A Partnership, Not a Prescription
When a school or program brings in Sharon Simmons-Wright, MSEd, founder and executive director of Classroom Connections Consulting Services, the first few weeks are about listening before recommending. She meets with administrators and teachers to discuss goals, concerns, and expectations, then spends time in classrooms observing instruction, teacher-child interactions, and the overall learning environment.
"With more than 30 years in education, I know how important it is to recognize what teachers do well, not just what needs improvement," she said. "I want the relationship to feel like a partnership. I'm not there to tell teachers everything they're doing wrong. I'm there to help them strengthen their practice and build on the good work they're already doing."
That initial phase leads to a shared plan that might include professional development workshops, classroom modeling, or ongoing instructional coaching. Whatever the approach, the goal is practical strategies teachers can use immediately.
Choosing Between Coaching, Training, and a Program-Wide Plan
Deciding what a team needs starts with understanding what is happening in classrooms and listening to the people doing the work every day. Sometimes teachers have the knowledge but need support putting it into practice, which calls for coaching. Other times, several teachers need support in the same area, making professional development a better fit because everyone can learn together and build a shared understanding.
"My years as an instructional coach taught me that one workshop doesn't automatically change classroom practice," Simmons-Wright said. "Teachers need opportunities to try new strategies, reflect on what happened, ask questions, and receive follow-up support."
Arts Integration for Classrooms That Have Never Tried It
For preschool and early grade classrooms new to arts integration, Simmons-Wright begins with a simple message: it does not have to be complicated. Teachers do not need to be dancers, musicians, or artists. They just need to be willing to approach teaching a little differently.
Instead of identifying shapes on a worksheet, children can use their bodies to create those shapes. When reading a story, they can act out characters, explore different movements, or use rhythm to reinforce language and vocabulary. A science lesson about how plants grow can become a movement experience.
That thinking led to My STEP Mat—Shapes Through Engaged Play, a resource she developed to bring movement, literacy, math, problem-solving, and STREAM learning together. During professional development, teachers participate in the activities themselves so they can experience what children experience.
"Once they see how movement can reinforce academic concepts, they begin to recognize opportunities to incorporate it into their everyday instruction," she said.
Reading Assessment Data Beyond the Numbers
When reviewing assessment data with a program, Simmons-Wright looks for patterns that numbers alone can miss. A child may struggle to identify shapes or demonstrate counting skills during a formal assessment, but observation during play or a movement activity may reveal a deeper understanding.
She also looks across classrooms. If children in one classroom are progressing while another group struggles, she wants to understand why: Are teachers using different instructional strategies? Are children getting enough practice? Is the learning environment supporting what is being asked of them?
"I always encourage teachers to connect assessment results to what they saw and heard in their classrooms," she said. "That's why I feel teacher observations matter just as much. Data should help us make better instructional decisions, not simply identify children who are falling behind."
What Changes When Adults Feel Supported
Simmons-Wright sees a direct connection between how teachers feel about their work and what happens in their classrooms. She has worked with teachers who had wonderful ideas but lacked the confidence, resources, or support to put them into practice. When those same teachers receive meaningful coaching and encouragement, they become more willing to try something different, reflect on their teaching, and take instructional risks.
"When teachers feel confident and prepared, they can better respond to children's individual needs, create engaging learning experiences, and build positive relationships," she said. "They're also more open to trying creative approaches that make learning meaningful."
Early childhood classrooms can be demanding, and teachers manage many different needs throughout the day. For Simmons-Wright, professional learning should help them do their jobs more effectively, not add to their responsibilities.
Practical Takeaways
- Start with observation and conversation before recommending changes.
- Match the support to the need: coaching for individual practice, training for shared gaps, and a broader plan when patterns span classrooms.
- Keep arts integration simple and movement-based; teachers do not need an arts background to begin.
- Pair assessment data with teacher observations to understand what children actually know.
- Invest in follow-up support so new strategies have time to take root.
For programs considering arts integration, Simmons-Wright's approach suggests that the most durable changes begin with respect for what teachers already do well and a clear, supported path to trying something new.