As a learning experience designer, my Vision for Learning Design is rooted in a single, decisive shift: moving adult learning from passive compliance to adaptive mastery. Nowhere is this more urgent than in K-12 education, where professional development (PD) too often feels like an obligation rather than a career-enhancing opportunity.
My vision was to create an ecosystem where teacher growth is personalized, rigorous, and directly rewarded through a financial incentive structure.
Scope and Project Management
To turn this concept into reality, I utilized Agile project management methodologies to define the Adaptive Growth Platform.
I narrowed the focus to a 6-month pilot program targeting a specific cohort of 30 teachers. Leading this initiative required balancing strict constraints, including existing IT infrastructure and union bargaining agreements, while managing a cross-functional team of SMEs and administrators.
- Project Scope Statement: Read the detailed breakdown of the timeline, budget, and deliverables that guided this initiative.
Designing for Adaptation
With the scope defined, I began to develop the core learning experience. Rather than waiting for the platform to be fully built, I adopted an agile “content-first” strategy to validate the approach immediately.
I created 25-Minute Tech Sprints covering four distinct technologies. While these were designed to be high-impact, in-person sessions, they serve as the blueprint for the future Adaptive Growth Platform. By creating and testing this content in a live environment first, I ensured the instructional strategies were effective for busy schedules and ready to be seamlessly adapted into a digital, self-paced feedback loop.
- Choice-Based Tech Stations Google Drive: This folder contains slides, scripts, and an overview plan for these rapid-fire PD sessions, created for immediate real-world use and future platform integration.
Evaluation
My evaluation plan is based on the strategy outlined in the Learning-Transfer Evaluation Model (LTEM) and the AEA Guiding Principles. It looks beyond attendance (Level 1) to measure Decision-Making Competence (Level 5) and Transfer to the Classroom (Level 7). By incorporating a control group and analyzing retention rates, we aim to demonstrate not just learning but also systemic organizational impact.
- Evaluation Plan: Explore the complete LTEM-based evaluation framework and the focus group protocols used to measure success.
Takeaways
The Adaptive Growth Platform represents my approach to leadership. It is not enough to design good content; a leader must define the scope, manage the stakeholders, and rigorously validate the results. This project demonstrates my commitment to creating learning experiences that are ethical, equitable, and effective.