Robert Seth Price

Hello • Hola • Selam • Jambo • Namaste • Kia ora • Bula • Konnichiwa • Sannu • Hallo

I am an education consultant with decades of teaching and consulting experience in the United States and internationally. My background spans early childhood through secondary education including as a licensed teacher in California, Connecticut, and Indiana. Pedagogy, andragogy, equity consciousness, belief in each student, and critical thinking are vital elements in my practice. To actualize our collaboration, interactive professional development for educators, leaders and school support staff are essential. This includes the importance of walking the talk demonstrating in classrooms along with educator professional learning teams and support staff teams. Leadership is an active partner including the instructional coaches as implementors. This guides an evolving peer to peer educator teams who walk the talk observing and reflecting on mediating their practices real time. My collaborations always meet the district with their curriculum implementing teaching practices that situate learning in the lives of students for high intellectual performance.

“Poetry is a political act because it involves telling the truth.”
—June Jordan

A list of the contents on the homepage sequentially:

• Critical Thinking • Pedagogy • Professional Development
  Equity Consciousness • Belief • Engagement
• Collaborations Current, Past, Future
• Amplifying Student Voice
• The Process of Actions with Collaborations
• Pedagogy and Andragogy
• Qualitative Research, Documentation
• Technology Competencies
• Early Childhood Literacy:  Phonics, Reading, Writing, Visual Tools, Thinking
• Video, Film, Documentation, Reflective Practices
• Cultural Frame of Reference and Schema
• International 
• Website Design and Development, Media Portfolio
• An Era Previously

Critical Thinking • Pedagogy • Professional Development
Equity Consciousness • Belief • Engagement

Critical thinking pedagogy and andragogy are the pedagogical moves, methods, and strategies for equity consciousness with each student and each educator across all content areas, for all grade levels (PreK, elementary, middle and high school) as a foundation for life long thinking. 

• Collaborative Processes
  Students collaborative learning, Teachers peer to peer coaching, Leaders leading whole school community building
• Visual Tools
  As a language for organizing our thinking: open source mapping, concept mapping, Thinking Friends, Thinking Maps
• Frame of Reference
  Our cultural frame of reference is our identity
• Inquiry Models
  Powerful Questions for Priming and Shared Inquiry (Socratic Seminar) for Depth and Understanding 
• Thinking Environments
  Belief and Belonging, People, Materials, Objects

Critical Thinking Guide
Critical Thinking Methods and Strategies are the core, and grounding, of what supports and develops authentic student engagement. Student engagement is what keeps us as educators motivated in classrooms and our learning communities. This should be the environment for all students, in all schools, and in all districts. Equity consciousness is grounded in belief and belonging for and of all students with culturally validating pedagogy.
Download the Critical Thinking Guide

“In our work and in our living, we must recognize that difference is a reason for celebration and growth, rather than a reason for destruction.”
—Audre Lorde

Collaborations Current, Past, Future

Below are examples of current and recent collaborations as a consultant and educator. I am always interested in new collaborations. Please see my CV for more on collaborations, presentations and skills. 

National Urban Alliance for Effective Learning (NUA), Senior Scholar
Collaborating with Dr. Eric Cooper (founder) and Dr. Yvette Jackson (previous CEO and Pedagogy of Confidence) for many years. 
https://www.nuatc.org

• Facilitating/mediating professional development for whole districts (on-site at schools, through Zoom, developing hybrid wrap around model)
• Developed and implemented the Amplifying Student Voice model
• Served as technology lead (website design and implementation, videography and editing for documentation, and social media to promote NUA)
• Created online modules and strategies for educators
• Districts have included:  Osseo Area Schools, MN; Redwood City USD; WMEP Minneapolis; South Bronx, NYC; Harlem, NYC; Dayton, MN; Birmingham, AL; Indianapolis Public Schools, IN; Seattle Public Schools, WA; more.

