See. Believe. Do. is dedicated to transforming schools through ensuring a focus on learning for every student, every day, in every classroom.
Cathy Sankey, president and founder of See. Believe, Do., is a transformational educational leader with extensive practical experience in leading collaborative learning community work.
Her career includes serving as a teacher, assistant principal, and principal at the middle school and high school levels. As principal of Dublin Jerome High School, Cathy led students, staff, and parents in creating a culture and climate focused on learning for every student.
Under her leadership, Dublin Jerome was recognized as National Blue Ribbon School and a National Model PLC at Work School. In addition, Jerome out-scored the highest performing school district in the world, Shanghai, in reading, math and science, all three sections of the international PISA assessment.
A first-generation college graduate who grew up in Appalachia in southern Ohio, Cathy has spent her educational career believing that every classroom in every school should be a garden of hope in which students blossom and grow into their highest potential.
Cathy looks forward to working with administrators and educators to establish a learning focus in your school and district. She is available for keynote, conference and workshop sessions.
Session Topics:
- Getting Started in PLC/Collaborative Teamwork
- Alignment of Mission/Vision Work to Learning
- Linking Assessment and Data to Teacher Evaluation
- Developing Effective Collaborative Teacher Teams to Implement Learning Goals/Targets
- Implementing Common Assessments through Collaborative Teacher Teams
- Implementing Systemic Building Interventions to Support Student Learning at the Secondary Level
- Fostering Differentiation Strategies at the Secondary Level
- Applying Educational Research and Best Practices to Positively Affect Secondary Practices and Learning
- Establishing Community Partnerships to Enhance Learning
- Motivating Educators to Embrace Change
- Establishing a Learning Focus Systemically in Secondary Schools