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Writer's pictureCarrie Rosebrock

Behind the Scenes: How I Got Started as an Educational Consultant

I can't believe I'm starting my 6th year (what!) employed outside of a district or school building. I spent my first 13 years as an educator in the Brownsburg Community School Corporation, in Brownsburg, Indiana, and I am forever grateful for my experience and time there. I didn't set out to become a business owner, speaker, specialist, or consultant--I just wanted to help others build successful structures in their own districts. I didn't know where that would take me, how long it would take me, or who it would take me to.


I'll tell you, I didn't over plan this shift. For some people, that will sound like a relief--for others, that will sound suffocating. I've met so many amazing leaders and educators over the years, and some of them (maybe you?) have wondered: How do I enter the education consulting space? How do I become a teacher for teachers? Where do I start?


I think there are many routes that people take to transition (or add) consulting to their resumes, but for this post, I'm simply going to share my story and my process. Which really wasn't a planned out process (I'm just turning it into a process now because you know, that's what I do!)


Step 1: I told myself the truth about my leadership strengths (and weaknesses).


Before I decided to get my masters in school administration, I wanted to work with language arts teachers as a coach or curriculum administrator. I was a middle school ELA teacher, our district had departmental administrator roles, and I thought I wanted to be one. But about three weeks in to my program, the pull to be a principal crept in...and stayed. My initial coach voice was drowned out by the desire to lead a building, and so becoming a principal became my ultimate "goal" internally.


I was hired to be the English Secondary Department Head (that curriculum administration role I had wanted) and I loved, loved, loved that role. I got to coach 45+ ELA teachers; I worked with them in their PLCs; I helped them with professional development; I evaluated many of them; I hired many of them. This was a dream role for me--but at times, it was hard to see that. The "you want to be a principal" voice was still there, so I struggled to see my gifts and talents in the coaching role. At times, I became frustrated and honestly stifled myself.


Then, after about 5 years as an SDH, I knew it was time to make a change. I figured maybe leading a building as a principal was not actually the plan. Maybe I was supposed to do something else with my strengths. I just didn't know what it would be.


One of my FAVORITE aspects of my SDH role was creating and leading professional development days for our ELA department. I loved these days, and I thought I was pretty decent at speaking/leading them. I don't think I was as strong as the elementary coaches in our district, but I knew I wasn't terrible.


After helping with a social studies PD one year, a social studies teacher said, "You could do this for a living!" and while I heard his compliment, I didn't actually think I could do that. Not full time and not for a living! Ha!


I did, however, reach out to a few people who were specialists and consultants--people who did present, consult, and coach for a living. I wanted to hear what they did.


After meeting with a few consultants, I decided to submit a workshop idea to a few Educational Service Centers in my state (Indiana). I actually think the 1st workshop idea never ran! I sent them proposals and maybe didn't even hear back? I don't remember exactly. I know I created a flyer, named my workshop, and sent it out cold to a few directors.


Again, I just jumped in without really over-planning or over-processing my steps. I was just excited to know there were places people went for workshops other than big conferences.


A few months later, after getting no response, I reached out directly to a specialist at one of the centers. I sent a new workshop idea for PLCs, and this time--I got a nibble. Sarah Henry and I actually presented this workshop together to 6 participants, and we were excited to earn a bit of extra income.


It was a great day, but I didn't think I would become a specialist or consultant. I just enjoyed the opportunity and embraced these strengths.


Step 2: I listened with my heart, not my head.


This next part may be a bit different for some, but it's my honest story--so I will tell you the truth.


One morning, driving between schools, I stopped at a stop sign near our high school and simply said, "I know I am supposed to do something different. But I don't want to find it. I want it to find me, and I want it to be clear as day." Then I turned right towards Door 1, parked my car, and went about the rest of my walk-throughs.


The next day, I got an email from an Educational Service Center in Indiana asking if I'd be interested in the Language Arts Specialist position for the upcoming school year.


The very next day, people.


