About Good Teaching, LLC

Good Teaching partners with schools to strengthen the preparation and support of alternative certification and non-licensed teachers, providing structured, development-focused professional learning that enhances classroom practice. We also work alongside mentors, instructional coaches, and school leaders to strengthen coordination, align feedback practices, and clarify developmental expectations for alternative certification and non-licensed educators.ription text goes here

Good Teaching envisions alternative certification and non-licensed teachers entering classrooms with a foundational understanding of pedagogy and supported by aligned systems that intentionally foster their growth. When preparation, coordination, and developmental clarity are aligned, classroom practice is strengthened from the very beginning.

• Alternative certification and non-licensed teachers deserve structured preparation that honors the complexity of teaching.

• Every student deserves a teacher who understands how learning works and how instruction is designed.

• Development should precede evaluation, especially for educators still building foundational knowledge.

• Aligned systems of support reduce confusion and strengthen instructional coherence.

• Collaboration between mentors, coaches, and leaders improves the experience of beginning teachers.

• Continuous improvement is supported through reflective, standards-aligned practice.

Good Teaching exists for alternative certification and non-licensed beginning teachers who lack formal pedagogical training and a full understanding of instructional responsibilities. As entry pathways into teaching have shifted, many schools now rely on educators who have not received preparation in the craft of teaching, while existing support systems were not designed for this reality.

Good Teaching responds by providing a foundational understanding of the pedagogical and instructional responsibilities of teaching through structured professional learning designed specifically for this population. Without this kind of support, schools risk ongoing instructional instability and rising teacher attrition, ultimately impacting student learning.