Mychal Wynn is an author and educational consultant specializing in college planning, increasing student achievement, closing the achievement gap, literacy instruction, parenting, and increasing black male achievement.
Mychal Wynn
Inspiration, Motivation, Strategy
Staff Development
What We Believe
We believe in cultivating 'Conversational Communities' guided by conversations that are research-based, research-responsive, and strategy-focused. Educators, parents, mentors, counselors, coaches, and community partners are provided with the tools, strategies, and materials to effective. We believe that the conversations must be focused on increasing student success and all of its related components, i.e., teaching, learning, safe schools, and meeting the social, emotional, and intellectual needs of students.
What We Do
Our trainings are designed to provide teachers, counselors, coaches, parents, and mentors, with practical hands-on, and commonsense strategies in such areas as:
  • Differentiated and culturally relevant instruction
  • Curriculum-based mentor training
  • Increasing literacy through enabling texts, narrative writing, and self-reflective conversations
  • Increasing parent involvement and student engagement
What We Achieve

We have successfully trained thousands of teachers, counselors, mentors, and community leaders in working hands-on with students, building relationships, using enabling texts, and cultivating high performing classrooms, schools, and mentoring programs.
We have increased parent involvement and engagement in schools and school districts throughout the country. We have also assisted parents in developing college planning cohorts and book clubs in faith-based and and community organizations.
We have assisted highly motivated students in developing their own college-bound plans to increase ' College Match ' and to ensure that students from lower-income backgrounds, marginalized communities, and who are undocumented, have the best opportunities to pursue their college and career aspirations.
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