Hopemore International – Educational Leadership Consultants for K–12 Reform | Mission

Hopemore International Educational Leadership Consultants exists to create a better tomorrow for the next generation by strengthening K–12 leadership and instructional systems. We partner with principals, districts, and school communities to address post–COVID-19 learning gaps, equity challenges, and organizational culture through data-driven planning, coaching, and professional development. By building leadership capacity and aligning vision with practice, we help schools achieve sustainable reform and measurable student success.

Hopemore International – Educational Leadership Consultants for K–12 Reform | Vision

We envision K–12 schools led by courageous, informed, and compassionate leaders who ensure every student thrives academically, socially, and emotionally. Hopemore International Educational Leadership Consultants aspires to be a trusted partner in transforming schools through data-driven leadership, instructional excellence, and equitable systems—especially in response to post–COVID-19 learning and opportunity gaps. By building leadership capacity and strengthening school culture, we help create sustainable reform that prepares today’s students for tomorrow’s world.

Hopemore International Educational Leadership’s Philosophy

Where Are They Now?

Educators should consider what grade their students were in during the Covid-19 pandemic lock-down, because their student(s) could be missing information from that time period (i.e., Covid-19 learning gap).

The chart below illustrates students who progressed to the next grade each year. Using the blue highlighted row, for the academic school year of 2025-2026, locate the student’s current grade. Then the top of that column will show what grade the student(s) was in during the Covid-19 pandemic lock-down (i.e., March 2020 until June 2020). In addition, one should also consider the academic school year of 2020-2021 because some schools allowed their students to attend school in-person one day a week and four days remote; then a few months later allowed their students to attend school in-person two days and three days remote. Furthermore, some parents chose to keep their children home and had them attend school remotely all five days. Lastly, some schools required students who were exposed or came into close contact with a person who tested positive for Covid-19 to remain at home and learn remote up to two weeks. Therefore, educators should also consider the next grade, which is directly to the right of what grade the student(s) were in during Covid-19.

For example, a current 10th grader was in 4th grade during the Covid-19 pandemic lock-down (i.e., March 2020 until June 2020) and then 5th grade for the in-person and remote year (i.e., academic school year of 2020-2021).

According to the chart below, students who were in Pre-K, 4 to 5 years old, during the Covid-19 pandemic lock-down (i.e., March 2020 until June 2020), will be high school seniors in the academic school year of 2035-2036.

However, adjustments are needed for those students that repeated a grade.

Created by Tamara Bell Boyle

Educational Leadership Consultants Services

Hopemore International Educational Leadership Consultants focuses on five core areas that work synergistically to transform school communities:

  • Strategic Vision & Planning

  • Instructional Improvement & Cultural Excellence

  • Culture Change (e.g., Diversity, Equity, Inclusion & Belonging—DEIB)

  • Data-Driven Decision Making

  • Leadership Development

Explore our wide range of services designed to help your educational institution move forward confidentially with confidence and precision.

Additional services are available as needed. Let us know your ideas.

  • Guiding board members and/or superintendent define clear goals, create actionable roadmaps, and drive forward-thinking initiatives that align with your district's mission.

  • Improving teaching quality, creating positive school cultures, and addressing systemic issues that impact student engagement and achievement.

  • Implementing evidence-based strategies to foster inclusive environments, address equity gaps, and empower diverse leaders at all levels.

  • Building robust systems that enable leadership to effectively use data for continuous improvement and measurable outcomes

  • Providing targeted coaching for new and experienced administrators, facilitating strategic team retreats, and building internal capacity for sustained success

HI Educational Leadership Consultants Process

  • Level 1: Strategic Design (Advisory Only)

    Role: Architect
    Consultant Focus: Planning and guidance
    District Role: Full implementation

    Services Include:

    Review of existing data, policies, and goals

    Identification of leadership and organizational gaps

    Development of a customized reform strategy or action plan

    Clear implementation roadmap with timelines and responsibilities

    Outcome:
    District leaders receive a well-defined, research-informed plan and implement it independently.

    Best For:
    📚 Districts with strong internal capacity that need expert direction but not hands-on support.

  • Level 2: Strategic Design + Leadership Coaching

    Role: Strategic Partner
    Consultant Focus: Planning with leadership capacity-building
    District Role: Implementation with support

    Services Include:

    Everything in Level 1

    Leadership coaching for principals, assistant principals, or central office leaders

    Implementation guidance meetings (e.g., quarterly check-ins)

    Problem-solving support during early execution

    Outcome:
    Leaders are supported as they implement reforms, increasing fidelity and confidence.

    Best For:
    📚 Districts with capable leaders who want expert coaching during rollout.