The CLEAR Model™, Consultant 
Collaborating with Dr. Rev Hillstrom, founder of The CLEAR Model, I developed in collaboration with Regina Seabrook the Scope and Sequence for the Fresno Unified School District early childhood initiative starting in 2024. Additionally developed and evolved the on-site professional development model with elementary schools in the Sunnyside region. I co-facilitated/mediated the the Principals and Coaches sessions that also had Dr. Yvette Jackson and Dr. David Hyerle ‘Zooming’ in as part of the interactive professional development.
https://theclearmodel.com

• Create websites including content, video and systems modules
• Design and implementation of using High Operational Practices with The CLEAR Model as part of the Fresno Unified School District, CA Sunnyside Region Early Childhood Initiative

The Pedagogy of Confidence™ Online, Consultant 

• Create and maintain website, online content modules and videos for educators
• Collaboration with Earl Monroe Charter High School, Bronx, NY
• Co-created High Operational Practices rubric used district wide
• Co-developed High Operational Practices Rubric 

Thinking Foundation, Consultant

• Advisor and thought partner with founder and creator of Thinking Maps™, Thinking Friends™, Thinking Maps™ Leadership
• Co-authored guide Growing Thinking Schools Inside Out with Dr. David Hyerle for Thinking Schools International including use in Malaysia, UK, South Africa. 
• Designed, collaborated and implemented (2024/25 Fresno Unified School District, CA) Thinking Friends™ for developing early cognitive thinking with PreK and Early Childhood PDF of Introduction and Table of Contents

Learning 1 to 1 Foundation, Content Developer

• Led curriculum writing for ELA high school modules for virtual schools
• Facilitated trainings for educators

Indiana Council on Educating Children of Color, Consultant

• Developed and implemented a website redesign (October 2025) in collaboration with their CEO, directors and advisory group.
  https://www.icesoc.org

Classroom Educator
Robert has taught in self-contained elementary classrooms as a credentialed teacher with a focus on equity consciousness, critical thinking, literacy, mathematics, science and project based approaches. He started school gardens at multiple schools, inclusion pilots, cultural mural projects, photography, amplifying student voice and more.

• Indianapolis Public Schools, IN:  Created and implemented a critical thinking class meeting each week with  every classroom and grade level PreK, SPED, K-5
• New Haven Public Schools, CT:  Second grade classroom teacher
• Public  Cooperative Arts High School, CT:   Arts and Activism elective class 
• Banning Unified School District, CA; Lynwood Unified School District, CA; Brea Olinda Unified School District, CA:  Elementary classroom teacher
• Banning Unified School District:  adult ELL teacher
• California State University, Fullerton:  Adjunct professor for the clear credential technology class
• St. Francis, Brooklyn, NY:  Adjunct professor for early childhood ELA class

Thinking Schools Ethiopia, Consultant
Founder of grass roots student centered project with over 100 schools.

• Collaborated with Ethiopian colleagues in East Africa
• Facilitated trainings in Tigray, Addis Ababa, Hawassa, Hossana and other regions
• www.thinkingschoolsethiopia.com
• The Thinking Schools Ethiopia Guide (English)
• Guide in Amharic/English • Tigrinya

Thinking Design Healthcare Ethiopia, Consultant

• St. Paul’s Millennium Medical College and Hospital
• Mekelle University Health Sciences and Hospital
• Mental Health Practitioners
• Field Guide

“Students must have initiative; they should not be mere imitators. They must learn to think and act for themselves, and be free.”
—Cesar Chavez

Amplifying Student Voice

Situating Learning in the Lives of Students (Pedagogy of Confidence™)
Amplifying Student voice is framed by High Operational Practices, the grounding of the Pedagogy of Confidence™, gearing the objectives for each practice to facilitate students exploring and acting on their potential to produce the high intellectual performances that can motivate self-directed learning, self-actualization, and self-transcendence. The inherent strategies and actions used to identify and build on strengths, provide enrichment and create schema that connects to a student’s cultural frame of reference serve to enhance comprehension that results in strengthened competence, confidence, resilience and high intellectual performances (Jackson, 2017). 
—read and watch more

The Process of Actions with Collaborations

My process as a consultant supporting a whole school learning community is grounded in situating learning in the lives of students, building relationships with the whole community, seeing sytems while hands on walking the talk practices in action, reflective documentation to guide our thinking and always listening. This is why with most collaborations I will model demonstrations in classrooms aplenty. The goal is to model high student engagement with high intellectual performance whether in a PreK, elementary, middle and/or high school. And like the Pedagogical Flow Map, a process with adult learners as well:  Priming > Processing > Understanding. 

