Across more than twenty years in education, design has been the consistent through-line of my work. I’ve served as a classroom teacher, instructional coach, school leader, district program designer, and consultant, with a sustained focus on understanding complex learning problems and determining what to design in response.
That work has included curriculum, assessments, rubrics, professional-learning experiences, implementation frameworks, staff handbooks, and decision tools. The scope has varied, but the core design challenge has remained consistent.
My practice stays close to both the material and the people who will use what I design—analyzing student work, studying source materials, mapping sequences, prototyping experiences, and working with teams to identify what is and is not effective. A recurring part of my work is translating tacit expertise into structures that can be taught, implemented, tested, and improved.
My work also includes setting design direction, providing substantive feedback, and serving as a thought partner to designers and educators. I stay meaningfully engaged in the substance of the work while helping others strengthen it.
Most recently, I returned to classroom practice and spent a year using generative AI across the instructional cycle. The experience reinforced a core principle of my work: technology can accelerate production, but effective design still depends on clear goals, strong content knowledge, evidence from learners, and professional judgment.