Innovation doesn’t happen by accident. At the Intergenerational Schools, teachers have the freedom to design lessons that meet students where they are, experiment with new approaches, and adapt when something isn’t working. But that kind of professional autonomy only works when teachers have the right support.
That’s where curriculum specialists Jennifer Orbash at TIS-East and Katie Bojko at Near West come in. They work behind the scenes to help teachers refine their practice, navigate challenges, and turn great ideas into great instruction.
Coaching, Not Curriculum Management
Despite their titles, curriculum specialists at the Intergenerational Schools aren’t focused on textbooks or scripted lessons. As Jen puts it, the role is really about “mastery learning” rather than curriculum compliance.
“Being a good teacher isn’t about what curriculum you’re using,” she explains. “It’s about pedagogy—knowing how to teach someone something. That’s what we focus on.”
Katie describes their work as communication and support. “We help teachers look at learning goals, understand their students, and apply the tools available to meet students where they are. Every year is different depending on the students we have.”
Both specialists emphasize that they’re not there to evaluate teachers with a “gotcha” approach. Instead, they serve as thought partners and coaches, helping teachers grow their craft while maintaining the flexibility to meet individual student needs.
Supporting Teachers Who Want to Innovate
When teachers have ideas for trying something new, curriculum specialists help make it happen. Katie recently worked with the PE teacher to launch an archery program, starting with grades 7-8 and expanding to younger students. “I was almost like his assistant teacher,” she says. “We had cycles of ‘What do you need? How can I help you?’ And then we’d check in on what worked, what didn’t, and how to build from there.”
Jen brought student-led conferences to TIS-East—a shift that put students in charge of presenting their own work and progress to families. “Some teachers were hesitant at first,” she recalls. “But once they saw the process, they realized how much more invested students become in their day-to-day work when they know they’ll be presenting it.”
Hands-On Learning
Both specialists work directly in classrooms to model engaging, hands-on instruction. Jen regularly brings science lessons to younger grades, using tools like microscopes to let students examine their own cheek cells up close. “Anyone can open a textbook,” she says. “But getting students physically doing things, figuring out problems—that’s what creates real learning.”
The focus is on formative assessment—checking for understanding along the way rather than just teaching and hoping students learned. “So many teachers say, ‘I taught that,'” Jen notes. “But did the students learn it? That’s what matters.”
Building Community Through Teaching
What sets the Intergenerational Schools apart isn’t just innovative teaching practices—it’s the relationships that make them possible. “If someone chooses our school, they’re coming into a family,” Katie says. “We’re there to foster growth as humans, not just as numbers. Whether it’s easy conversations, hardships, or celebrations—we’re there.”
For teachers, that means having a curriculum specialist on-site every day, ready to collaborate, troubleshoot, and encourage creativity. For students, it means learning in an environment where adults are working together to make sure every lesson is engaging, meaningful, and tailored to how they learn best.