Grounded in 20 Years of Experience
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Built on Research, Not Trends.
When you bring instructional change to your board or community, it needs to be defensible. My work is grounded in the research base of Cooperative Learning and instructional coaching, with consistent evidence of gains in student achievement, engagement, and social competence.
I’ve worked directly alongside leaders in these fields for decades, translating research into classroom practices teachers can realistically sustain.
Research-Based, Practice-Tested
Grounded in the 40-year research base of the Cooperative Learning Institute, with consistent evidence of gains in student achievement, engagement, and social competence. I have worked directly with Roger and David Johnson for over two decades, applying this research in classrooms and district systems.
Informed by my leadership as a founding member and Executive Board member of the Illinois Council of Instructional Coaching, my work supports coaching systems that reinforce instructional practice rather than compliance. The focus is on helping coaches observe, support, and sustain effective classroom implementation.
Shaped by my work as an adjunct professor and district practitioner, I support curriculum design that enables collaboration and cognitive rigor. This work focuses on identifying where curriculum supports—or unintentionally undermines—student thinking and engagement.
Publications
- Dill-Varga, Barbara and Adam Roubitchek. "Feedback That Feeds Forward Empowers a Growth Mind-Set." 11 June 2015. ASCD Express 10.19. Web. 22 June 2015.
- Roubitchek, Adam and Hannah Maurer. "Fertilizing Student Growth Using MTSS" 11 May 2023. IL ASCD - Quarterly Journal. Web. 14 May 2023.
- Roubitchek, Adam. “UNDERSTANDING THE USE OF INSTRUCTIONAL COACHING TO SUPPORT COOPERATIVE LEARNING IN THE SECONDARY CLASSROOM.” EdD Dissertations, 2018. Olivet Scholarship. ONU Digital Collections, JSTOR, https://jstor.org/stable/community.36627863. Accessed 8 Feb. 2026.
A Network of Experts
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