SarahShields_op

Sarah Shields

Sarah Shields, Curriculum Coordinator at The Carey School in San Mateo, brings over 20 years of education experience to her role. She taught for 13 years at Marin Country Day School, and prior to that she taught for 5 years at independent schools in the Boston Area. More recently, Sarah has held leadership positions such as Faculty Coach and Leader of the Assistant Teacher Program at The Hamlin School and served as a Graduate Student Supervisor at BATTI (Bay Area Teacher Training Institute). Sarah's knowledge of curriculum development, coaching, and program design reflects her dedication to empowering students and educators alike. Sarah is excited to facilitate this workshop with Rebecca whom she met at a CATDC workshop 10 years ago! Since that time (at an early Women & Leadership conference) Sarah has been lucky to benefit from Rebecca’s deep empathy, compassion and knowledge on her professional journey!

Current Workshops

Independent School Educators at a Transformative Teaching Conference

Foundations in Practice: Tools and Community for Assistant Teachers

This virtual ongoing program offers practical tools and strategies to enhance the work of assistant teachers in the classroom, with a focus on effective collaboration, student engagement, and responsive support. In addition to skill-building, the ongoing sessions will provide a space for assistant teachers to share experiences, ask questions, and build a strong sense of community with colleagues throughout the state.

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Independent school educators collaborating at a CATDC workshop.

Partnering with Teachers: Connection & Strategies for Instructional Support Roles

This 5-session series focuses on the unique role and responsibilities of educators who support classroom teachers directly and indirectly from positions outside of senior administration. These professionals inside schools—curriculum coordinators, learning specialists, instructional coaches, assistant teacher program directors, and others—who inhabit the space between classroom teachers and administrators often work within this context and without the power to change the overarching systems.

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