Hello and Welcome!
I have been creating, leading, delivering, and evaluating professional development learning content, materials, and systems for educators and educational leaders at the campus and district level for 12 years.
An impassioned educator and learner who is relational, results-driven, and solutions-oriented, I feel utterly ablaze when developing engaging and effective content, assessments, and systems to capacity-build within individuals, teams, and leaders.
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Projects
Project Overview
Needs Analysis: The Lake Travis ISD Curriculum & Instruction Department identified principal and teacher requests for training on how to use the Boost Reading Texas instructional technology resource to aid in student reading growth. Goal: This presentation was a training that myself and another instructional coach led during multiple sessions at our Lake Travis ISD Back to School District Professional Development. The goals of this presentation were to help learners identify how to access Boost Reading Texas, analyze the components of Boost Reading Texas for all K-5 students, and determine how it will support students’ reading growth. Client: Lake Travis ISD K-5 Elementary Teachers Design: Another coach and I used information gained from instructional coach trainings, the Boost Reading Texas website, and the teacher and student facing portals to illustrate what the resource is, how to access it, how students and teachers can use it, and offer a Q&A section for items such as suggested integration into their schedule and how often students ought to log on weekly. We created a storyboard skeleton for approval and embedded time to model and practice logging on, finding and using the resource components, independent exploration and planning time, and a culminating Q&A session. Develop: We added the “2 Things You Can Do to Get the School Year Started” slide so that teachers had an automatic implementation plan. After receiving teacher feedback, we also decided to pull up the site as well to demo where to go as a teacher and as a student so that they could follow along on their chromebooks in real-time prior to the independent exploration slide. Implement: I co-led this training in August of 2024 at the Lake Travis ISD Back to School District Professional Development week. Evaluate: After receiving survey results, teachers stated that they had a clear understanding of how to use the resource, when they planned to implement it into their weekly station rotations to meet their goal usage, how they and students could access and use the data, and stated that they felt it would overall support reading growth.
Project Overview
Needs Analysis: This presentation was a project I completed during my masters program in my Education Policy in Practice class. The assignment was to create and develop a policy outline and implementation schedule based on a revealed need for an overarching policy that would greatly impact our PK-8th grade school. After speaking with the Principal and the campus leadership team, it was identified through documentation that behaviors from students with learning differences and student populations that have been historically marginalized comprised the majority of office behavior referrals. Additionally, libraries contained limited literature featuring historically marginalized student populations. Several of these student populations also consistently scored lower on standardized assessments. I paired demographic research on our student body, faculty, and staff, and qualitative research via parent feedback with quantitative data on behavior and the lack of culturally-relevant curricular resources. This research revealed a need for anti-bias training to build a more equitable school experience for all students as well as address over-identification of office visits by certain student populations. Goal: Outline a timeline for implementation of anti-bias training for the school. Client: Instructional Leadership at the Diocesan and school levels followed by teachers when the initiative has been approved. Design: I developed a storyboard skeleton featuring demographic data, detailed the need, and created a timeline that would be feasible given my Principal’s feedback. I then used Canva to create a slidedeck and recorded my voice presenting the content and the proposal of the new policy. Develop: After feedback from my grad school peers and the student support specialist at the school, I shortened and abbreviated the data slides and paired down the presentation to be more concise so that the presentation would finish under five minutes. Implement: My voiceover served as the presentation to my professor. Evaluate: Since I was not able to enact this policy at my school, I wasn’t able to evaluate its impact on our faculty and students, but it did result in my receiving approval for writing a grant to fund a culturally-relevant library, which I won and was able to bring to the school as a result.
