Although there were slight delays in receiving Ms. Tiffany's signed consent form as my project gatekeeper (received March 26) and the formal letter of approval from Future Integrated Schools (FIS) (received April 3), we agreed that I would begin the analysis phase the week after our first meeting. From March 23 to 25, we finalized the schedule of classroom teaching observations via email, which included two classes per teacher for a total of eight classes. At the same time, I was developing the classroom teaching observation form using SafetyCulture and designing a Google Forms survey to gather relevant participant background and information, including their informed consent. 

To complete these outputs, I researched observation criteria suitable for educational settings and reviewed existing survey templates commonly used with professionals and for purposes similar to mine. It was also during this period that I coined the title Project EduPREP: Professional Readiness for English Speaking Proficiency for my special project. I initially used ChatGPT to generate potential titles, but none resonated with me; thus, EduPREP was born. There was clearly a lot happening in just a few days, on top of my coursework and other responsibilities. Despite the pressure, I was determined to prepare as meticulously as possible to ensure that the project would begin on a strong note. After all, I had already secured a partner institution, and it was finally time to do the work I was meant to do. 

I conducted the observations on March 26 and 27, during which I observed English classes from Grades 1 to 10. I had specifically requested a range of grade levels and English proficiency levels to gather a well-rounded understanding of the institutional context on which the project would be built. On March 28, the teachers completed their participant information and consent forms, and I found that their individual responses aligned with my classroom observations, particularly in terms of their English proficiency, teaching practices, and the institution's current situation and needs. I utilized ChatGPT to help synthesize and summarize both my observation notes and the survey responses, which allowed me to write the Findings & Analysis section more effectively and cohesively. 

On April 3, I sent the first draft of the analysis to my gatekeeper, including raw data from the survey responses and observation notes. From that point until April 12, I began writing my project proposal, which I later shared with my gatekeeper and submitted through the EDS 199 course site. The proposal outlined the foundational plan for the instructional design project, which was conceptualized as a one-day onsite training session entitled EduPREP: Professional Readiness for English Speaking Proficiency — Training and Orientation for the English Speaking Summer Program. 

Finishing the proposal brought a huge sense of relief, as it allowed me to clearly envision the succeeding steps to take and the outcomes I hoped to accomplish. At that moment, what remained was to wait for my gatekeeper's feedback, comments, and recommendations for improvement, and to seek her assistance in acquiring any relevant content resources, materials, or references necessary to initiate the instructional design process.