EEC 30-Day Performance Support Program: Transitions
This is an abridged preview of the interactive storyboard in action. This course, built in Claude Design, represents Phase 1 of the three-phase solution.
Business Problem
New Lead Teachers are struggling to consistently implement effective classroom transitions during their first 60 days.
Schools report inconsistent classroom routines, increased behavior challenges during transitions, teachers feeling overwhelmed, and Directors spending significant time re-coaching staff after onboarding.
Teacher retention was low.
Solution
Rather than relying on a single training event, this program will combine foundational learning with guided practice, coaching, and reinforcement to support behavior change in the classroom. Because classroom transitions directly impact children's engagement, classroom management, and instructional time, improving this performance is a critical onboarding objective. This shouldn’t be a one-and-done training.
Teachers will need more than foundational understanding. They will need to practice applying new strategies, aligned with Director coaching, in order to change performance in the classroom.
I proposed a three-phase, blended learning approach, spanning 30-60 days.
Process
I began by asking the right questions. Once analysis was complete and I understood the business need, I began to sketch out ideas around why lead teachers weren't performing to expectations. Further, there was high turnover. Analysis and SME conversations led to the conclusion that new teachers were tasked with simply completing about 20 hours of video training. And expected to ingest and apply all knowledge in their new roles.
I started with a rough outline of my proposal, a three-phase blended learning approach, spanning 30-60 days.
Upon approval of the approach and outline, I started on a text-based storyboard and wireframe for the eLearning component.
Then, after refining these documents, I moved into the interactive visual storyboard, built entirely in Claude.
Tools
Throughout this process, I used many tools, including:
PPT
Microsoft Word
Storyline 360
OpenAI
Photoshop
Claude Design
How I'll Measure Success
Expected Outcomes:
By the end of the program, new Lead Teachers will:
• Explain why effective transitions are essential to classroom success.
• Identify the six components of an effective classroom transition.
• Select appropriate transition strategies for various classroom situations.
• Recognize common transition mistakes and determine more effective alternatives.
• Apply transition strategies during authentic classroom scenarios.
• Develop a personal action plan for continued practice during the 30-Day Classroom Challenge Series.
This program was designed to be more than just a learning deliverable. It was designed for performance outcomes. Success is measured using the Kirkpatrick model.
Reaction: Learner confidence and satisfaction
Learning: Scenario scores and knowledge checks
Behavior: Director observation checklist, classroom transition consistency
Business Results: Reduced coaching time, faster time-to-proficiency, fewer transition-related behavior incidents, improved classroom consistency
Action Map for Three-phase Approach
Once I nailed down the business problem and my approach to improving classroom performance and teacher retention, I mapped out how each of the three phases would look.
Phase 1 would be the interactive eLearning component. While initially my intention was to use Storyline, I decided to use Claude, but coded it to resemble a Storyline 360 course. This eLearning phase would set the stage for the rest of the learning program. It establishes foundation knowledge and allows learners to apply skills in practice and cognitive interactions to lay the groundwork for successful classroom transitions.
Phase 2 takes that foundational knowledge and allows learners the opportunity to apply it their own classrooms. This phase is broken out into a 30-day block, scaffolding microlessons, relevance, goals, and Director Coaching into each week and day.
Phase 3 is when the knowledge is established and set. This is where the teachers are independently practicing effective classroom transitions. School Directors monitor and provide reinforcement coaching to teachers, using a coaching guide, to ensure teachers are successful.
Phase 1: eLearning
Phase 1 sets the foundation for new teachers and allows practice and reflection.
Text-Based Storyboard (DSD)
Once I'd mapped the entire program, I got to work on the text-based storyboard for the eLearning component. This was a valuable tool for helping me organize ideas, flesh out concepts, and map the course architecture.
Functional Visual Storyboard - Claude
Initially, my goal was to build the Phase One eLearning in Storyline. I shifted once I completed the text-based storyboard and decided to approach the build in Claude Design. Course is fully interactive, with state changes, animations, triggers, branching menus, course menu, and audio, exactly how it would appear in Storyline 360.
Specifically, for the eLearning component, the proposed flow/theme is as follows:
The learner has recently been hired as a Lead Teacher. Throughout the course they are coached by Director Sarah, an experienced Center Director who serves as a virtual mentor. Rather than delivering information, Sarah prepares the learner for real classroom situations by sharing coaching advice, modeling effective practices, and providing supportive feedback.
The course feels like job shadowing—not taking a class. One additional consideration, not applied in this storyboard, is to use badging to increase engagement. Learners could potentially earn a badge upon completion of each module. For this module, the cumulative badge could be something like "Transitions Expert."
Phase 2: 30-Day Classroom Challenge
Phase 2 builds on Phase 1 with a structured, scaffolded plan for teachers to review, watch a demo, practice, and reflect. All with Director input.
30-Day Classroom Challenge
The Classroom Challenge Series bridges the gap between learning and classroom performance.
Teachers focus on one manageable behavior at a time, immediately apply it in their own classroom, reflect on the outcome, and receive timely coaching from their Director. By the end of 30 days, they've practiced each core transition strategy multiple times in authentic situations, building confidence and consistency through repetition rather than relying on a single onboarding event.
Here, I’ve outlined what the 30-plan may look like and fleshed out week one.
The pattern for each week is the same: Learn, Watch/See, Try, Reflect.
• Format
Duration: 3–5 minutes per challenge
• Delivery: LMS, mobile device, or QR code
Frequency: One challenge per day (or 3 per week, depending on onboarding schedule)
Reinforcement: Classroom practice + Director coaching
Image here is the version I created to add to the eLearning to help teachers bridge eLearning to the next phase.
30-Day Plan Mapped Prior to Build
Week 1 of 30-Day Plan Mapped
Micolearning modules, with a self-reflection option embedded or produced as a printable to be shared with the Director during daily coaching sessions.
Subsequent weeks:
• Week 2 – Keeping Children Engaged (reduces downtime)
• Week 3 – Managing Difficult Transitions (increases complexity, ie., child has a meltdown)
• Week 4 – Putting It All Together (application in all center areas)
Phase 3: Director Coaching/Reinforcement
Phase 3 allows hands-on, independent teacher practice of transition strategies, with Director feedback, coaching, and reinforcement.
Director Coaching/Reinforcement
This guide is designed to help Learning Center Directors reinforce effective classroom transition strategies during a new Lead Teacher's first 30 days.
Coaching conversations should be brief, supportive, and focused on helping teachers build confidence through practice and reflection.
• Recommended Coaching Time: 5–10 minutes
• Recommended Frequency: Daily during Week 1, then 2–3 times per week for the remainder of the 30-day program. After, once a week.
Coaching Guide: Part 1
Sample of the first page of the Director Guide. This guide will help Center Directors effectively communicate, ask questions, and offer teacher reflection opportunites.
Measurable Results
This solution was designed to improve new teacher performance—not just training completion. Success would be measured by faster time to proficiency, more consistent classroom transitions, fewer transition-related behavior issues, and reduced post-onboarding coaching for Learning Center Directors.
By blending eLearning with on-the-job practice and coaching, the program helps new Lead Teachers build confidence, apply skills in the classroom, and become independent more quickly, creating a more consistent experience for both teachers and children.