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TEACHING TEACHERS: A NEW KIND OF CLASSROOM

Hi! I’m a middle school science teacher, mom of two, and lifelong learner currently working in South Carolina. I teach 8th grade science and serve as the 6–8 Science Department Chair at my school. After moving here from Texas, I quickly realized just how different educational systems and their designs can be. So why the heck am I here?

My Experience:

I'm glad you asked. Over my 8 years of teaching, I’ve discovered that I don’t just love teaching students; I love teaching teachers. Whether it's adapting curriculum, leading content planning, or supporting new educators, I find energy and purpose in helping others grow professionally. 

During COVID, I became the virtual science teacher for 5th and 6th grade in Texas, and had to completely redesign state-tested curriculum for online learning. This is an example of how I have already used an iterative process. Teaching during COVID was a crash course in rapid design, reflection, and revision. I was tasked with adapting an entire 5th grade curriculum to an online format, all while preparing students for a high-stakes state exam. Mid-year, I had to shift again, this time taking on both 5th and 6th grade virtual science with no prior experience teaching 6th grade content. 

This process wasn’t linear. It was messy. It was iterative!

Each lesson I designed had to be tested live, in real time. I gathered feedback from students (and parents!), tracked their engagement, adjusted tools and resources, and pacing. Some worked better than expected. Some things failed. Well a lot of things failed at first. But every week, I was redesigning, rethinking, rephrasing, and repeating all in response to what I observed and learned. My goal wasn’t just to "cover content," but to make learning feel real, even when the world wasn’t.


 (virtual student creating a density tower)


Choosing to teach science was a happy accident. Science is inquiry-based by nature, and during this time, I had to become an inquirer too by asking, testing, adjusting, and evolving with every unit. That mindset has stuck with me. It’s what continues to drive my approach to learning design today.

Here is what they won't tell you.

The following year, I became the go-to person for supporting teachers adapting to new digital platforms, troubleshooting challenges, and sharing best practices. This unofficial responsibility deepened my understanding of how essential thoughtful design and ongoing support are to successful virtual instruction.

Looking back (even though I complained a lot) that chaotic and unpredictable time became one of the most impactful periods of my professional growth. It showed me that effective instruction requires intentionality, reflection, and a willingness to evolve. I now approach learning design with that same mindset.

More recently, I've been supporting international teachers in their first year teaching U.S. science standards. This includes helping them with lesson design, lab planning, and even classroom management strategies. You name it, I've done it. Supporting these teachers sharpened my skills in learner analysis, a critical step in the learning design process. I quickly realized (again) that effective instructional design isn’t just about content delivery. It is  also about empathy, flexibility, and meeting learners where they are. I learned how to communicate clearly, scaffold information effectively, and adapt strategies to fit different needs. These are the very skills that make learning experiences inclusive and engaging. Through this leadership role, I became even more aware of diverse adult learner needs, which has, in turn, influenced how I will approach designing educational experiences that are not only effective but empowering.

My Philosophy:

My approach to instructional design coaching will be based around empathy, collaboration, and practicality. I have experienced the challenges of adapting curriculum for virtual learning during the pandemic and supporting teachers new to the U.S. education system. I understand the importance of meeting educators where they are.  Listening, understanding diverse teaching styles, and aligning learning goals with real classroom needs are essential. I believe that effective coaching is about empowering teachers to acknowledge their strengths while providing meaningful, actionable strategies that fit their individual classrooms.

My Goals:

Short-Term Goal (By the end of LDT 502):

I want to confidently apply foundational learning design principles to create at least one fully developed, standards-aligned instructional resource. This includes aligning goals, writing measurable objectives, and designing outcomes that reflect both the content and the needs of learners. I hope to leave this course with not just knowledge, but something tangible I can use to support both my students and fellow educators. I will begin adapting my lesson plans for next year the last week of June.

Potential Collaborators: in-district teachers, out-of-district teachers

Medium-Term Goal (By the midpoint of the LDT program):

By the program's midpoint (Spring 2026), I aim to lead a professional development session at my school or district level. This ideally would be after intercession. I want to move beyond participation and into leadership; facilitating sessions that offer practical, relevant strategies for today’s classrooms. I also want to begin collaborating more formally with instructional coaches to co-create resources and refine my facilitation skills. As Leslie Odom Jr. famously said "I want to be in the room where it happens!"

Potential Mentors: current instructional coach, previous PD providers

Long-Term Goal (By the end of the LDT program):

My long-term goal is to step out of the classroom and into an official instructional coaching (school-level) or curriculum design role (district-level), where I can help teachers thrive. I want to use the tools, strategies, and mindset developed through this program to advocate for and design instructional practices that are engaging, empathetic, and empowering. I see myself designing instruction in the Fall on 2026.

Potential Mentors: district coordinator, campus administration

This blog will document my journey through LDT 502 and beyond including what I’m learning, building, and reflecting on as I grow into this new chapter.

Thanks for following along!


AI Attribution:
This blog was assisted by ChatGPT, which helped suggest and organize ideas. I reviewed, verified, and expanded the AI content to ensure accuracy and align it with my experience.


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