About Gretchen Nordleaf-Nelson

I am an educator, mentor, and academic coach with more than three decades of experience working with secondary students in rigorous, creative, and inquiry-driven learning environments. My professional background is deeply rooted in the International Baccalaureate, where I have served as a teacher, coordinator, and a currentexaminer, supporting students across disciplines and stages of their development.

My Professional Perspective

Over the course of my career, I have taught language and literature, theatre, and interdisciplinary humanities courses; guided students through major projects and assessments; and worked closely with families navigating the complexities of secondary education and postsecondary planning.

This experience has given me a clear understanding of how academic programs function from the inside: how expectations are communicated, how student work is evaluated, and how growth unfolds over time. It has also shaped my commitment to ethical practice, transparency, and student voice—values that guide every aspect of my work with students and families.

While my expertise is grounded in the IB framework, the skills I emphasize—critical thinking, strong writing, reflection, and purposeful planning—are transferable across academic pathways. I work with students in IB, honors, AP, independent, and project-based programs who are seeking thoughtful guidance rather than formulaic answers.

A Parent’s Perspective

In addition to my professional work, I am also the parent of four children—each with distinct interests, strengths, and learning styles. Supporting them through their own college journeys deepened my understanding of how personal, complex, and emotional this process can be for families.

Experiencing college admissions from the family side reinforced what I have long known as an educator: there is no single “right” path. Students thrive when expectations are realistic, when comparison is minimized, and when decisions are grounded in fit rather than fear.

This perspective informs how I work with both students and parents—with patience, clarity, and respect for the many variables that shape each student’s journey.

How I Work With Students

I approach academic coaching and college guidance as an educational process, not a transaction. My role is to help students:

  • Develop confidence in their own thinking and voice
  • Build the skills needed to manage complex academic demands
  • Reflect meaningfully on their experiences and goals
  • Navigate high school and college planning with intention rather than urgency

I do not write or “fix” student work, nor do I offer shortcuts that compromise authenticity or integrity. Instead, I focus on teaching students how to think, plan, and communicate effectively—skills that serve them well beyond any single application cycle.

What Families Can Expect

Families who work with me can expect:

  • Individualized, student-centered guidance
  • Clear communication and ethical boundaries
  • A calm, grounded approach to decision-making
  • Respect for student well-being and long-term growth

I work with a limited number of students at a time in order to provide thoughtful, responsive support and to ensure that each student receives the care and attention they deserve.

Education & Professional Preparation

  • Master of Fine Arts (MFA), Theatre — University of Michigan, Ann Arbor

  • Bachelor of Arts (BA), Education, English, and Theatre — Western Washington University

  • *Graduate-level training in International Baccalaureate curriculum, assessment, and pedagogy

My formal education in writing, performance, and critical analysis, combined with graduate-level preparation in IB curriculum and assessment, underpins my work with students across disciplines. This academic training, together with decades of classroom teaching, program leadership, and assessment experience, informs my reflective, student-centered approach to academic coaching and college guidance.

An Invitation

Choosing academic or college guidance is an act of trust. I invite families who are seeking a reflective, ethical, and student-centered approach to reach out for an initial conversation to explore whether working together is the right fit.