User blog: Nguyen Teachers

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Our StreamlineED Professional Development redefined Professional Development Process by providing all-in-one service and focuses on empowering effective teachers to create influencers that inspire ineffective teachers to make positive change. Consequently, it affordable, sustainable, & effective for any school to begin implementation with little cost and sustain it over a long period of time without creating a huge impact on a school’s overall budget.

 Redefined Teachers Innovation and Collaboration

Our StreamlineED Professional Development is affordable, sustainable, & effective for any school to begin implementation with little cost and sustain it over a long period of time without creating a huge impact on a school’s overall budget. We will help you to transform your school in Three Easy Phases

Phase 1: Free Trial


Phase 2: Influencers become role models who inspire other teachers.


Phase 3: Transformation & Growth


Share our Introduction Video and website to all teachers during a staff meeting or email the video and website to all teachers. Passionate & innovative teachers will volunteer to use the websites and learn from our FREE online training. We recommend that you support them by providing on-site PD on Saturday, so you can allocate all resource to dedicated teachers and reduce costs.  If you offer it during school days, most teachers would like to participate because they want a day off and not teaching their classes. Also, we are current teachers, so we can only provide PD on Saturday on-site or via online webinars. Overall, these teachers will become the influencers who will transform your cultures and inspire ineffective teachers to make positive changes.


Total Start-up cost:  FREE

**Unless you would like to have on-site PD training.  You can offer us the price that best fit your school budget and based on the number of teachers participating (Suggested price: $99 per teacher)  As teachers, we understand that your school budget is very limited.


During the FREE trial period, influencers will gather data and evidence of outcomes. They will share the positive impacts during their PLCs and staff meeting.  The concrete evidence of their success will naturally inspire many other teachers to engage and want to learn how to use websites and research-based strategies.  These influencers will train and support new teachers at your schools. You don’t have to pay for PD training. If your school culture is not collaborative, we recommend having on-site training on Saturday. For ineffective, you may have to have on-site PD on a regular school day. This is more expensive (Suggested price at $ 129 per teacher )


Total Transition cost:  FREE

**Please pay for an annual subscription for any influencer will commit to using for the long term.

**Unless you would like to have on-site PD training.  You can offer us the price that best fit your school budget and based on the number of teachers participating.  As teachers, we understand that your school budget is very limited.


By now, you will observe measurable outcomes in your school cultures and your teachers’ teaching. Of course, there will be some teachers who will never try something new. However, they will eventually give in when the personally observe the benefits StreamlineED Professional Development.

Total Transition cost:  $200 per the only teacher who is using it.

**Most of the money will be used to pay for operation cost, especially server fees to host the Learning Management Websites.



[ Modified: Friday, 1 March 2019, 9:01 PM ]
Anyone in the world

Examining Failed Professional Learning Communities

After decades of defining, describing, and implementing PLCs, it shows that teachers are the primary experts in the teaching profession. Rachel Sims and Richard look at different kinds of literature and their own studies to examine Professional Learning Community, and they “[warn] that PLCs that are launched just to conform ... to an authoritarian mandate rarely result in the desired impact on student achievement” (cited in Talbert, 2010)  (2014,p. 44). They also assert that “the use of data-driven decision-making in PLCs did not see improvement in their students’ achievement in the classroom or on the high-stakes tests. “ (p.43).  Instead, they find that a successful PLC needs to be a system of support that allows teachers openly to share their practices and get constructive feedback. In the process, teachers are sharing and being inspired by other teachers to innovate and differentiate their lessons.  They point out that “PLC has to do more than just consider data; it has to provide a venue for a rich and deep collaborative discussion of all aspects of the learning environment, teaching practice and outcomes” (p.44) (3). “To be a successful PLC, the PLC should also include open and reflective conversation, open practice, and focus on student learning...Ideas on student achievement and educational practice are shared openly” ( as cited in Fullan, 2007)  (Sims & Penny, 2014, p.43).

