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Sharron Helmke

sharronhelmke@learningforward.org

Sharron Helmke is the Acting Vice President for Professional Services at Learning Forward. She is a professional certified coach with the International Coaching Federation and a Certified Gestalt Professional Coach. She is the author of the recurring “Coaches Corner” feature in The Learning Professional. Sharron formerly served as senior consultant for Learning Forward, leading our Coaches’ Academies and supporting schools, districts, and regional organizations in the implementation of instructional coaching programs, mentoring, and teacher leadership development. She also serves as a content development consultant, supporting the design of Learning Forward’s virtual offerings and customized professional learning, including the ELA Mentor Coaching and the Content Coaching programs.

 

 

Previously, Sharron served as a classroom teacher, campus based instructional coach, ELA program coordinator, and coordinator of instructional coaching. She holds a doctorate in transformational change for societal impact and her published research focuses on shared leadership for instructional improvement.

All Articles

Address the stress

By Sharron Helmke | October 1, 2020

How leaders can support teachers in an extraordinary year.

Encourage a growth mindset in teachers

By Sharron Helmke | August 1, 2020

Growth mindset, a concept that has been influential throughout education and beyond, is core to successful instructional coaching. Coaches not only embody a growth mindset toward teaching and learning, but the very purpose of our work is helping that mindset come alive in the professional growth of teachers. We support teachers in seeing student learning […]

We will be different

By Sharron Helmke | June 1, 2020

Build teachers’ resilience to bounce back after crisis.

Tips for leading professional learning online

By Sharron Helmke | May 15, 2020

Learning online is different from learning face-to-face, and that’s true whether you’re 15 or 50. Just as teachers are adjusting their methods to work for students in a virtual context, those of us who lead professional learning need to adjust so that our efforts are beneficial for the educators we support. We must pay special […]