclusive of all learners requires the ability to adapt, be flexible and to respond to the students in front of us on a day-to-day, even hour-by-hour and minute-by-minute basis. There is no book that can tell you exactly how to do this.

Teaching is not one-size fits all. As a teacher, I had a cafeteria-style approach to instructional strategies, frameworks, programs, etc. I read, researched, consulted colleagues, studied what was out there-- the evidence-based books and programs and methods that had “ the answers”--and found what worked for me, what worked for my personality and above all, what worked to help me connect to my students, to maximize their learning potential, and to connect my students to the learning. The most important factor to me whenever I implemented any strategy, any program, any curriculum was "is this good for my students?"

Absolutely excellent! Learned, had fun and was busy. Very relevant, well-prepared, organized and so useful.

This was such a positive interactive activity that we came away with project ideas and how to help students [learn] in another way.

Jen is very professional; management and engagement were excellent. The content was applicable. I can use it immediately.

Well-organized. Ran the workshop in best practices – great model for teaching and management. Engaging topic.

...wonderfully organized and extremely practical – I teach K-3 students but attended this and felt it was very applicable to the younger grades as well.

Loved the modeling of how to manage grouping practices.

Amazing facilitation!

Summer Workshop Attendees, Audubon Center of the Northwoods, 2018

I draw on my background and experience with a wealth and diversity of responsive systemic and instructional practices, including:

• Transforming School Culture and the work of Dr. Anthony Muhammad:
• Culturally and Linguistically Responsive Teaching (CLRT) and the brain and the work of both Zaretta Hammond and Dr. Sharokky Hollie;
• Racial equity work;
• School-wide and classroom level behavior systems and strategies:
• Positive Behavior Interventions and Supports (PBIS);
• Response to Intervention (RTI);
• Multi-Tiered System of Supports (MTSS);
• Developmental Designs;
• Responsive Classroom;
• Love and Logic;
• ENVoY;
• Data cycling and data-driven decision making;
• Restorative Practices;
• Differentiation;
• Project-Based Learning;
• Personalized Learning;
• Universal Design for Learning;
• Rigor and High Expectations;
• Outdoor/Experiential Education, and
• Student engagement strategies.

There is a lot of information out there. My job is to help connect educators to those resources and then guide and support them in their own growth toward creating learning environments that are inclusive, equitable, and demographically unpredictable.

In my work, my central question is always, “How is this good for kids?”

Jen Goepfert has brought a fresh perspective for all of our PBIS teams in Rochester Public Schools. She has been a great resource for aligning CLR practices into school wide practices, policies and procedures.

Afolabi Runswe, Principal on Special Assignment, Rochester Public Schools

My work centers on the principal idea that when we have three components in place, learning happens. These three separate building blocks are relationships, engagement and systems. Even though I submit to the "cafeteria-style philosophy" of implementing resources and strategies, all of my work in coaching and consulting is rooted in these three areas.

Engagement

Student Engagement is the degree of attention, curiosity, interest, optimism, and passion that students show when they are learning or being taught, which extends to the level of motivation they have to learn and progress in their education.

When I talk about engagement, I'm not talking about performing magic tricks, juggling fire and turning the classroom into an entertainment venue. I'm talking about lighting the spark that interests or inspires a student to actually learn. This isn't about us being entertainers. It's about us connecting them to the learning in a meaningful way while still ensuring rigor and holding them to high expectations. Engagement looks different for every student. How do we know what will engage our students? We ask them. We get to know them. Which leads me to...

Relationships

Positive teacher-student relationships promote a sense of school belonging and encourage students to participate cooperatively. Students develop confidence to experiment and succeed in an environment where they are not restricted by the fear of failure. Teachers are able to assist students with motivation and goal setting, and students can turn to them for advice and guidance. Relationship building is one of the core tenets of CLRT.

