Professional Learning Development and Facilitation 

Professional Learning that Strengthens Practice 

Professional learning is a passion of mine and central to my work as an instructional coach/leader. I enjoy staying current with educational research and translating it into practical, meaningful approaches that help teachers implement best practices for student success. My approach centers on collaboration, reflection, and opportunities for educators to connect new learning to their classrooms. Whether facilitating a workshop, modeling instruction, or supporting a coaching cycle, I strive to honor teachers’ expertise while encouraging continued growth. I view professional learning not as a single event, but as an ongoing process of learning, application, feedback, and refinement grounded in the needs of teachers and students.

Please note - collaboratively developed professional learning sessions are not shared in full to respect the intellectual property and contributions of participating educators.

Translating School Needs into Collaborative Professional Learning

I developed a schoolwide intervisitation protocol that connected professional learning, student-work analysis, and opportunities for teachers to observe one another’s practice. This session illustrates my ability to identify school needs and translate them into purposeful professional learning with clear pathways to action. By positioning student work as a starting point for examining instruction and peer visits as opportunities for shared learning, I created a structure for educators to learn with and from one another. This work reflects my commitment to collaboration and to designing professional learning that extends beyond a workshop into classroom practice, reflection, and ongoing instructional growth.

Citywide Professional Learning

As the literacy lead for this session, outcomes were achieved through a research-based approach that centered on the implementation of evidence-driven literacy practices, data-informed decision making, and ongoing, collaborative professional learning cycles; by leveraging current literacy research and aligning instructional strategies with best practices, I facilitated targeted support and reflective dialogue among educators, resulting in sustained improvement in both teacher efficacy and student achievement.

CTLE Professional Learning

As the co-lead facilitator for this session, I collaborated with my team to deliver a focused, research-based professional learning experience, and after a reflective review of participant feedback and learning outcomes, we made the strategic decision to expand the initiative into a two-part series. The next session will provide a deeper, hands-on exploration of the HMH curriculum, allowing for extended support of teacher practice and curriculum implementation, directly demonstrating both adaptive leadership and a commitment to continuous instructional improvement.

Science of Reading Professional Learning 

This professional learning session on fluency was intentionally designed to align with the science of reading, emphasizing fluency as a critical pillar of reading development alongside phonemic awareness, phonics, vocabulary, and comprehension; through explicit instruction, repeated and modeled reading, and systematic progress monitoring, educators deepened their understanding of fluency components—accuracy, rate, and expression—and learned strategies to build automaticity and prosody, enabling students to read confidently and understand text meaning while using evidence-based practices to drive measurable growth in reading achievement.​

Collaborative Professional Learning: Universal Design for Learning

This artifact highlights a professional learning session on Universal Design for Learning (UDL) that I facilitated in collaboration with an Assistant Principal. The session reflects my commitment to partnering with school leaders to support inclusive, responsive instructional planning.

Through this collaboration, I emphasized accessibility as an intentional part of lesson design rather than an afterthought. This work represents my approach to professional learning: connecting instructional ideas to classroom practice, encouraging teacher reflection, and building shared responsibility for creating meaningful learning opportunities for every student.