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K12 Trainer / Facilitator — Independent Consultant (1099) (San Antonio)
CTE
compensation:
Minimum $1,000 per training day — earn more based on group size and curriculum scope.
employment type:
contract
job title:
K12 Trainer / Facilitator — Independent Consultant
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Help schools measurably improve teaching and learning by delivering interactive professional development (PD) in Classroom Management using our award‑winning curriculum. Compensation sits at the top of the education industry. Travel is optional and fully reimbursed per policy when chosen. Training assignments are flexible (virtual and in‑person nationwide).
We are not trying to pull you away from teaching—if that’s your passion, you can train around your contract (summer, spring break, occasional Saturdays, etc.). Prefer to do this full‑time? That path exists, too.
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What You’ll Do
* Facilitate Classroom Management workshops (live or virtual) using our highly successful, award‑winning curriculum—complete with facilitator guides, slide decks, and all materials provided.
* Teach practical behavior‑management strategies that deliver high‑yield outcomes for schools.
* Present to K–12 audiences (elementary, middle, and high school). You may indicate preferred grade bands; many trainers serve across all levels.
* Uphold a professional, encouraging tone that builds teacher confidence and transfer to practice.
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What You’ll Bring
* **Personality, Passion, and Professionalism**—the three Ps—and a genuine commitment to elevate teaching and learning.
* Openness to complete a four‑day intensive, mandatory Train‑the‑Trainer with coaching and practice until proficient in our curriculum **(San Antonio — January 15–18, Thursday through Sunday).
* A clear, engaging presentation style—or the drive to develop one with coaching (training and support provided).
* Tech ready for virtual sessions: a reliable laptop (platforms, materials, and A/V are provided by us).
**Nice to Have**
K–12 or higher‑education experience; coaching/mentoring background; or service in a helping profession.
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Engagement & Compensation
* **Status:** Independent contractor (1099).
* **Rate:** Top‑of‑industry compensation—**never less than $1,000 per training day**, and often higher, based on audience size, curriculum, and format.
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## How to Respond (Fast Questions)
*These are not disqualifiers—just helpful starting info.* Please answer the prompts below.
1. **Training Formats** (Virtual or On‑site )
Would you like to do both, or either?
**Your answer:**
2. **Audiences** (Elementary K–5 / Middle 6–8 / High 9–12 / Any K–12):
Would you like to train at all grade levels or prefer certain grades?
**Your answer:**
3. **Regions You Can Cover** (or “remote only”):
Prefer to stay close to home, travel, or both?
**Your answer:**
4. **Your Strongest “P”** — Personality / Passion / Professionalism (3-4ntence):
Which is strongest for you, and why?
**Your answer:**
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Voices From the Field: Real Classrooms, Real Change
Imagine Ending a Training Day Hearing These Words About You and the Difference You Made...
“I was so excited to start using private prompts instead of calling kids out in front of their peers. The whole room feels more respectful and focused already.”
— Sophie K., 6th Grade Science Teacher
“After the training, I broke my lectures into short bursts with quick checks—and wow, students started jumping in! Off-task behavior dropped so fast.”
— Trevor K., High School Social Studies Teacher
“I love Refocus. It protects a student’s dignity and gets them back on task so quickly. I’m amazed by how many minutes we’re saving now.”
— Isabel T., 5th Grade Teacher
“We started teaching routines like we teach academics—with Teach-To’s, practice, and quick corrections. I couldn’t believe how quickly transitions smoothed out across the building.”
— Mei-Lin C., Assistant Principal
“I began randomizing who I call on, and it completely changed the tone in my room. Kids come prepared now because anyone might be asked. It just feels fair.”
— Marcus B., 7th Grade ELA Teacher
“Using unconditional positive regard changed how I begin class. Now students arrive calm, and we get right into learning—it’s made a huge difference.”
— Anita B., Principal
“We practiced an attention signal that actually works. I can get my class back in three seconds flat—without even raising my voice!”
— Emily Z., Kindergarten Teacher
“Think-pair-share got a total makeover—now we add timing, roles, and a quick write first. Even my shy kids are speaking up with real confidence.”
— Hassan A., 10th Grade Biology Teacher
“Refocus completely ended the power struggles in my class. Kids reset, I keep teaching, and no one loses face. It’s a game-changer.”
— Marta K., 8th Grade Science Teacher
“We started adding tiny chances to respond—thumbs up, quick writes, turn-and-talks—and now attention stays high because every student is doing something all the time.”
— Kathryn O., Instructional Coach
“Our Teach-To’s completely transformed hallway and entry routines—in just one week! Now the first five minutes of class belong to instruction, not settling.”
— Brigitte L., Dean of Students
“Using warm and firm language helped me correct without shaming. My relationships improved—and so did student effort.”
— Jill P., 3rd Grade Teacher
“I started using short writing before discussions, and the change was immediate. Students have something to say—and it shows in the quality of their conversations.”
— Ritika S., 11th Grade ELA Teacher
“Instead of nagging, I now use clear, private cues—and it works. Kids respond faster, and I feel way less stressed.”
— Noah W., 6th Grade Math Teacher
“Our PLC picked two engagement strategies per unit—and stuck with them. Walkthroughs now show real thinking, not just compliance.”
— Kiana R., Curriculum Director
“The participation tracker they gave us is so simple—and it’s totally fair. More students are part of the lesson now, not just the same five.”
— Aiden M., 4th Grade Teacher
“Entry routines and bell work are finally tight. My class starts itself—and I get to use my energy on actual teaching, not settling everyone down.”
— Leticia Á., Middle School Art Teacher
“The ‘Hurdle Help’ idea—just one little assist to get a student started—stopped so many shutdowns. It helps them realize they can do it.”
— Diego C., Algebra II Teacher
“We created a shared playbook of engagement moves. Now instruction looks consistent from room to room—and it’s helping new teachers more than I expected.”
— Molly P., Principal
“I replaced my long lectures with teach-practice-check cycles. My students participate more, and side chatter basically disappeared.”
— Yuki T., High School History Teacher
“Refocus forms aren’t just paperwork—they’re a bridge back into learning. I can re-engage a student without creating a scene.”
— Colin F., 7th Grade Social Studies Teacher
“The secret was structure plus choice. When tasks invited students in, behavior issues had way less room to grow.”
— Olivia P., 2nd Grade Teacher
“Our teachers didn’t just attend — they changed how they teach, and it shows.”
— Darius G., Assistant Superintendent
“Using a randomizer with simple roles made group work feel fair. Everyone contributes now—and the final product is better because of it.”
— Kim N., 9th Grade Physics Teacher
“I finally feel like I have my voice back. My class listens the first time, and we’re getting more learning done than ever before.”
— Mateo A., 5th Grade Teacher
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