Developing relationships is all about making your student know that you see them as a person, not as a face in the crowd, not as a demographic. It is about knowing their name, treating them with respect, talking to them as an individual and taking a genuine interest in who they are. Establishing positive relationships is about creating a safe, structured learning environment where students are comfortable and free to be themselves. Which brings me to...

Systems

Systems are a set of routines, rituals procedures and stated expectations. This is the "how to" manual for your environment.

Students crave predictability and consistency. Research shows that student achievement is improved when students are actively focused on educational goals and this is made possible by establishing systems, both in the classroom and school-wide. When they know the system, when they understand how things work in their learning environment, it takes the pressure of having to guess at the norms and figure out the "how to." It frees them up to be themselves. To develop relationships with their peers and teachers and to engage in the learning to their highest potential. (See how that all ties together?)

My goal is to assist schools in identifying and focusing on critical, high-needs areas for system change and improvement. I approach these goals with a focus on strengthening those three crucial components to ensure a positive and consistent learning environment. In partnership, I work with educators to:

• Identify patterns of disproportionality in data that perpetuate systemic inequity
• Support the creation and evaluation of engaging, highly rigorous instruction
• Support systems change and cultural shifts among small and large communities of educators
• Ensure that school-wide behavior systems, expectations, rituals, and routines are common, consistent and equitable across the building
• Ensure that classroom expectations are consistent and tied into school-wide expectations
• Support Implementation of school-wide behavior systems
• Support administration/leadership teams with progress monitoring
• Support school-wide creation of Comprehensive Classroom Management Plans
• Identify and strengthen responsive teaching strategies
• Synthesize and implement the latest research around developing relationships
• Integrate the Four Rs (Relationships, Relevance, Rigor and Realness) of culturally responsive teaching into practice
• Understand and utilize proactive components for classroom success

These are just examples of the ways I can support growth and transformation in education. I work with each district, school, team, or individual to tailor the work to specific, personalized goals.

Jen’s firsthand experience, wealth of knowledge, and sense of humor empowered our teachers. She brought great energy to our workshops!

Erin Anderson, Environmental Education Evaluator, Audubon Charter Schools

Class Hacks

My passion for my work inevitably extends into my personal life. A year ago, two colleagues and I established a progressive educator group.

We are four educators that come from different schools. Different settings. Different age groups and different content area but we have one thing in common: we all seek out the opportunity to regularly build bridges across districts to learn from each other and grow, so that we may spark disruption in education, unsettle the status quo and innovate together towards a future where all classrooms are equitable, demographically unpredictable, and guided by the principles of social justice.

We are educators committed to interrupting the status quo through facilitated book club discussions and experiential professional development. We are committed to a world where every educator feels empowered to educate every student.

Related Experience

• District PBIS Specialist, St. Paul Public Schools
• English Teacher/Reading Specialist, Stillwater High School
• English Teacher/Expedition Leader, SALT High School, Minneapolis
• English Teacher/Co-Lead Teacher, American Indian OIC, Minneapolis
• English Teacher, TEP, Jeju, South Korea
• English Teacher, Minnetonka High School

Education

• Master of Arts in Teaching, 2004, Hamline University, Magna Cum Laude
• Bachelor of Arts in English, 1999 Hamline University, Summa Cum Laude
• Bachelor of Arts in Anthropology, 1999, Hamline University, Summa Cum Laude

Certifications and Trainings

• Secondary Language Arts and Communications Teaching License
• Coaching Academy: Beyond Courage Racial Equity Training
• Thinking Collaborative: Cognitive Coaching Certification
• Pacific Educational Group: Beyond Diversity Racial Equity Training
• Minnesota Department of Education: PBIS Cohort Training
• Check In, Check Out Tiered Intervention Training
• Functional Behavior Assessment Training
• Personalized Learning: Coaching for Personalized Learning
• Personalized Learning: Establishing a 1:1 iPad Environment

jengoepfert01@gmail.com

612-702-3416