I had never heard of Educational Service Centers (ESCs) before running our 1st PLC workshop--and I really didn't know who else knew about them. In our district, we did all of our professional development in-house, so I had lived a very "sheltered" life as an educator so to speak.


I decided to put down the idea of growth meant becoming a principal, and instead I embraced the idea that growth would mean connecting more with people. I shifted my definition of what growth would mean, for me, and because of my talents and strengths, I found myself in the next right conversations and the next right spaces.


I remember asking my current principal if it was crazy to leave my district for this specialist position. It would mean leaving my team, leaving my district (that I loved!) and even taking a pay cut.


Still, there was something in my heart that said: Follow this lead.


I cried a lot during the transition. I share this because you might need to know that change is hard and scary, and that's okay. I felt simultaneous confidence and heartache. I held both emotions and just leaned in.


I also wasn't convincing myself to make the change. I didn't have to "hype" myself to know I could lead presentations, coach, or consult. I knew these were strengths. I say this because it takes a certain level of confidence to lead workshops, coach superintendents, or develop plans with district teams. This isn't the time to test your fake-it-'til-you-make-it-skills. If you feel strength here--you're good. If you don't, listen to yourself and go a different direction.


3. I developed connections. A lot of connections.


In my role as a specialist, I was suddenly connected to 30+ districts I was supposed to support. That meant I had a built-in network of educators that I met and developed relationships with. I also was involved in groups around the state because again, this was my role. I realized immediately that to thrive in professional development I needed to make real, trusting relationships with teams. I needed to listen and become a trusted source. I also had to trust that my coaching relationships were like investments in some ways.


I have realized that as a consultant, we are always building relationships for future connections. There are some people who were teachers or assistant principals when we first connected. Now, those same people are principals, curriculum directors, or even assistant superintendents. Because we developed trust and relationship earlier--they reach out to me now that they are in positions with more influence.


I didn't start as a specialist because I had some grand plan to work for myself one day. When I started at the ESC, we didn't have a contract for Arrows, and I really didn't have any plans...at all. I just listened to the next right thing, and for me, it was gaining the experience as a specialist.


Again, I don't know who I will work with or where I will work. I do know that I will build a strong relationship with you--and eventually, if you need me, you will call me. If you don't call me, I trust you are doing just fine--and I celebrate you!


Growing as a consultant or coach is not about going up any type of ladder; it's about the strength of your network and the real relationships you build with every person you come in contact with. In fact, one of my favorite aspects of my role now is seeing others move up their ladders. I also love providing aspiring presenters, writers, and consultants with an avenue to get their work out there.


Sometimes people reach out now because of a blog post, newsletter or Arrows; sometimes it because of a session they once attended, or because of a resource we share online. Sometimes it's because of my words (like this post) but more often than not--it's because of how I showed up or coached or supported them previously. Sometimes my current districts tell them about what it's like to work with me (and hopefully it's all good!)



Recording photo
Recoding a podcast session with Casey Watts, educational consultant and host of Catch Up with Casey.


I suppose in a way, I try to give people opportunities to see what I believe, how I speak, how I teach, and how I listen before we ever talk about days, workshops, or contracts. It's a lot easier to know the person you are working with than the theory.


4. We wrote and published Arrows.


Do you need to write or publish a book to step into consulting? No! Did we write or publish Arrows to step into consulting? No!


What we did was simply create a resource that we knew needed to be created. You could write a book, or you could create a set of free slides and share them online (we do that too!) You could create content online or social media, or you could make tangible documents that teams can use or edit (people like this).


Writing Arrows taught me that it's important to write something that serves a purpose and fuels my own passion. I was passionate to write about the journey in Brownsburg--so I think that comes through in our writing voice.


Now when I write blog posts--I really allow myself to wait until my passion for a topic peeks through. I also listen to other needs from districts and from their needs--I create more resources. Some of our resources are better than others, but I really don't stress about it.


You don't need to write a book, but you do need to take action and create something. People don't need you to talk at them about culture. They need you to equip them with tools they can use on their own journey.



