The first time I heard about CTEPS was last year when a few of my colleagues at The Learning Center were participating in the TL4DL cohort. It sounded fascinating—especially as someone who considers herself a go-getter and loves getting into the nitty gritty of learning. At the time, I was starting my first year at TLC (and my third year teaching overall) while also preparing for my (somewhat impulsive) decision to pursue National Board Certification.

I heard about CTEPS again at the start of this school year, when our school formally adopted deeper learning as a campus-wide initiative. Much of what I had already been doing aligned with deeper learning, though I hadn’t previously assigned it that name. As a non-traditional educator—someone who came to teaching later in life—I’ve always leaned into creative problem-solving. That mindset carried into my teaching. I love designing ways to engage students meaningfully and involving them in the creative process.

While I was intrigued by CTEPS, I hesitated. I wanted to focus on finishing my final two NBCT components and was worried that adding another commitment would be too much. But after conversations with Tammi Franks and my assistant principal, Courtney Grimes, I decided to take the leap. I vividly remember Courtney asking me, “What do you need from me to make both of these things happen?” I replied, “I need to know someone believes in me.” She smiled and said, “I believe in you and I know you can do it.” That belief carried me through the year, even when things got tough.

Now in my fourth year of teaching, I’ve found a deeper sense of confidence and clarity in my classroom practice. I was ready to elevate my work—especially in how I approached assessment and engagement. I’m fortunate to have a great deal of autonomy in my role at TLC, which is both invigorating and intimidating. But with a year of experience under my belt, I felt ready to lean in.

This year also marked our school’s first year as a phone-free campus. We had been facing major issues with distraction, disengagement, and interpersonal conflict tied to student phone use. With the new policy in place, I saw an opportunity: to not only help students re-engage with content, but also to rebuild how they connect with each other. I knew it wouldn’t be easy, but it was a chance worth taking.

We began the year with an Identity Showcase. I wanted students to reflect deeply on who they were and express it publicly. We read various works on identity and explored multiple facets—cultural, historical, social—before students created poster boards to represent their journeys. I quickly realized that while removing phones helped, building collaboration still required intentional structures and meaningful catalysts.

That understanding informed the design of my True Crime unit, which became the highlight of my year. I spent hours crafting fictional case files and assigning team roles so that each student would have a clear purpose. The structure gave students a sense of ownership and made it easier to participate meaningfully. They spent weeks immersed in their investigations, analyzing evidence, debating theories, and preparing their jury presentations. Many students said it was the most fun they’d ever had in class—and I could see the growth in their confidence, communication, and critical thinking.

Of course, not everything went perfectly. I had reluctant students, students who struggled with teamwork, and even one pair who needed an alternate setup due to personal circumstances. I had to learn when to be flexible and when to set firmer expectations. Those moments taught me how to create space for everyone while still maintaining rigor.

One of my favorite memories was during our crime scene diorama project. Each student created a mini crime scene, then swapped with a classmate to investigate. I overheard one student say to another, “Now that’s some real detective thinking.” That moment stuck with me. It reminded me why I do this work: to create experiences that ignite curiosity, creativity, and pride.

As I write this, I can see students just outside my door collaborating on their end-of-unit projects for The Crucible. Despite some pushback throughout the year, I know I’ve built something meaningful—and I’m already thinking about how to grow it. Next year, I want to expand our Identity unit to include more storytelling and artistic mediums beyond poster boards. I also plan to scale up the True Crime unit by partnering with the Lexington Police Department’s crime scene investigation team to add a layer of real-world immersion. I'm also hoping to connect with the Carnegie Center through the Author’s Academy, which would give me access to additional resources and networks.

This has been my most challenging—and most rewarding—year as a young educator. I took risks. I created new systems. I asked a lot of myself and my students. And through it all, I rediscovered the importance of authenticity—both in and out of the classroom. Pursuing my own passions made me a better teacher, and sharing that journey with my students gave them permission to do the same.

I’m excited to keep pushing forward, deepening my practice, and building a classroom where learning is not just academic—but personal, collaborative, and alive.