Looking back, I made meaningful progress toward each goal, although some became more prominent as my role evolved.

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My goal around technology integration was to learn how to use technology in ways that enriched learning rather than simply substituting for traditional tasks. That goal has remained largely unchanged. Throughout the program, I continued to design learning experiences that used technology to help students interact with complex ideas, including projects involving Tinkercad-designed organisms and virtual forensic autopsies. More importantly, I shifted from a focus on delivering content to designing learning experiences.

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I also wanted to explore creativity in teaching and learning. While I have always viewed creativity as essential to science, the program helped me understand how creativity can be nurtured. Courses such as Creativity in Teaching and Learning and Learning Technology Through Design introduced strategies and thinking routines that I continue to use when I feel stuck or when I want to help learners generate new ideas and perspectives.

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My greatest growth occurred in developing skills that connect my passion for teaching and instructional coaching. Entering the program, I viewed coaching primarily as helping teachers integrate technology into their lessons. Through coursework and projects, I developed a broader understanding of coaching as a way to support change, problem-solving, and professional growth. As the program progressed, many of my artifacts shifted from classroom applications toward school-wide challenges, allowing me to explore how technology can support both teaching and organizational goals.

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The program also challenged me academically. The Psychology of Learning course was particularly influential because it pushed me to think deeply about how I define learning. Developing my own theory of learning required me to examine assumptions I had held for years and influenced how I think about both teaching and coaching.

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While my goals themselves did not fundamentally change, the context in which I pursued them did. My transition into instructional coaching broadened my focus from technology integration in my own science classroom to technology integration across an entire school. The biggest takeaway from the program has been the value of design thinking and iterative problem-solving. Whether designing learning experiences or supporting teachers through change, the program reinforced the importance of gathering perspectives, exploring multiple solutions, testing ideas, and refining them over time. In many ways, that design cycle reflects my own learning journey throughout the program.