To whom do you turn for help about teaching

Berry, Daughtrey, and Wieder’s review of literature about teachers’ collaboration and the results from surveying 1210 teacher leaders suggest teachers are the main experts in students’ learning. The figure  to the left: Surveyed 1210 teacher leaders on the question: “To whom do you turn for help about teaching.” The data shows that “other teachers” is the main source of expertise.

 Figure Below:  Results of the survey question: “To whom do you turn for support [as a teacher]. “

Of course, all administrators want their teachers to care and support each other; however, they also know that they need to measure the outcomes of implementing PLCs.  For many schools, they require teachers to fill out forms. Some PLCs spend their time create common assessments. Many view this shift from supporting teachers’ individual expertise and creativity to telling teachers what to teach and how to teach is creating negative consequences that lead many teachers to view negatively about PLCs. They also view that the current implementation of PLCs forces teachers to conform rather than exercising their individual expertise. Former President John F. Kennedy once said:

“Conformity is the jailer of FREEDOM and the ENEMY of  Growth”

To whom do you support as a teacherThroughout history,  one’s individuality has brought one breakthrough after another. The education system is supposed to produce diverse individuals with the skills and knowledge for the challenges after high schools. Ironically, many views that most of current PLCs are mainly operated under the idea of collaboration through conformity: Teachers “collaborate” to create common assessments, common lessons, and common ways to teach all students in the entire school.  On the other hands, teachers also have to differentiate their instruction to support the individualized needs of the diverse groups of students today. The pressure to collect measurable outcomes and enforce teachers’ accountability lead schools to implement PLCs that focuses on collecting data and conformity rather than to support teachers to embrace their individual expertise to differentiate instruction.


How does this Professional Development Service differ from other educational consultants?

There is a saying:

"You ask; they may do it. You demand; they will attempt it. You empower them, they will sacrifice for you. "When a school culture empowers teachers through technology and transparency, it will foster innovation and collaboration.

As teachers, we focus on providing a Professional Development Service that train and empower motivated and high-impact teachers become influencers.  Using online courses, teachers can learn the tools at their own paces and times. This will save schools money about $50,000 annually ( on average, most secondary schools spend more than $60,000 on Professional Development, Conferences, and Training). Most importantly, teachers do not have to give up their instruction time for the training. Teachers who want to learn the tools to improve their instruction will naturally take their own time to learn the tool. There is a saying, “You can lead a horse to water, but you can't make him/her drink.” Therefore, our Professional Development Services focus on inspiring teachers to empower themselves rather than forcing teachers to learn.  As teachers, we believe that only when teachers want to empower themselves, then they can empower their own students.

Redefined PLCs

[ Modified: Friday, 1 March 2019, 8:24 PM ]
Anyone in the world

As teachers, we have read hundreds of education research articles on learning theories, school climates, school cultures, and teaching strategies. When we were completing our teaching credentials and graduate course,  we did not fully comprehend what the research findings have on our instruction, classroom management, and our students’ learning. However, our years of teaching at high-risk students allowed to gain a better understanding and application. Below are some of the most critical research and readings that have the most significant impact on our teaching and our StreamlineED Professional Development. 

The research behind our Behavioral, Social, and Emotional Intervention is  Skinner's Positive and Negative Reinforcement and Punishment.  Combining with underlying theory and gathered comprehensive and real-time data, we can provide multi-tiered intervention and support. 

Positive and Negative Reinforcement and Punishment

One of the most significant research behind our instructional strategies is Vygotsky's Zone of Proximal Development.  Combining with gathered comprehensive and instant data, we can scaffold students to build on prior knowledge and make connections to develop new understanding. This strategy is furthered support by John Hattie's Visible Learning and his Ranking of Influences. According to Hattie, students' self-graded report has the greatest impact on students' learning (1.57). 

Zone of Proximal Development

Another important research that is aligned with Vygotsky's Zone of Proximal Development is Piaget’s Cognitive Development Theory. Combining 

This learning theory allows use to develop different activities that best fit for students of different ages. Likewise, it also gives us insight into how we assess our students. Using today's Learning Management System, we can embed rich multimedia (pictures, audios, and videos) to create activities that appropriate for each grade level.

