Collaborate with Alina — built around your own materials
Tell me the audience, the time available, and what you want different afterwards, and I will propose a shape rather than send a catalogue.
Section 1 — Who this is for
Four kinds of partner
| Partner | What collaboration looks like |
|---|---|
| Schools & boards | Curriculum review, instructor training, and professional development built on your own materials rather than a generic deck. |
| Educators | Co-planning a unit, a second pair of eyes on assessment design, or a walkthrough of how a long-range plan gets built day by day. |
| Universities | Outreach into secondary classrooms, teacher-candidate mentoring, and pathway work that connects a course to what comes after it. |
| Sponsors & industry | Backing competitions, clubs and student projects — and supplying the mentors, judges and real problems that make them worth entering. |
Section 2 — Sessions
What can be booked
Professional development that can be booked as a single workshop, a series across a term, or an embedded coaching cycle with classroom observation.
| Session | What it covers | Audience |
|---|---|---|
| Designing a STEM program that actually teaches | How to turn a collection of activities into a progression with learning goals, scaffolding, and evidence of learning. | Program leads, school administrators |
| Assessment in hands-on and project-based classrooms | Practical approaches to assessing process and product when the deliverable is a robot, a build, or a piece of code. | Teachers, instructors |
| Training instructors who are experts but not teachers | Onboarding technical mentors into real pedagogy: modelling, questioning, pacing, and classroom management. | Program leads, coaches |
| From curriculum document to a lesson that lands | Reading curriculum expectations and building a lesson that meets them without drowning the class in content. | New teachers, teacher candidates |
| Teaching mathematics to a multilingual room | Talking in mathematics when the language of instruction is a student’s second or third — vocabulary routines, captions, and assessment that measures the mathematics rather than the English. | Mathematics teachers, ELL leads |
Section 3 — Getting started
How to open a conversation
A short note with the audience, the date and the length is enough to start. Custom topics inside the same territory are welcome, and sessions are shaped around the materials you already use wherever that is possible.
Alina Yang, OCT