Since inception in 2006, Hidden Sparks has trained 210 coaches in 69 Jewish day schools in the New York Metro area, Baltimore, MD, Boca Raton, FL, and Chicago, IL, and five Israeli cities (Jerusalem, Kfar Adumim, Modiin, Ramle, Ra’anana).

Trainings have reached more than 2,000 teachers , impacting thousands of students annually. In 2017 alone, our senior Hidden Sparks coaches and trained faculty Hidden Sparks coaches worked with 440 teachers.

This year, Hidden Sparks External Coaches in eight schools are working intensivley with 90 teachers impacting over 1,000  students in the New York metro area. An additional 74 Internal Faculty Coaches are coaching their peers  in our Internal Coach Programs in NY, NJ, FL, MD, IL.

Our programs in Israel are running in 9 schools,  involving over 100 educators, and impacting 2700 students. 

Since its inception, Hidden Sparks Without Walls has offered 89 webinars with over 2,350 participating educators and parents from hundreds of Jewish Schools in 92 cities across 20 US states and 4 Canadian provinces, Chile, Brazil.

55 educators have participated  in our summer Learning Learning Lenses courses.

Over 600 days of coaching provided through Federal Title funding to teachers in NYC schools.

Recognized 5 times by Slingshot for innovation.


82% of teachers use Hidden Sparks lenses to assess the cognitive demands of their lessons, 92% have changed their teaching in some way to address diverse learners. 95% of teachers report using collaborative learning in their lessons. 77% report using Hidden Sparks principles when talking with parents. 82% of respondents stated that they now communicated with their students in a more non-judgmental manner (Center for Educational Technology, Teachers College, Columbia University).

After our course, 95% of participants said that they learned something that could be applied to their challenging students and 89% reported a shift in how they looked at them, and external evaluators assessed that 70% of teachers who worked with a Hidden Sparks coach showed evidence of an increase in instructional approaches or strategies considered or implemented.