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Partner Profile

Education First

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Who we are

Education First partners with state and local leaders nationwide. System leaders need forward-thinking strategies rooted in coherence, equity and excellence to eliminate gaps and accelerate learning for students farthest from opportunity. We have supported more than a dozen school systems and seven states with the issues, politics and implementation of HQIM and professional learning. We specialize in coaching local and state executive leaders to develop, refine, monitor, and improve interrelated HQIM and systematic talent strategies.

Our team

21–50 facilitators/coaches

26-50% are non-white

Where we work

We have worked here

We are also willing to work here

Types of districts that we have experience working with

  • Traditional District
  • Charter
  • Private
  • Parochial
  • Urban
  • Rural
  • Suburban
  • Fewer than 2,500 students
  • 2,500 to 10,000 students
  • 10,000 to 50,000 students
  • 50,000 to 100,000 students
  • More than 100,000 students
  • Greater than 60% of economically disadvantaged students
  • Greater than 20% of English language learners
  • Greater than 20% of students with disability
  • Greater than 80% students of color

Why is this important?

This partner's approach and services

How we provide curriculum-aligned PL


We are skilled in coaching state, district and school leaders to put the systems and structures in place for HQIM implementation. This coaching includes both content-specific and curriculum-specific feedback and support. Coaching is individualized based upon the specific setting and the needs of the system and the leaders.


We support district and building leaders to design the structures to facilitate curriculum-based professional learning cycles across schools. This structure is centered around using their HQIM skillfully, and includes practices such as lesson internalization, preparation and using student learning data.


We provide HQIM consulting and coaching to state, district, school and classroom leaders to support instructional coherence and the conditions in which educators are equipped to implement their HQIM skillfully, improving academic success for all students.

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