ESC Region 11 · LIFT Campus Coach Candidate
I don't just coach individuals — I design structures that make great instruction scalable, sustainable, and visible across an entire campus.
Why this role
When my campus adopted Carnegie Learning, I watched implementation break down in real time — not because teachers didn't care, but because they lacked the structures to make it work. I didn't wait for someone to fix it. I built systems that filled the gap.
That experience — understanding exactly where and why HQIM implementation fractures — is the foundation of how I would coach campuses as a LIFT Campus Coach. I bring both the empathy of someone who has struggled with it, and the systems-thinking to architect solutions that actually hold.
Anchor story · The data tool
Teachers across my PLC were coming back from assessments with one number per student — a grade — and no actionable path forward. So I built one.
Eduphoria gives generic data. Students get a score in Skyward, often curved, that tells them nothing about their actual mastery level or where their gaps are. Teachers had no scalable way to break down each student's individual TEKS performance across an entire grade level.
A Google Apps Script that ingests raw assessment data and generates a one-line personalized summary for every student: their current performance level, how close they are to the next one, and the three most-answered-correctly TEKs they missed — the easiest wins available to them right now.
The tool runs across an entire grade level in seconds. Teachers no longer spend 30–40 minutes decoding spreadsheets — they walk away with a clear, actionable picture of every student.
A live demo using AI-generated sample data is available upon request, with all student privacy protected.
HQIM experience
This year my campus used Carnegie Learning for 6th grade advanced math. Within six weeks, my PLC had shifted away from it. I can name exactly why — and that insight is what makes me effective as a LIFT coach.
When I contacted Carnegie Learning directly for support, the response was generic: "this should fit your situation." It didn't address our actual barriers. A LIFT coach who doesn't diagnose before prescribing creates the same experience. I know what unhelpful coaching feels like — and I won't deliver it.
Other grade levels at my campus used Bluebonnet Learning materials, giving me direct exposure to OER implementation alongside HQIM — both sides of the Region 11 PICS team's current work.
Program building at scale
A LIFT coach works across campuses and districts — which requires the ability to think in systems, not just classrooms. Here's the track record.
Both programs required the same skills a LIFT coach uses every day: identifying what's not working, designing structures to fix it, building buy-in with stakeholders, and sustaining growth over time.
Professional development & regional work
Before holding the title, I'm already leading professional development at the regional and district level — including an upcoming session at Region 11 itself.
Leading a regional professional development session on advanced data analysis for educators. Attendees include district and campus instructional leaders across Region 11.
District-level training on using data more effectively to drive instructional decisions — focused on turning assessment results into personalized teacher and student action plans.
Led professional development for campus teachers on leveraging AI tools and building custom Google Sheets formulas — practical, immediately applicable skills for daily instructional work.
Attended the Texas Computer Education Association conference two consecutive years — staying current on ed-tech, AI integration, and instructional innovation.
Actively exploring and applying AI tools — including Gemini Gems and custom scripting — to reduce teacher prep burden and increase instructional quality.
Coaching philosophy
Before I build anything, I listen. I sit with campus leaders, observe classrooms, and talk with teachers about where they're feeling stuck. Effective coaching starts with a real diagnosis — not a generic solution dropped from above.
Once I understand the specific gap — whether it's HQIM fidelity, lesson internalization, data use, or teacher confidence — I design targeted support structures that are scalable. Tools, frameworks, and coaching cycles that don't require a coach to be present every moment to work.
My edge: I can translate what I see in a coaching conversation into a system that serves not just one teacher, but an entire grade level, campus, or district.