What began as a place to store assignments has grown into a digital narrative of my journey, one rooted in vulnerability, intentional learning, and a genuine belief in the power of growth. My updated Bio now shares not just what I do but why I do it, grounded in my learning philosophy shaped by COVA, CSLE, and my own shift from a fixed mindset to a flourishing one. Through challenges, revisions, and moments of doubt, I’ve learned to see obstacles as opportunities. This mindset guided every project, every reflection, and every design choice I made throughout the program.
My Main Interests section highlights my passion for early childhood instruction, teacher empowerment, and digital equity on my campus. My journey wasn’t just about learning new tools; it was about learning how to help teachers grow, advocate for meaningful professional learning, and ensure that even our youngest learners have access to authentic digital experiences.
 I share how genuinely embracing choice, ownership, voice, and authentic learning reshaped my identity as a learner and a leader. These principles helped me find my voice, trust my ideas, and design learning the way I wish I had experienced it as a teacher, deep, engaging, meaningful, and connected to real problems in our classrooms.
My Innovation Plan, Dalton Tech-Savvy Tots, sits at the heart of my Projects section. It showcases my work in integrating the 4DX framework, where I learned how to set a WIG, create actionable lead measures, and track progress with purpose. It also reflects the influence of the Influencer Model, which helped me identify the vital behaviors my teachers needed to understand, motivation, ability, and design supports across personal, social, and structural levels. These leadership frameworks didn’t just strengthen my project, they made me a stronger instructional coach.
My planning is now more intentional because of Fink’s 3-Column Table and Understanding by Design, both of which guided how I align outcomes, assessments, and learning experiences. These tools helped me think beyond activities and focus on what truly matters: what learners should understand, what they should be able to do, and how I will know they’ve grown. I now design PD, cluster meetings, coaching cycles, and classroom supports with backward design and deeper learning at the core.
I added a full section for My Learning Community, the people who pushed me, supported me, and believed in me even when I doubted myself. This includes my ADL peers, who became a second family; colleagues on my campus who tested out ideas with me; and the professors who encouraged me to lean into discomfort and embrace my voice.
To keep my ePortfolio both functional and reflective, I organized it into clear Categories, Archives, and a Search feature, so anyone can easily navigate my coursework across all eight ADL courses. My Links and Contact sections make it easy for visitors, collaborators, and future leaders to connect with me and follow both my educational work and community efforts, such as Gloves for Tess. My Reading List highlights the authors, books, research, and mindsets that shaped my thinking—Dweck, Fink, Wiggins & McTighe, Grenny & the Influencer team, and the many educational voices that inspired this journey.
Altogether, these components form a cohesive, living portfolio that tells the full story of my transformation—from a coach seeking tools to a leader designing meaningful professional learning, building systems of support, and inspiring digital confidence in teachers and students. My ePortfolio now represents not only where I’ve been but where I’m going, and I leave this program with clarity, purpose, and a belief that I’m more than ready for what comes next.

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Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. Lexington, KY: CreateSpace.