Read about my process in of a collaboration in a recently published book (October 2024) from Columbia Teacher’s Press. PDF of the ‘Vignette: Illuminating An Instructional Equity Lens That Benefits a Diverse Socioeconomic Title I School’. Video clips below are from the vignette school written about in the book.

“No matter what accomplishments you make, somebody helped you.”
—Althea Gibson

Pedagogy and Andragogy

“The people who are in the struggle are the ones who are really making the difference. Not those who are in the limelight”
—Ella Baker

Qualitative Research, Documentation, Focus Groups, Reflective Practices

Qualitative Research (2024)
Recent focus interview groups Robert facilitated in May 2024 that were coded for analysis and written by colleague Regina Seabrook for  National Urban Alliance. The qualitative study evaluated the effectiveness of a school-wide implementation of High Operational Practices (HOPs) for the 2023-2024 school year. The focus groups involved 100 participants including K-2 students, 3-5 students, and teachers.  Specifically, we sought to understand the effectiveness and impact of High Operational Practices on student learning and teaching efficiency. Robert designed and prepared the final document (Nov 2024).
One page overview PDF
Complete document PDF

Interactive Documentation — A Living Record (2024)
Interactive documentation I use with educator teams at site visits. It includes educator reflections on the pedagogy model, video clips of my demos, and supporting documents to access. It is both an interactive document for educators to use and documentation. It is created on Apple Freeform and outputted as a PDF document (Nov 2024).
Download the PDF
See more at Fresno Unified, Sunnyside Region Field Guide Page created by Robert.

“There’s no excuse for the young people not knowing who the heroes or heroines are or were.”
—Nina Simone

Technology Competencies

Software
Microsoft Word, Excel, PowerPoint, Co-Pilot AI, Final Cut Pro, Adobe Premier, Acrobat, InDesign, Illustrator, Photoshop, Google Workspace, ­Filmic Pro, Keynote, WordPress, HTML, Ecamm Live, ESRI GIS mapping, and Zoom

Video and Animation
Video cameras, mirrorless cameras, iPhone with Filmic Pro, microphones, vintage animation with zoetropes, pfanakistascopes, flipbooks, thaumatropes

Early Childhood Literacy
Phonics, Reading, Writing, Visual Tools

While my collaborations include K-12, University and non-profit organizations with pedagogy and andragogy, an important focus of my work is with literacy including phonics, reading, writing, visual tools, inquiry,  crosswalking the curriculum and engaging students, especially at the early childhood level. Many examples of process, strategies and methods, including videos and documentation are on my website.

“We all must live our lives always feeling, always thinking the moment has arrived.”
― Tracy Chapman

Video, Film, Documentation

The Ohio State University at Newark unveiled the world’s first statue by artist Dana King honoring Civil Rights activist Ella Baker during a ceremony on October 15, 2025.

Cultural Frame of Reference and Schema

Your Frame of Reference is from your schema, your experiences, your growing up, your family and friends, your neighborhood and so forth. This makes up who you are and how you see things.

Also see the pages on:

• Schema
• Depth and Complexity

It is important for students to have belief and belonging which includes their personal frames of reference being important and part of the classroom. It is important for educators to have belief in the students through hearing and knowing their student’s frame of reference, and how their personal frames of reference as educators impact the classroom experience for their students.
—read more

“No significant learning occurs without a significant relationship.”
—James Comer

International

“When ‘I’ is replaced with ‘We’, even illness becomes wellness”
—Malcolm X

Website Design and Development

Website design and development skills include html, WordPress and Wix. My website collaborations have been with education organizations, schools, school districts, and non-profit organizations. Several recent examples are below. Additional examples can be found on my Media Portfolio.

“Even the most political poem is an act of faith.”
—Martin Espada

An Era Previously

Manager and sales of retail audio, music and cameras on Marshall Islands while sailing each day.

“Our gender and national origins may and will make a difference in our judging,” “Personal experiences affect the facts that judges choose to see. . . . I wonder whether by ignoring our differences as women or men of color we do a disservice both to the law and society.”
—Supreme Court Justice Sonia Sotomayor

And~