“The cohort has been a great experience, meeting with like-minded professionals who are very willing to share their thoughts, experiences, and ideas.”
Brenda Henderson
River Hills Christian Academy, Corpus Christi, TX

Meet Your Cohort Leader​

Rachel Greb has been involved in education for two decades as a homeschooling parent, teacher, and administrator, including helping launch and lead a JK-12 classical Christian school in Michigan. She credits Homer’s Odyssey for awakening her love of classic texts. Rachel holds a B.A. in Christian Studies from Hillsdale College, and an M.A. in Christian and Classical Studies from Knox Theological Seminary. She is currently pursuing an Ed.D. with an emphasis on the history of philosophy of education and the Great Books through Harrison-Middleton University. She is also the Director of Secondary Partnerships with CLT, is married, and has 5 children.
Rachel Greb
Director of Secondary Partnerships,


Direct Access

Direct access to a seasoned mentor in between monthly virtual meetings when special needs/issues arise.


Intimate group of 10 participants to ensure relational depth and connection with colleagues from across the country.


Access to a “tool box” via a shared folder of carefully curated collection of tools, resources and articles.


Social gatherings with cohorts at SCL regional and national gatherings. 


This cohort is designed for logic and rhetoric (upper school) teachers who are new to teaching or experienced teachers who are looking for guidance in best practices in the classroom.  Each discussion will provide strategies that are ready for implementation over the course of the year. The course will also feature wisdom and insight from a variety of veteran teachers who can provide insight into what they wish they would have known when they started.


Virtual meetings, 60-90 min. length covering: 

  • A key topic with discussion introducing new area of practice and recap of prior discussion
  • Interactive conversation to discuss common challenges and successes
  • 1-3 hours of independent study between sessions
  • Resources ready for adaptation and implementation across academic disciplines
  • Access to Rachel Greb as a mentor as needed
  • Time for fellowship and encouragement with other teachers of similar experience levels

Cohort Syllabus

In this module, we will discuss high level view of the year and strategies for covering curriculum that meets administrative expectations and provides a framework for the year. Emphasis will be on preparing syllabi, course outlines, introductory letters, and other documents commonly used at the beginning of the school year.

Using the principles from Module 3, we will work through breaking the year down into smaller segments, discuss different examples of good lesson planning, how much detail should be included, using lesson plans as a communication and accountability tool for logic/rhetoric students, and making adjustments when needed.

In this module, we will be discussing professional conduct and appearance, including interactions with parents, the importance of punctuality, boundaries with students, social media, establishing authority in the classroom, interacting with other school constituents such as donors and prospective parents, and working in the dynamic environment of a young institution

We will be addressing successful tools for a healthy and peaceful classroom. Specific topics will be developing routines, keeping discussion focused while engaging students, establishing calm in the classroom, the importance of greeting, making every minute meaningful, and communicating clear expectations

In most cases, new teachers are closer to their students’ age than the age of the parents. This module will provide insight into effective communication with parents, including addressing concerns with struggling students, informational updates, and composing report card comments that are both gracious and true.

In this module, we will review the curriculum framework overviews in Module 3 and assess progress. Emphasis here is on what is working, what’s not, and how to make mid-year adjustments.

Teens aren’t miniature adults, and they process language at a slower rate than adults do. This module will be focused on better understanding of realistic and age-appropriate expectations of students. The reading material will specifically address language processing speed, developmental milestones, behavioral expectations, and personal responsibility. Emphasis will be on how this information can assist in knowing how to create high expectations within reason.

Our students are involved in youth group, sports, clubs, and all kinds of things. In this module, we will discuss the addition of papers and presentations and looking at various ways to implement substantial assignments that are mindful of student and family life, meaningfully connected to classroom content, and realistic in terms of expectations, including educating students on plagiarism and academic integrity.

The first part of Module 9 will focus on hands preparing for the inevitable need for a sub. We will take a look at a model sub binder, and discuss how best to personalize this important tool and create reminders timely updates with the following information included:

    • Roster
    • Emergency information (drills, actual, medical & special cases in the classroom)
    • Student helper
    • Daily and weekly schedule
    • School calendar
    • Resources in the building

This part of Module 9 will be focused on providing reasonable review materials and time for review leading up to assessments, as well as writing meaningful assessments that can be graded in a timely fashion.

We will discuss navigating the demands of teaching, taking time to rest, effective strategies for using planning periods well, completing grading on time, and when and how to ask for help.

We will discuss here strategies for addressing difficult challenges in the classroom and when to ask for administration to be involved. Areas of focus will be: 

    • Academic outliers 
    • Behavioral outliers
    • Parent interactions
    • Asking for help




$ 2,200 Regular Price
  • Receive 25% monthly discount for the first year
  • SCL Member Schools receive 10% discount
  • Monthly Payment Options Available


In order to keep the group sizes small, and maximize effectiveness, we will take applications on a first-come, first-served basis. This application has no obligation. Once you apply, we will personally reach out to you to answer any questions after reviewing your application. If you are approved, you will be informed of the specific start date for your cohort, asked to sign a commitment to the cohort, and given a link to submit payment. Some individuals will be waitlisted until there are enough applicants to form a new group. We will keep you updated as to your application status.