Welcome to My Showcase

This showcase brings together eight artifacts from my MAET work that represent the breadth of my growth as an educator, learning designer, coach, and emerging leader. Rather than organizing the collection by course, I have grouped the artifacts according to the skills they demonstrate: purposeful and innovative learning, assessment design, inclusive and accessible learning, and leadership and systems thinking.

Together, these pieces show how my practice has developed from designing meaningful learning experiences for students to creating tools, professional learning, and systems that support teachers and schools. Each artifact highlights a different aspect of my work, while also reflecting the connections between pedagogy, technology, assessment, inclusion, and educational change.

Use the tabs below to explore each category and see the skills demonstrated across the collection.

Learning

Assessment

Inclusive Learning

Leadership

Purposeful and Innovative Learning

Theory of Learning

Read my Theory of Learning

This artifact presents the beliefs and ideas that guide my work as an educator. It brings together multiple perspectives on learning, including curiosity, cognitive development, social meaning-making, cultural context, participation, and psychological safety. I use examples from my own practice to show how these ideas influence the learning environments I design.

In this artifact, I demonstrate my ability to synthesize learning theory, connect research to practice, and articulate a clear pedagogical philosophy. It also reflects my ability to examine my own assumptions and make intentional decisions about teaching, learning, and the role of technology.

Skills demonstrated: Learning theory, pedagogical reasoning, research synthesis, reflective practice

Augmented Reality Learning Experience

Explore the Merge Cube Lesson Materials

This learning experience explores how augmented reality can support meaningful engagement with scientific concepts. Rather than using the Merge Cube as a novelty, I designed the activity around what the technology could make more visible, interactive, and accessible for learners. The lesson reflects the importance of selecting technology that supports clear learning goals and adds value to the experience.

In this artifact, I demonstrate my ability to evaluate an emerging technology, integrate technology purposefully into a lesson, and balance technological innovation with sound pedagogy. The design also shows my ability to apply TPACK when selecting tools and planning learning experiences.

Skills demonstrated: Purposeful technology integration, TPACK, innovative lesson design, pedagogical decision-making

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Assessment Design

Personalized Learning Assessment

Explore Mixtures assessment

This project examines how assessment can be designed to provide learners with greater choice, ownership, and flexibility while still maintaining clear expectations. I explored how students might demonstrate their understanding through different pathways and how assessment structures can respond to learner strengths, needs, and interests.

In this artifact, I demonstrate my ability to design personalized assessments, align student choice with learning goals, and create structures that support learner agency without reducing rigor. It also reflects my ability to reconsider traditional assessment practices and develop more responsive ways of gathering evidence of learning.

Skills demonstrated: Assessment design, personalized learning, learner agency, differentiation, instructional alignment

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Blog Post

Virtual Autopsy Assessment

View The Virtual Autopsy Materials

The Virtual Autopsy Assessment was designed for a senior forensics course and asked students to apply their understanding of cause, manner, and mechanism of death in an authentic digital context. Students engaged with virtual autopsy material, evaluated procedures and evidence, and used their disciplinary knowledge to interpret a case.

In this artifact, I demonstrate my ability to create an authentic assessment, integrate digital tools into disciplinary learning, and design tasks that require students to apply knowledge rather than simply recall information. The project also shows how technology can support experiences that would be difficult to reproduce in a traditional classroom.

Skills demonstrated: Authentic assessment, digital learning, disciplinary application, critical thinking, student engagement

Blog Post

Inclusive and Accessible Learning

Lesson Analyzer

Access the Lesson Analyzer

The Lesson Analyzer is an AI-supported tool designed to help teachers review and adapt existing lessons for a wider range of learners. Teachers provide information about their lesson and learner needs, and the tool identifies strengths, suggests opportunities connected to Universal Design for Learning and differentiation, and supports the teacher in choosing one manageable improvement.

The tool was developed through an iterative design process that included empathy work, prototyping, user testing, feedback, and revision. Its purpose is not to replace teacher judgment, but to make inclusive planning more manageable within the realities of teachers’ limited time.

In this artifact, I demonstrate my ability to apply human-centred design, translate UDL and differentiation into practical support, and develop a purposeful use of artificial intelligence. I also demonstrate my ability to test a prototype, analyze user feedback, and revise a solution in response to teachers’ experiences.

Skills demonstrated: UDL, differentiation, AI integration, human-centred design, prototyping, iterative development

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Read&Write Assisting Technology Role Play

Open Read and Write Materials

This role-play game helps students learn the features of the Read&Write Chrome extension through realistic classroom scenarios. Working in groups, students identify a learning challenge, choose and test an appropriate feature, evaluate how helpful it is, and then rotate roles.

In this artifact, I demonstrate my ability to design an engaging, inclusive learning experience, teach assistive technology through authentic application, and build student confidence and self-advocacy.

Skills demonstrated: Inclusive learning design, purposeful technology integration, collaboration, student agency, self-advocacy.

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Leadership and Systems Thinking

Professional Learning Plan

This year-long professional learning plan presents a sustained approach to teacher growth and school improvement. Rather than relying on isolated workshops, the plan combines shared learning, teacher choice, collaboration, coaching, opportunities for practice, and ongoing reflection. It was designed to respond to teachers at different stages of experience and confidence while maintaining a clear connection to wider school priorities.

In this artifact, I demonstrate my ability to design coherent long-term professional learning, apply principles of adult learning, and connect individual teacher growth with broader organizational change. The plan also highlights my skills in strategic planning, sequencing, anticipating barriers, and evaluating impact over time.

Skills demonstrated: Systems thinking, strategic planning, adult learning, professional learning design, change leadership

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Navigating AI Communication

See communication

This visual communication was designed to update colleagues on the school’s developing thinking about AI and invite them to help shape a clearer, more consistent approach to its use in the classroom. It outlined the challenges, risks, and opportunities associated with AI, shared further reading, introduced tools being considered to provide greater clarity, and offered examples of what responsible classroom use might look like.

The communication then invited staff to join a pilot and share their concerns, hopes, and perspectives. This feedback was intended to help build a more coherent school-wide system for AI use and inform the development of an AI policy grounded in the experiences and needs of the community.

In this artifact, I demonstrate my ability to communicate an emerging issue clearly, engage colleagues in collaborative policy development, and use staff voice to support more consistent school-wide systems and decision-making.

Skills demonstrated: Leadership communication, systems thinking, stakeholder engagement, collaborative inquiry, policy development.

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