Olivia Wahl has been an educator for over twenty years and leads institutes for teachers nationwide. She provides PreK-12 professional learning in leadership, coaching, and literacy instruction. Her work supports teachers with conferring and using student artifacts to drive instruction while supporting culturally responsive practices. Olivia advocates for play and inquiry-based learning experiences alongside reconceptualizing the Gradual Release of Responsibility to enhance student voice and engagement.

She is the creator, producer, editor, and host of Schoolutions - a podcast to inspire and connect PreK-12 educators, administrators, caregivers, and community members as they identify and share solutions for issues in public education.

Olivia provides quality professional learning that directly impacts best teaching practices, cultivating strong learning communities. Evidence supporting the work can be seen with students in learning labs, analysis of student work, and planning for learning experiences. Her work with Superintendents, Principals, Instructional Coaches, Teachers, and Students across the country entails designing and implementing curricula in service of tailoring instruction based on content students understand and what they need next to thrive independently. 

My beliefs about learning with students, practices that reflect my beliefs, and the research that has my back:

  • Because every student should feel safe to be their authentic selves, they will have agency and autonomy over their time, task, and text choices with teachers supporting them in various roles. 

  • Because relationships are critical to growth and risk-taking, in practice, you will see and hear students engaged and connecting with each other, their teachers, and their curricula.

  • Because learning is driven by curiosity, students will explore topics through play and inquiry that enhances their voice and opportunities to see their impact on the world around them.

  • Because students must practice what they are learning, they will have 67 minutes to read, 60 minutes to write, and 60 minutes to problem-solve daily within a workshop structure.

  • Because being literate offers access to the world, elementary students will each receive systematic direct phonics instruction based on the amount and type needed to read and write independently.

  • Because a well-planned curriculum directly impacts high student engagement, students will have clarity about how their day-to-day learning connects with long-term targets and big ideas about life. 

  • Because learning is an ongoing process, students will make thoughtful choices daily, assessing their learning through regular descriptive feedback, reflection, and goal setting to grow as learners.

  • Because I believe in collective efficacy and that we grow smarter together, you will see and hear students studying and analyzing mentor texts alongside models of strong and weak work.

  • Because listening to others’ stories can cause change and inspire, students will have time to connect with other students worldwide, learning from one another’s lives.

Click (here) to read My beliefs & practices when it comes to learning with TEachers…

My beliefs and aligned practices are grounded in research from: