Faculty Learning that Leads Schools Forward
Designing professional growth systems for independent schools.
FACULTY GROWTH
INSTRUCTIONAL LEADERSHIP
SUSTAINABLE SYSTEMS
As an independent school leader, you know that faculty learning requires trust and time. Yet in many schools, this work often relies on outside expertise and a few days each year.
Growth doesn’t begin with speakers or programs. Your school can build it from within.
Purposeful growth systems connect faculty learning across your school. Shared practices such as observation, feedback, and reflection make progress visible.
Without intentional design, learning becomes siloed. It doesn’t meaningfully improve instruction or build collective capacity.
The solution isn’t doing more. It’s designing for growth.
What Gets In The Way of Growth?
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Faculty understand what they are growing toward, how growth is defined, and how their learning connects to student outcomes and school priorities.
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Leaders are equipped with shared language, observation skills, and feedback practices that support growth without defensiveness.
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Faculty learning becomes visible, collective, and embedded—creating organizational resilience through leadership transitions and changing demands.
What Purposeful Faculty Growth Makes Possible
Your Partner In Faculty Growth
I’m Indu Chugani Singh, founder and principal consultant of Door 21 Consulting.
I help independent schools become dynamic learning organizations.
In thoughtful collaboration with you, I enable faculty and school leaders to practice new ways of being, teaching and learning together.
With over 20 years of experience working in and with independent schools, you’ll find I bring both deep expertise and warm empathy to our work together. My approach is grounded in research but always responsive to your school’s unique context and mission.
If you are looking for faculty development that helps lead change, I’d be honored to support you and your school.
Reflections On My Work
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"Indu’s experience, wisdom and abiding interest in faculty development shine through in her work. She is attuned to the complexities of our identities as instructors, and her patient guidance has been instrumental to the success of our school’s focus on problems of practice.”
★★★★★
Dr. Eimer Page
Associate Head of School, Phillips Exeter Academy -
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"Indu brought deep respect for the complexity of managing from the middle and helped our department chairs develop new skills alongside a shared vision of academic leadership. Her responsiveness built trust and created a lasting shift in how leaders at our school understand their roles."
★★★★★
Alison Easterling
Head of Upper School, Noble and Greenough School -
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“Indu's work on feedback and identity has helped us navigate important coaching and management complexities that our division and department heads have faced. Indu's ability to connect with our leaders and respond to their needs made her a perfect match for our school.”
★★★★★
Allison Gaines Pell
Former Head of School, Wheeler School -
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" Indu designed authentic learning experiences that supported faculty goal-setting within our evaluation system. She put our community at ease, helped faculty reflect honestly on their practice, and guided them in using meaningful data to measure progress. Faculty and staff left with goals they believed in and greater confidence in our new process."
★★★★★
Will Crissman
Head of School, Tenacre School -
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"Indu’s work with our department chairs was transformative as we worked to advance academics at Westminster. Her responsive leadership training built confidence, strengthened collegial bonds, and developed instructional leaders who now guide colleagues as learning partners focused on improving teaching and learning."
★★★★★
Betsy Heckman
Academic Dean, Westminster School -
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"Working with Indu of Door 21 Consulting was invaluable. She listened carefully and was highly responsive to our needs. Our chairs left with greater confidence, effective strategies for difficult conversations, and a renewed sense that they are leaders in the school—strengthening their agency and professionalizing the department chair role at Milton."
★★★★★
Matt Bingham
Dean of Faculty, Milton Academy
Ways to Work With Me
Schools can engage with my work at different entry points depending on their goals, readiness, and needs. While these services often build on one another, schools may begin at any stage.
Assess Faculty Learning Practices
A diagnostic approach to understanding how faculty growth is currently experienced across your school.
This service includes document analysis, survey design and analysis, and synthesis of findings into clear insights that guide next steps.
Train Instructional Leaders
Professional learning and coaching for instructional and academic leaders responsible for observing teaching and supporting faculty growth.
This work builds leaders’ capacity to see practice clearly, give meaningful feedback, and facilitate learning-focused conversations.
Design Faculty Learning Systems
A comprehensive, systems-level approach to designing or refining how faculty growth happens over time.
This service integrates assessment and leadership development to build coherent structures, processes, and shared understanding across the school.
A Clear Path Forward for Your Independent School
Consultation
I’ll take time to understand your school’s unique context, clarify your priorities, and identify the goals that matter most so any work that follows is grounded in your culture, challenges, and long-term direction.
Identify the Right Path
Together, we determine which service best supports your school right now taking into account your goals, capacity, timing, and the level of change your school is ready to undertake at this moment.
Build Sustainable Growth
Faculty learning becomes intentional, visible, and embedded in the life of the school, supported by clear structures and shared understanding that allow growth to continue consistently over time.
Lead by design, not by default.
Without intentional systems, faculty growth remains fragmented, leadership capacity stalls, and schools struggle to sustain momentum through change.
What might shift at your independent school if faculty learning were coherent, purposeful, and supported over time rather than dependent on isolated initiatives?
With clear structures and shared understanding in place, schools cultivate confident leaders, engaged faculty, and a learning culture built to adapt and endure.