Project Overview
Needs Analysis: The Curriculum & Instruction Department at Lake Travis ISD identified a need for a district-offered Paraprofessional Training Institute granting Title I: Highly Qualified status to participants. I was selected to create and lead this 2-day training institute with another instructional coach twice yearly for qualifying paraprofessionals. Goal: To deliver training granting paraprofessionals Title I: Highly Qualified Paraprofessional status after attending our two-day training and successfully pass the Title I: Highly Qualified Paraprofessional Test. Client: Paraprofessional staff members throughout the school district Design: Myself and my instructional coach colleague attended a three day Paraprofessional Training by our local LEA qualifying us as Trainers. We then partnered with Region 13 to create our district-provided two day institute. My colleague and I created a storyboard for day one and day two presentations, ensuring we met the requirements of our LEA, Region 13. We then designed our slide decks on Google Slides. Develop: After revising and editing our presentation after LEA and district discussions, our training institute received approval by our LEA and district. We then edited the test from our LEA with permission granted to reflect our modules, created a Google Classroom for paraprofessionals to access learning aids and take their tests. We then obtained ancillary learning materials ahead of time from our LEA. Implement: My colleague and I gave the training in February of 2025. Evaluate: All paraprofessional attendees of our institute passed their tests, earning their Title I: Highly Qualified statuses. We sent a survey having attendees rate their experience at our institute and used the feedback to inform our next institute. Two months later, we created and sent out a more comprehensive district wide survey to all inclusion teachers who work with a paraprofessional and all paraprofessionals who work with a teacher to ascertain their working relationships and effectiveness of provided services to further evaluate our institute.
Project Overview
Needs Analysis: After examining the previous year’s STAAR test scores in grades 3-5, the data demonstrated a need to focus on effectively teaching writing, and in particular, explicitly teach a method that would improve extended constructed response item scores across the district. Goal: To improve extended constructed responses in 3rd-5th grade as well as improve elementary writing in general in grades PK-12. Client: All PK-5 teachers Design: Our instructional coaching team researched STAAR rubrics and writing methods that when implemented, resulted in high item scores. Additionally, we spoke to teachers, coaches, authors, and other district personnel who specialized in teaching writing. We then designed a story board prior to creating our slide deck and writing activity to be presented to all PK-5 teachers in the district. Develop: Our instructional coaching team designed our slide deck in Canva and created a writing activity. We then solicited feedback from our curriculum and instruction department as well as published authors and received approval and changed the activity. Implement: I presented this training to the campus where I am placed as an instructional coach. Evaluate: A survey was sent out to solicit feedback from PK-5 teachers. As a result, I created a follow-up presentation that further clarified parts of the method and gave a lesson example for implementation, based on teacher feedback. I then designed and implemented a walkthrough schedule to further evaluate instruction and determine if individual coaching cycles were needed on teaching this method.
Project Overview
Needs Analysis: After survey feedback indicated that 3rd-5th grade teachers desired more clarification and examples on how to teach components of the TDEC method, I decided to design and present a follow-up presentation to the 3rd-5th grade teachers who made the request. Goal: 3rd-5th grade teachers will have a clear understanding of how to teach all components of the TDEC method and walk away with a lesson example they can immediately implement in their classrooms. Further, STAAR extended constructed response item scores will increase as a result of this training. Client: 3rd-5th grade teachers Design: I used teacher and campus admin feedback to create a storyboard and notes further detailing the background and context around the use of the TDEC method and drilled down explicitly on the components of the method, adding sentence stems and student-friendly examples. Develop: I added a detailed lesson example that could be implemented in 3rd-5th classrooms. Implement: I will present this training during the next writing professional development session. Evaluate: This training will be evaluated through a teacher survey and observation of 3rd-5th teachers teaching the method.
Project Overview
Needs Analysis: The Curriculum & Instruction Department determined a need for Tier 1 Best Practices to be a pertinent session that should be offered to new PK-5th grade teachers at new teacher inservice. Goal: PK-5th grade teachers will walk away with a solid understanding of which students are included in Tier I and strategies to use for Tier I instruction. Client: PK-5th grade new teachers Design: My instructional coach colleague and I designed the Tier I instruction slide deck with Google Slides using videos of teaching examples and our district-developed Tier I document detailing the components of effective Tier I instruction. Develop: I asked other instructional coaches for feedback, and after we spoke with other curriculum and instruction colleagues, we updated the Tier I document to reflect the latest best practices and changes. We then added strategies to the presentation that teachers could use with their students in the classroom. Implement: My colleague and I co-presented this presentation at our district’s new teacher summer inservice. Evaluate: A survey was sent out to new teachers whose feedback reflected that it helped them understand who falls into Tier I and what Tier I instruction looks like in the classroom. After reviewing data from observation and coaching cycles in the following months, I determined that we should add sections to the presentation on questioning and lesson alignment.
