Hello and Welcome!
For over a decade, I have dedicated myself to the craft of instructional design—leading the creation and evaluation of professional development systems for leaders and educators alike. I am a relational learner at heart, driven by a passion for developing learning content that does more than just inform; it ignites growth and joy. I find my true purpose in the architecture of learning, creating innovative solutions that build sustainable capacity within individuals and the organizations they lead.
Featured Projects
Project Overview
Needs Analysis: The LTISD Instructional Coaching Team identified a need to present a Boosting Morale presentation to cultivate positive school culture district-wide. Goal: This presentation was a training that five other instructional coaches and I created and led during a Curriculum & Instruction Professional Learning Community (PLC session) at the district office. The goals of this presentation were to help learners identify how to foster a positive school culture at each campus at LTISD. Client: Lake Travis ISD Curriculum & Instruction personnel and District K-12 Instructional Coaches Design: We used research from multiple sources on school culture, professional growth, and teacher retention to create mini info sessions followed by a lightning round with an interactive activity or fireside chat for each topic covered in a rotation format. We created a storyboard skeleton as well as a culminating Q&A session for follow up. Develop: We changed the format from TedTalk style to interactive style to add more personalization and action-plan creation as well as the Q&A session for differentiated support. Implement: I co-led this training in the Spring of 2025 during a Curriculum & Instruction/Instructional Coach PLC meeting. Evaluate: After receiving survey results, teachers stated that they had a clear understanding of specific actions they wanted to take at their own campuses, and stated that they felt their learning would directly impact school culture. Many PLC rooms and awards were created on the back of this learning session that positively impacted school culture during the 2025-2026 school year.
Project Overview
Project Overview
Needs Analysis: Through qualitative feedback from teachers and administration, I determined a need for a second iteration of the PLC Playbook I designed in '24-'25. This iteration included even more resources and protocols, moving the playbook from Google Slides to a Google Doc for ease of agenda creation and storage by each team. I redesigned the the format and overall design to also look more professional and less like a power point. Goal: The goal of this redesign was to improve usability for teachers. Client: Lake Travis ISD teachers, administration, and Instructional Coaches. Design: The switch from Google Slides to Google Docs was made and new branding, font, colors, and layout was chosen. Develop: After teacher feedback that a limit of pages was hit in docs, I streamlined the agendas into categories based on different grade preferences to eliminate this barrier. Implement: This playbook was duplicated for other campuses within LTISD and introduced in a graduate course at the University of Mary-Hardin Baylor.
Needs Analysis: Multiple campuses in LTISD identified a need for a quick job aid to point them to a Scaffolded Instruction Guide for differentiated small group instruction in Math within our district resource. Goal: I created this Screencastify presentation with embedded video and audio to serve as a quick training that I sent to all K-5 teachers at all seven LTISD elementary campuses. Design: I researched the online resource for a guide to support teachers with differentiated instruction that could be used immediately after the video was viewed. Develop: I recorded three iterations for a more thorough description and examples of use for effective differentiated support. Implement: I emailed all K-5 teachers at multiple campuses this job aid for immediate use. Evaluate: I received instructor feedback that the job aid was quick and made small group implementation simple and straightforward.
Project Overview
Project Overview
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.
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.
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.
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