  • Birth to 2 Years of Age: Develop sensation and motor skills
  • 2 to 7 Years of Age: Students earn and use objects, symbols, language, and gestures to communicate.
  • 7 to 11 Years of Age: Students can think logically using tangible objects and models.
  • 11 to Adulthood: Students can think in more abstract, hypothetically, and idealistically. 

One current Research that leads us to redefine our Direct Interactive Instruction into Self-Reflective Direct Instruction is The VARK Model, which describes students' different learning styles.  The acronym VARK stands for Visual, Aural, Read/write, and Kinesthetic sensory modalities that are used for learning information.  

Visual(V): Students learn from looking at diagrams, pictures, graphs, and concepts map to explain and convey information and concepts.

Auditory(A): Students learn by hearing and talking to others or to oneself.  Students learn through hearing or saying it.

Read/Write (R): Students learn from information displayed as words or text. For example, students write their notes, and they read and annotate to learn the information.

Kinesthetic (K): Students through demonstration, simulations, videos, movies, and other concrete examples. 

Students help each othersA mixture of Learning Modalities:  Our understanding of how students learn to allow to implement teaching strategies that support multiple learning modalities. For example, our Self-Reflective Direct Instruction redefines direct instruction activities with interactive video lectures with adaptive questions that check for understanding and provide challenges for students to think critically and collaborate. Traditional direct instruction is teacher-driven, and students often passively wait for teachers to give answers.  Consequently, struggling and at-risk act up because they could not follow the pace of the teachers, or they often give up. Consequently, at-risk students are viewed as trouble makers or being ignored by teachers.  However, our Self-Reflective Directed Instruction allows students to learn at their own pace when they learn the content for the first time, so teachers can facilitate and support at-risk students. More importantly, the gathered comprehensive and real-time data allow teachers to screen for and provide earlier intervention.  After every student is given the chance to challenge themselves and learn the content, the teacher will use the data to further differentiate follow-up lessons that build on students' prior knowledge to develop a deeper understanding. Overall, this model of direct instruction allows students to actively learn the content for the long-term. 

One of the most current research is John Hattie’s Visible Learning and Ranks of Influences and Effect Sizes on Students’ Learning  Outcomes.

1- Collective teacher efficacy (1.57)

2– Self-reported grades (1.33)

3– Student estimates of achievement (1.29)

4– Cognitive task analysis (1.29)

5— Response to intervention (1.29)

6—Piagetian programs (1.28)

7– Jigsaw program (1.20)

8—Conceptual change program (0.99)

9– Prior ability (0.94)

10—Strategy to integrate with prior knowledge (0.93)

11– Students’ Self-efficacy (0.92)

12—Teacher credibility  (0.90)


Teacher help a group of students.Important Notes: As current teachers, it obvious to us that the value of Hattie’s work is not the list of influences, but it is the underlying theme that the list conveys. That is, Hattie’s finding supports the importance of empowering teachers and allow teachers to be innovative. School leaders and staffs need to embrace teachers’ credibility, professionalism, and expertise, so teachers can implement teaching strategies that integrate students’ prior knowledge and students’ diverse needs. Through this process, teachers help students to build self-efficacy, construct new understanding, and provide individualized support. Through Hattie’s work, we understand the value and needs for integrating today technology to provide instant feedback and other forms of support and interventions.

[ Modified: Friday, 1 March 2019, 7:56 PM ]
Anyone in the world

Most Affordable and Sustainable Professional Development

[ Modified: Thursday, 28 February 2019, 11:33 PM ]
Anyone in the world


StreamlineED Professional Development will empower your teachers with all essential strategies and resources to help your teachers and staffs to gather and analyze comprehensive and real-time data to quickly identify and meet the needs of all students. We will help you to align initiatives and resources within an educational organization to address the needs of all students.

MTSS encompasses both RtI² and PBIS to systematically addresses support for all students.  However, many schools fail because they rely on teachers to gather data, but they do not provide teachers all the required strategies and resources to gather the data. Without comprehensive and instant data, it's impossible for teachers and staffs to screen for struggling students and make data-driven decisions to implement a continuous improvement process throughout your school organization. 

