Building Leadership Capacity Across Your Entire District
Lasting school improvement doesn’t happen in isolated classrooms or individual buildings — it happens when every leader in the district is aligned, equipped, and moving in the same direction. Does your entire leadership team know, understand, and support the district vision? Are all arrows pointing the same way?
JFord Equips partners with schools and districts to build leadership capacity at every level — from the superintendent’s office to the classroom. Through proven Maxwell Leadership methods and 37 years of frontline experience in education, Dr. Jeanne Ford equips school leaders and their teams with the skills and strategies they need to embrace positive change, strengthen communication, and create system-wide improvement from the inside out.
When leaders grow, everyone benefits — and the ultimate winners are always the students.
What District Partnership Looks Like:
Regularly scheduled on-site training, coaching, and support for school leaders, leadership teams, staff, and students — plus unlimited support between visits through email, text, and phone. This isn’t a one-day workshop that fades by Friday. It’s an ongoing partnership designed to build lasting leadership culture across your district.
Ready to grow? Choose from the following services and programs to get started.
The Law of Process – “Leadership Develops Daily, Not in a Day”
“All leadership and coaching training is available as an ongoing, on-site, or virtual support to ensure continual growth and maximum leadership development.”
We’ll connect by phone, zoom, or in person—whatever works best for you—to discuss your concerns, needs, and vision for your district. From there, I’ll prepare a customized proposal for your consideration.
Leadership Development is ongoing and requires consistency. I’m in some districts quarterly, others weekly—it depends on the need. For Leadership Team Development, I’ve found that monthly sessions work best. This allows time between sessions to apply new learning while keeping momentum so nothing is forgotten.
This depends on your needs, but usually I stay the entire day. We may start with a 2-hour Leadership Team meeting in the morning, then I spend the rest of the day coaching the superintendent and/or principals, or working directly with staff and students. This time can be focused on school culture, positive communication, self-care, leadership strategies, DISC, and more.
Absolutely! There are no additional charges for phone calls, texts, or Zoom meetings. My goal is to be a trusted resource for you and your staff and to help move your district forward.
Yes! I can customize training to fit your needs. My most requested sessions for teachers are my one-day trainings on DISC, Classroom Management, or Differentiated Instruction. Both Classroom Management and Differentiated Instruction cover student motivation and engagement—and the training works for all grade levels!
Reduce your office referrals; increase your scores
The success of Time To Teach has been published in Leadership magazine. Read Order in the Classroom, a published article written by Kelly Graham, National Director at the Center for Teacher Effectiveness and Elsbeth Prigmore, high school principal. Time To Teach is a consistent classroom management system that saves instructional time and improves school climate.
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“During my first two years as principal of Clark Street Elementary School, we experienced over 300 office referrals and over 150 out-of-school suspensions! This year we implemented Rick’s strategies and so far we have only had two office referrals in six weeks!”
John Hargrove, Principal, Clark Street Elementary, North Carolina
“Lawton Public Schools is a lower socioeconomic school district in Oklahoma that services 17,000 Pre-K through 12th grade students, over half of which are minority. Twenty-nine of our thirty-five schools were trained using the Time To Teach strategies, affecting more than 11,000 children. Following training, we experienced a 16% decrease in suspensions and office referrals and a dramatic decrease in pupil enrollment for Behavior Intervention and Behavior Disorder classes. We have also seen a 9% increase in test scores and none of our schools are on the school improvement list for No Child Left Behind.”
Billy Davis, Executive Director Elementary Education, Lawton Public Schools, Oklahoma
“We have used the Time To Teach strategies for eighteen years! These strategies allowed me to get into the classrooms and help teachers instead of having to deal with a line of students awaiting discipline intervention. Time To Teach truly delivers on its promise to gain back valuable teaching time that is so often lost to matters of discipline.”
Lynette Hedden, Retired Principal, Richland, Washington
“The number of student referrals in our middle school has dropped 30% on average, every year over the past three years. It is because of Time to Teach that I can say with pride, “Every day I teach!”
Keith Johnson, Teacher/Technology Director, Reading Community Schools, Michigan
“I have seen some of my students move up from Special Education and Title Programs to achieve at grade level performance. My referrals have been eliminated. Students that were never able to do so before are now meeting benchmark standards and making dramatic gains in reading and writing fluency. After 19 years as an educator, I finally have Time To Teach with care and compassion.”
Libba Sager, Elementary Teacher, Toledo Elementary, Oregon
“I have seen a 15 point gain in math and science scores on the state standardized test, which helped our school meet its AYP/API, and I have not sent a single student to the office all year. Time To Teach has helped me successfully teach second language learners, children with ADD, ADHD, Tourettes, learning disabilities, disenfranchised youth, and impoverished students.”
James Turner, Middle School Teacher, Lompoc, California
“At Lompoc Valley Middle School, the referral numbers for class disruption were reduced by 62% using Time to Teach strategies, and Lompoc High School’s referral numbers were lower than those of the rival high school for the first time ever.”
Carrie Chase, High School Counselor, Lahainaluna High School, Hawaii
“Pioneer Continuation High School has our district’s highest number of at-risk 11th and 12th grade students. Using the Time to Teach blueprint, we saw school suspensions drop from 39% to 18% over a three-year period, in-house suspensions cut in half, and significant increases in passing rates on the California High School Exit Exam and other student achievement measures. Overall, the school has experienced a positive, systemic cultural change.”
Elsbeth Prigmore, Principal, Pioneer Continuation High School, California
