Biography

With over twenty-five years in education, I specialize in PreK-12 professional learning with expertise in leadership development, collaborative coaching, and culturally responsive literacy practices. I partner with educational leaders, coaches, and teachers to align research-based beliefs with daily practices, using data-driven decision-making to ensure all students thrive. My approach champions play and inquiry-based learning that authentically elevates student voice and engagement.

As the creator, producer, editor, and host of the Schoolutions podcast, I explore how education extends beyond classroom walls. Each episode features conversations with diverse guests—coaches, teachers, administrators, and families—who collaborate to build engaging learning environments where every student can succeed.

I am honored to serve and provide quality professional learning experiences grounded in high-impact teaching practices and cultivating strong learning communities. Evidence supporting our work can be seen live with students in learning labs, analysis of student work, and planning for learning experiences. My work with superintendents, principals, coaches, teachers, and students entails designing and implementing curricula to tailor instruction based on content students understand and what they need next to thrive independently. 

Olivia Wahl, a smiling woman with curly gray hair, wearing earrings and a cream-colored embroidered blouse, standing outdoors with yellow autumn leaves in the background.

Beliefs & Practices

My beliefs and practices about learning with and from students.

  • Because relationships are critical to growth and risk-taking, in practice, you will see and hear students engaged and connecting with each other, their teachers, and their curricula.

  • Because learning is driven by curiosity, students will explore topics through play and inquiry that enhances their voice and opportunities to see their impact on the world around them.

  • Because students must practice what they are learning, they will have 67 minutes to read, 60 minutes to write, and 60 minutes to problem-solve daily within a workshop structure.

  • Because being literate offers access to the world, elementary students will each receive systematic direct phonics instruction based on the amount and type needed to read and write independently.

  • Because a well-planned curriculum directly impacts high student engagement, students will have clarity about how their day-to-day learning connects with long-term targets and big ideas about life. 

  • Because learning is an ongoing process, students will make thoughtful choices daily, assessing their learning through regular descriptive feedback, reflection, and goal setting to grow as learners.

  • Because I believe in collective efficacy and that we grow smarter together, you will see and hear students studying and analyzing mentor texts alongside models of strong and weak work.

  • Because listening to others’ stories can cause change and inspire, students will have time to connect with other students worldwide, learning from one another’s lives.

My beliefs and practices about learning with and from teachers.

  • Because every teacher should feel safe to be their authentic selves, they will have agency and autonomy over time, task, and text choices with coaches supporting them in various roles.

  • Because relationships are critical to growth and risk-taking, in practice, you will see and hear teachers engaged and connecting with each other, their students, coaches, and their curricula.

  • Because learning is driven by curiosity, teachers will explore topics with students through play and inquiry that enhances their voice and opportunities to see their impact on the world around them.

  • Because we learn through practice, teachers will ensure students have 67 minutes to read, 60 minutes to write, and 60 minutes to problem-solve daily within a workshop structure.

  • Because being literate offers access to the world, teachers will ensure that each student receives systematic direct phonics instruction based on the amount and type needed to read and write independently.

  • Because a well-planned curriculum directly impacts high student engagement, teachers will have clarity about how their day-to-day learning connects with long-term targets and big ideas about life.

  • Because learning is an ongoing process, teachers will make thoughtful choices daily, assessing their students’ learning through regular descriptive feedback, reflection, and goal setting.

  • Because I believe in collective efficacy and that we grow smarter together, you will see and hear teachers studying and analyzing mentor texts alongside models of strong and weak work.

  • Because I believe listening to others’ stories can cause change and inspire, teachers will have time to connect with other teachers worldwide, learning from one another’s lives.

The research that has my back: