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ABOUT US

Decades of research tell us how learning works. Most schools have yet to 
put it to use. 

Efficacy Lab Consulting exists to close that gap. We help independent schools and educational organizations turn what the science of learning already knows into professional practice that holds.

OUR STORY

The missing variable was rarely effort.

We did not start Efficacy Lab Consulting in a boardroom. We started it from classrooms, coaching and mentoring sessions, and a question that would not leave us alone. 

We kept watching the same thing happen. Schools were pouring time and money into professional development. Teachers were giving everything they had. And still, very little moved for students. 

What we came to believe is that the missing piece was rarely effort or information. It was efficacy: a teacher's belief in their own ability to reach a student, and whether the school around them made that belief possible. It is one of the strongest predictors of good teaching we have, and almost no improvement plans name it. 

For Caroline and Ashleigh, it became impossible to ignore the year that several teachers left at once. They watched the cost land exactly where it always does, on the students they left behind.

The most direct way to help the students, we came to believe, is to take care of the people who teach them. 

So we built ELC to put teachers at the center. When teachers are supported and trust their own capacity, students are the ones who benefit. 

OUR FRAMEWORK

The Faculty Growth and Efficacy Model

Our work is grounded in a framework Dr. Miller developed through doctoral research at Johns Hopkins University. It locates teacher growth where the three domains meet. Lasting change happens in the overlap. 

THE CO-FOUNDERS

Two practitioners who built this from inside schools.

Caroline Miller, Ed.D.

CO-FOUNDER

Caroline has spent her career as a learning specialist and learning services leader in independent schools, working alongside teachers rather than above them. She holds a doctorate in Mind, Brain, Teaching from Johns Hopkins University, where her research produced the Faculty Growth and Efficacy Model. 

Her work sits where educational neuroscience, self-regulated learning, and teacher efficacy meet, and she speaks nationally on using brain science to support faculty growth. At ELC, she leads engagements, designs professional learning, and build the frameworks behind the firm's work. 

Ashleigh Hadley, M.Ed. 

CO-FOUNDER

Ashleigh entered the field of education with a pre-med background and passion to teach the sciences, eventually adding her expertise as a learning specialist. She holds a Master of Education in Integrative Learning from Stevenson University, a B.S in Biology from Loyola University, Maryland, and a Neuroscience Coach Certification from Naturalistico. Her work as a learning specialist, faculty academic mentor, and curriculum designer spans classrooms, research settings, and nonprofit program development. 

At ELC, she partners with schools ready to move past one-size-fits-all professional development and build learning environments grounded in how learning works. 

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