  • Level 3: Collaborative Implementation Support

    Role: Co-Implementer
    Consultant Focus: Planning and shared execution
    District Role: Shared responsibility

    Services Include:

    Data collection (e.g., focus groups or limited surveys)

    Co-creation of reform strategies with district teams

    On-site or virtual support during implementation

    Professional learning sessions for administrators

    Mid-cycle evaluation and plan adjustments

    Outcome:
    Reform initiatives are implemented collaboratively, with ongoing feedback and refinement.

    Best For:
    📚 Districts seeking stronger alignment and hands-on partnership.

  • Level 4: Full Implementation & Capacity Building

    Role: Implementation Leader
    Consultant Focus: Execution, training, and monitoring
    District Role: Active participants

    Services Include:

    Comprehensive stakeholder surveys (administrators, teachers, staff)

    Data-driven needs assessment and reform design

    Full implementation support across schools or departments

    Regular professional development for leaders and educators

    Ongoing progress monitoring and reporting

    Outcome:
    District-wide reforms are implemented with high consistency and growing internal capacity.

    Best For:
    📚 Districts undergoing significant change or turnaround efforts.

  • Level 5: Transformational Partnership (Sustained Reform)

    Role: Embedded Change Partner
    Consultant Focus: Long-term transformation and sustainability
    District Role: Continuous collaboration

    Services Include:

    Comprehensive surveys and qualitative data analysis

    Strategic design grounded in district culture and context

    Full implementation of reform initiatives

    Monthly reinforcement trainings and leadership development sessions

    Continuous coaching, evaluation, and improvement cycles

    Sustainability planning and internal leadership development

    Outcome:
    Deep, lasting cultural and systemic change with measurable improvements in leadership effectiveness and student outcomes.

    Best For:
    📚 Districts seeking transformational reform with sustained external expertise.

Contact HI Educational Leadership Consultants

Prior Education Research

Boyle, T. B. (2021). Gwynedd Mercy University’s ABD Completion Program for Doctoral-non-completer-students Who Wish to Complete their Ed.D. Literacy Information and Computer Education Journal (LICEJ), Volume 12, Issue 1, ISSN: 2040 2589

Expanded version of Another Option for Doctoral-non-completer-students Who Wish to Complete their Ed.D. This expanded article includes the impact to society, institutions, the doctoral non-completer, and the economy, from a Low Student Completion Rate. In addition, a slightly deeper literature review. Lastly, there is a more detailed research findings and discussion section, in this expanded version.

Boyle, T. (2021). Another Option for Doctoral-non-completer-students Who Wish to Complete their Ed.D. World Congress on Education. Toronto.

Portions of doctorate dissertation research.

One of the major goals pursued by the author of this study is to give hope to doctoral-non-completer- students who wish to earn their Doctorate in Education (Ed.D.). The other major goal is to provide insight to instructors and institutions about why a doctoral student might leave a program whilst guiding the instructors and institutions about the factors doctoral-non-completer-students need to complete their Ed.D. degree. This research will examine the principal factors that influenced doctoral-non-completer-students to leave their original doctoral program without completing and the principal factors that influenced these prior doctoral-non-completer-students to complete their degree requirements in a different university’ s doctoral program. The research findings of this study identify employment and financial factors as the principal reasons for non-completion. The main reason Participant A completed the ABD program at Gwynedd Mercy University was on-line courses that was highly flexible. Whereas Participant B was able to restructure his life (i.e., retire) and Participant C was in a different financial situation.

Boyle, T. B. (2019, May). Three Case Studies of Factors Related to Non-completion of Doctorate Degree Then Doctoral Degree Attainment Through a Degree Completion Program at a Different Institution Retrieved from Proquest: https://www.proquest.com/openview/31f370ab567c08d5e9ecd515d008a226/1?pq-origsite=gscholar&cbl=18750&diss=y

This research compared the factors that influenced doctoral-non-completer-students to leave their original institution with the factors that influenced these prior doctoral-non-completer-students to complete their degree requirements in a different university’s doctoral program. The findings showed employment and financial factors as the principal reasons for non-completion of the doctorate. However, program environment, program disorganization, perception that not all of the required courses were in line with the degree, lack of support, lack of dissertation coursework, and job stressors were additional reasons for the students leaving. Whereas, highly flexible on-line courses, restructuring one’s life, and a different financial situation were the main factors of degree completion. However, a cohort model, connecting with other students, supportive dissertation chair, flexibility with program requirements, and course-structure.

Boyle, T.B. (2018, May 25) Factors Relating to Non-completion of Doctoral Degree in Education Mary Immaculate College International Conference. Limerick, Ireland.

This presentation was a summary of the research findings for Three Case Studies of Factors Related to Non-completion of Doctorate Degree Then Doctoral Degree Attainment Through a Degree Completion Program at a Different Institution.

Boyle, T.B. (2017) Fire Safety Procedures Action Plan Administration of Student Affairs Paper

This paper analyzes fire safety procedures in student affairs, focusing on academic and administrative policy, legal issues, and their intersections.

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