Project Overview
Needs Analysis: After our district created common formative assessments to be given three times a year, the PK-12 Instructional Coaches determined the need for teachers, coaches, and school admin to conduct data dives and response plans. The PK-12 instructional coaching team then co-created data-analysis and response presentations for elementary, middle, and high school teachers. Goal: PK-12 teachers will analyze their district common assessment data and create a response plan to implement in their upcoming units. Client: PK-12 teachers Design: The PK-12 instructional coach team met and storyboarded outlines for three presentations: elementary, middle, and high school. We outlined slides on data analysis, on reponses, and then allotted virtual district time to share strategies for teaching the content in different ways. Develop: We decided to add ancillary documents for teachers to complete for how and when they would reteach, review, and spiraling practiced. Implement: I led the presentation, data dive, and response workshop for the campus that I serve. Evaluate: Teachers filled out a survey sent out by the Curriculum & Instruction department to solicit teacher feedback. Further evaluation is needed in the field through observation of reteach and review lessons followed by tracking of standard mastery on future assessments.
Project Overview
Needs Analysis: Qualitative feedback from conversations with teachers paired with observation data from professional learning community (PLC) meetings demonstrated the need for a “one stop shop” job aid for PLC documents, meeting agendas, team norms, and other pertinent materials that teachers need during their PLC meetings. It became our campus’ 2025 PLC Playbook. Goal: Create a “one stop shop” digital job aid that teachers can use at their PLC meetings. Client: PK-5th grade teachers Design: I storyboarded an outline in Canva that included the rationale for PLCs that aligned with campus improvement goals, district and campus norms, assessment and PLC calendars for planning purposes, and a document to house all agendas and student populations of focus aligned with team goals (HALOS). Develop: After receiving feedback from my campus’ administrative team, I added links to each team’s lesson drives so they could easily pull from vertical team lessons to align teaching strategies and plans as well as a resource page containing PLC guiding documents, development, and meeting protocols. Implement: I presented this slidedeck to each grade level team so I could address each team’s unique situations and capacity-build around ownership of the playbook. Evaluate: After each grade level meeting, I searched for and added additional resources requested by individual teams. I have observed that the teams have used the playbook each meeting and that it is a useful tool to guide their discussions. The playbook received accolades from the Assistant Superintendent, who asked our campus to guide other principals through training their teams in PLC best practices. Additionally, the organization of the playbook helps teams move through the meeting quickly, strategically, and helps refocus on specific student populations during each meeting. This has resulted in a negative gap in performance between the HALO population and the general student population on the most recent district common assessments.
Project Overview
Needs Analysis: As the instructional coach at my campus, I was asked to report data on instructional initiatives and progress to the superintendent, executive leadership, and curriculum and instruction representatives. Goal: Report glows and grows on current instructional initiatives such as the PLC process, writing focii in PreK-5th grades, and walkthrough trends. Client: District superintendent, executive leadership, and curriculum and instruction representatives Design: I storyboarded the instructional slides in Canva with a PreK Instructional Coach to highlight our current curriculum and instruction initiatives I led at the campus. Develop: I asked my administrative team for feedback and received approval. I then co-desinged the student achievement slides with another member of the campus administrative team. Implement: I presented my Curriculum & Instruction slides to the superintendent, executive leadership, and curriculum and instruction representatives during our Campus Performance Review meeting. Evaluate: I received positive feedback from the Assistant Superintendent of Curriculum & Instruction for having such an impact on Curriculum and instruction at the campus where I serve and on the district as a whole, as it was noted that there was a negative gap between economically disadvantaged students (HALOS) and our general student population. The connection was made to the emphasis on continual focus and tracking of HALOS progress through the playbook and how that constant focus raised scores substantially on our common formative assessments.