RtI²  (Response to Instruction and Intervention) focuses on individual students who are struggling academically and pulls together resources to quickly support the students before they fall behind.  The data will allow teachers to make a systematic and data-driven intervention at different tiers. Through our strategies and resources, we will help your teachers to gather and access real-time of students' learning to quickly screen and identify struggling students to provide appropriate intervention quickly.

Likewise, PBIS focuses on the emotional and behavioral learning of students. However, the lack of comprehensive and real-time data, teachers cannot screen for struggling students. Also, teachers often do not have the data to support their claims, and consequently the students blame their teachers for their problematic behaviors. Through StreamlineED PD, we will help your teachers with strategies and resources to gather comprehensive and instant data to identify problematic students and communicate with parents and administrators to provide appropriate interventions.  We will help your teachers to adopt and organize evidence-based behavioral interventions that improve social and emotional behavior outcomes for all students.

Overall, MTSS encompasses both RTII and PBIS, but both systems need comprehensive and real-time data in order to be successful. Through StreamlineED PD, our all-in-one Professional Development will provide your teachers with both strategies and resources to gather the data for your Multi-tiered System of Support. 

Most importantly, if you have been benefited from our resources and strategies, please share your stories below to inspire other teachers to have the courage to implement StreamlineED Professional Development at their schools to provide learning equity for all students. 

[ Modified: Thursday, 28 February 2019, 11:33 PM ]
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StreamlineED Professional Development is an all-in-one PD solution, and our mission is to empower teachers to empower students to be independent learners. Amy, Arthur, and I are science teachers at low-income schools. Three of us came to the US did not know any English. Amy was the eldest in her family of five siblings, so she had to take on the role of parents while attending schools.  Arthur and I were raised by a single mom in a family of five. To catch up with other students, we spent countless hours after school and public libraries. None of our parents knew any English or complete elementary. We had to find additional teachers from the many books at the library. Three of us graduated from the University of California of Riverside with degrees in Bachelor of Science in Biology, Teaching Credentials, and Master of education.  Through more than a decade of our combined teaching experiences at low-income schools, we continued to witness at-risk students being left behind even when we teachers are doing our best. 

Through many years of trials and errors, we tried to develop new teaching strategies that incorporate research and technology to provide learning equity for all students.  Our teaching strategies and tools redefine the roles of teachers and the learning tasks to empower students and provide learning equity. Even though are strategies and tools provide learning equity, but they are also unconventional and different from traditional classes.  At the end of each semester or a school year, we evaluate our students and look at their work to self-reflect on our teaching practices, and we found that over 92% of participated students are describing how the learning equity in our classes enhance their learning and increase their success. Also, some of the teachers in our department have witnessed the benefits of our strategies and tools asked us to train them on how to implement the strategies and tools in their own classes.  However, a crucial requirement to implement our teaching strategies is hosting a Learning Management Website. Since we co-founded the company in 2018, we have spent $10,000 on business expenses and server costs to support seven teachers currently.  We train those teachers online through step-by-step videos or after school during our free time. As current teachers, we understand, and we will not promote our business at our districts in any way because it would be a conflict of interest. However, the teachers who implemented the strategies and tools are inspired to share with other teachers. More and more teachers have asked us to train them on the strategies and how to use the tools. Inspired by our students and fellow teachers, three of us co-founded Win Elements LLC to run ,, and It is the only teacher-driven, all-in-one, and online PD that include both strategies and technology to empower teachers to provide learning equity for all students, especially for at-risk students.  

For only $200 per teacher per year, where most of the money will be used to pay for server costs, we 100% guaranteed that your teacher s will use the strategies and tools, or you will 100% of Your Money Back. As teachers, our mission is to create a growing and self-sustainable Professional Development that will continue to empower as many teachers as possible,  so they can change their students’ lives, as our own teachers have changed our lives.   

Most importantly, if you have been positive impacts by StreamlineED Professional Development, please share your stories to inspire other teachers below. Thank you so much in support our mission to make a difference in our students.

[ Modified: Thursday, 28 February 2019, 11:32 PM ]