Center For Teacher Effectiveness: Time to Teach!


Time to Teach – Strategies to PREVENT, RESPOND or RECOVER from School Failure. 


Increase Student Achievement and Academics

Decrease Student Discipline and Challenges

Educators Teach with Confidence

Gain Parent Support – Build Community

Teach the disrespectful to be respectful, the unmotivated to be motivated, and the irresponsible to be responsible!


Classroom Management

Training 1: Classroom Management: Eliminate 90% of problem behavior and stop losing valuable teaching time to matters of discipline so that students can focus on learning.

Differentiated Instruction

 Training 2:  Differentiated Instruction (Student Success and Motivation):  Stimulate academic interest and engage ALL students through lessons that are meaningful and relevant




iWhereTO, Inc. Melissa Wittner – Clemmons, NC

Kensington Financial Group, Brett Nelson – Winston-Salem, NC

State Farm Insurance – Brad Romine – Clemmons, NC


School Success Data


Research-Based, Results-Driven Staff Development Training


“During my first two years as principal of Clark Street Elementary School, we experienced over 300 office referrals and over 150 out-of-school suspensions! This year we implemented Time to Teach strategies and so far we have only had two office referrals in six weeks!” John Hargrove, Principal, Clark Street Elementary School, North Carolina (CTE Archive)

Lawton Public Schools is a lower socioeconomic school district in Oklahoma that serves 17,000 Pre-K through 12th grade students; over half of which are minority. Twenty-nine of our thirty-five schools were trained using the Time to Teach strategies, affecting more than 11,000 children. Following the training, we experienced a 16% decrease in suspensions and office referrals, and a dramatic decrease in pupil enrollment for Behavior Intervention and Behavior Disorder classes. We have also seen an 9% increase in test scores and none of our schools are on the school improvement list for No Child Left Behind.” Billy Davis, Executive Director Elementary Education, Lawton Public Schools, Oklahoma (CTE Archive)

“We have used the Time to Teach strategies for eighteen years! These strategies allowed me to get into the classroom and help teachers instead of having to deal with a line of students awaiting discipline intervention.  Time to Teach truly delivers on its promise to gain back valuable teaching time that is so often lost to matters of discipline.”  Lynette Hedden, Retired Principal, Richland, Washington (CTE Archive)

“The number of student referrals in our middle school has dropped 30% on average, every year over the past three years.  It is because of Time to Teach that I can say with pride, “Every day I teach!” Keith Johnson, Teacher/Technology Director, Reading Community Schools, Michigan (CTE Archive)

I have seen some of my students move up from Special Education and Title  Programs to achieve a grade level performance. My referrals have been eliminated. Students that were never able to do so before are now meeting benchmark standards and making dramatic gains in reading and writing fluency.  After 19 years as an educator, I finally have Time to Teach with care and compassion.”  Libba Sager, Elementary Teacher, Toledo Elementary, Oregon (CTE Archive)

“I have seen a 15 point gain in math and science scores on the state standardized test, which helped our school meet its AYP/API, and I have not sent a single student to the office all year. Time to Teach has helped me successfully teach second language learners, children with ADD, ADHD, Touretts, learning disabilities, disenfranchised youth, and impoverished students.”  James Turner, Middle School Teacher, Lompoc, California (CTE Archive)

“At Lompoc Valley Middle School, the referral numbers for class disruption were reduced by 62% using Time to Teach strategies, and Lompoc High School’s referral numbers were lower than those of the rival igh school for the first time ever.”  Carrie Chase, High School Counselor, Lahainaluna High School, Hawaii