Carrie Rosebrock holding Arrows


5. I created a website.


Something I realized during my time as a specialist at an ESC was that I really like design. Sometimes. I like creating and designing websites--and I like doing this myself. You don't need to create a website yourself, but I do think you need a place where people can find you or get to know what you offer.


For me--that's been a website. I like to write, so I have a semi-active blog. I avoid harsh deadlines for myself in terms of content because I like to create from a more inspired place (yes, I know...) and so I leave it open. But you could have a schedule, and many people do.


Having a website has made it easy to create an grow an email list, too. I actually didn't try to grow my list for the first 6 months on my own (and now I wish I would have!) I really don't try to grow social media at all. Instead, I do try to grow my email list. I use pop-ups to offer valuable resources (for free) and as my list grows, I send out information for more free and paid products that we offer. I've been an independent consultant now for 3 full years, and my email list is around 4,000. You may have way more than that--you may not. I just share this because it's hard to find actual numbers out there. If it helps you to know--there you go!


I also feel like the website creates a nice 3rd point for people to get a feel for who I am or what I may be like. You can see the list of teams we have worked with (and then reach out to them). You can see workshops or resources we offer and different consultants who we connect with. Over the past 30 days, we've had about 3,500 visitors to the site, and that's pretty average for me at this point. Again I share this stat in case you need something to bounce your own data against. Maybe this is low--maybe this is high. I'm still not sure--but I do see it.


6. I paid attention to big needs and avoided trends.


I know new grants will come out, new initiatives will present themselves, new laws will be passed, etc. I actually keep myself out of the immediate changes. Some people might say this is a mistake (I'd love to hear your thoughts) but I find it's really important that I stay grounded for my teams.


While you may be reeling from reading about all the new changes from the state, I try to stay grounded to help you process your next steps. If I overload myself with too many newsletters, too many trainings, too many updates--I'm just as overwhelmed and wound as you! But you don't pay me to be overwhelmed. You pay me to stay grounded and help you move through.


So for me to stay grounded, I stay kinda big picture when it comes to change. In my heart, I hold on to what we teach about collective efficacy, team dynamics, specific structures, etc. I stay grounded and then bring grounding to you. People don't hire me for trends. You hire me to "untrend" your thinking and execution. And I honor that.


7. I worked on myself.


I have found that the healthier I am emotionally, physically, and spiritually--the more space I have to hold the emotions of my teams. I need to be sure I'm working through my own stuff so that my stuff doesn't impede my ability to hold your stuff. Make sense?


So I walk a lot and listen to podcasts. I read a lot about leadership and spirituality. A few years ago, I stopped drinking. I go to bed pretty early (usually by 9:30) and I try to take healthy views and actions on my eating habits.


I also realize that my role is to come along side you--but not to permanently lead. This can be a little tricky because I may be the person who is literally up front and leading. So where I can, I try to point out places where I can step back. I have to do this internally, too. I have to remind myself that my job is to coach not control. I will offer suggestions, but ultimately I want you to make decisions and feel empowered.


But I have a tendency to want to control, so I work on that too.


A final thought


All of these steps that got me started as a consultant are what still keep me going. I still feel awkward saying, "I'm an educational consultant" when people ask me what I do. I usually say that I coach districts (and I do love the title District Alignment Coach--which we just totally created). I struggle to say, "I'm an author" or "I'm a speaker" but I don't struggle to say I'm a coach.


It's funny, because I do think I'm a good writer and a great speaker--don't get me wrong. It's just that in my heart, I'm a coach. I'd rather you remember me because of the small group discussion we had than because of the way I framed a particular slide or activity.


I know my words matter--but to me, your words matter more. So I am way more interested in listening to you or your team, and the greatest compliment I've received through these years has been when people tell me I'm a good listener. When you tell me you feel seen and heard in my presence--I know I have shown up and given you my best.







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I started as an educational consultant after many years of teaching. I saw that many students needed personalized help, so I began offering Educational Consultant Services near me. By working closely with parents and teachers and understanding each student's needs, I have been able to help students succeed with custom learning plans.

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Thanks so much for sharing your story and for the impact you make with your students!

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