I haven't wrapped up June yet, how can I be thinking about August... As the school year comes to a close, I've been reflecting on everything I've accomplished over the past year. One of the final projects on my to-do list is creating an impact report, capturing the work, conversations, and growth from my first year as an Educational Technology and Innovation Coach. Putting that report together got me thinking less about what I'd done this year and more about how I wanted to s

I've been working on my Theory of Learning this term, and it has been interesting to explore my beliefs on learning. What follows is my current Theory of Learning, what learning is and how it happens. Like most things, I hope this will grow and develop further over time. My Theory of Learning Across different educational contexts, it becomes evident that while the content and settings of learning may vary, the underlying processes through which learners make sense of the worl

We often think of learning as something that happens in classrooms - structured, intentional, and assessed - and there is a lot of meaningful learning that happens there, but sometimes learning outside of school connects with students in ways that feel more socially relevant and authentic to them. During a two-week trip to Bali, my students spent their mornings at a local children’s center. Each day, they were placed into small groups with children of different ages, engagin

In late August, as I was beginning my transition into my role as an EdTech coach, our staff attended a training session on IXL Analytics. The facilitators walked us through the dashboards and reports teachers could use to analyze student performance. We were told to open our laptops and log into our accounts, but because it was the first week of school, none of us had student data yet. Instead, we watched the facilitators demonstrate features using sample data. There were no

As our school transitions to a new curriculum, conversations with teachers in my role as an Ed Tech and Innovation Coach have revealed a consistent challenge. Teachers are struggling to differentiate for students’ learning needs while building new lessons and resources for the new curriculum. Through informal conversations, many teachers have shared that they are supporting increasing numbers of students with Individual Learning Plans (ILPs) alongside a wide range of addition

For my CEP 817 course we have been exploring empathy and using the idea of multiple perspectives to try to understand and build empathy. The course is about design, but one of the first is to look at the needs of the users and this requires us to look through an empathy lens. Our assignment was to look at a story from a friend and then consider other perspectives to the story. The following is a story of a staff meeting and The multiple perspective in a staff meeting. Created

Throughout this course, my understanding of creativity has expanded from something intuitive to something intentional, structured, and deeply relational. I’ve always felt creative, but I now recognize the many ways creativity already lives in my practice—through problem-solving, visual design, boundary-pushing, and building learning experiences that invite curiosity. I also see how every learner, teacher or student, expresses creativity differently, and how important it is to

Over the last few months I have been spending some time exploring assessment theory. During this time my understanding of assessment has shifted in meaningful ways. Firstly, I realized that many of concepts around designing engaging tasks, supporting equity, and prioritizing student growth were already present in my teaching. However, this learning journey has given me a deeper and more theoretically grounded sense of what it means to design intentional, authentic, and equita

How can teachers truly see the bigger picture of student learning? In today’s classrooms, relying solely on numerical grades or written feedback often provides an incomplete view. By combining feedback types, teachers can better interpret individual understanding, identify class-wide patterns, and refine assessment design, supporting both student growth and more equitable, data-informed decisions. In an upcoming summative assessment, students will be asked to create a forensi