Lily’s end-of-year speech to the class was a powerful reminder of the effect community has on our attitudes towards work. Edited in are some of the special moment to which she refers.

Click below for additional interviews with students about the climate and culture developed within our environment.

From workshops and trainings to consulting, these projects highlight the work I've done with organizations looking to implement innovative approaches to education for the 21st century.
We don't have trade multimedia for print. This work highlights how new technology can be used as an entry point into conventional forms of literacy.
This project takes a metacognitive approach to writing instruction by engaging students in the transfer of ideas in the mediums they find relevant.
A program developed to bridge the gap between traditional language skills and visual communication.

Building OUR community

Welcome Letter Sample.pdf
These brochures were sent to students and parents prior to the beginning of the school year as both a welcome message and a stepping stone to shifting expectations.
Open House New Basics.pdf
Open House was my first opportunity to provide parents with the context behind the changing paradigm of teaching and learning in the 21st century. The goal of the handout was for parents to walk away with a reference guide to build familiarity with a new methodology to better talk with their children about the learning taking place in our classroom.
One of the elements that set Deer Hill apart from most elementary schools was the enrichment block we developed as part of a grant to bring gifted and talented instruction to all students. Each semester I taught an elective course involving photography and video. In 2017, that program was on the chopping block until the documentary my students created was screened for the school committee.
Our school adopted a new behavior program to target shared spaces. To demonstrate the chaos that can ensure during these vulnerable times, teachers were asked to model a series of unwanted behaviors. During the editing process a very special idea for the narration occurred...

workshops & resources

After 3 years of exploring the metacognitive relationship between writing and multimedia in my classroom and a month recreating the elements into a documentary project at the Design 39 Campus, we compacted the essential elements of the process into a full day workshop for teachers and administrators attending High Tech High's Deeper Learning Conference.
Cohasset Slidedoc.pdf
The interactive PDF above was created to compliment an hour long professional development presentation. Creating a step-by-step instruction manual that participants could later refer back to enabled me to spend my time speaking about the impact of the learning.

TEACHING creativity

All of my assignments included guides to the metacognitive habits of mind predicating the individual tasks. In this case, writer's notebook assignments were more than building familiarity with traditional elements of the storytelling process, focusing conversation on the underlying cognitive structures enabled creative habits to develop on the page and off.
Writer's Notebook: Creativity Criteria.pdf
Writer's Notebook Entry Rubric.pdf
Engaging students in the level of thought expected of learners today requires that we instill the belief that learning isn't relegated to the classroom.
Rather than making content pretty, communicating a message across multiple mediums is about making information appealing and memorable.
The most challenging part of teaching in the digital age was embracing alternate methods of demonstrating knowledge. These examples trade conventional comfort for individualized depth.
My success with emerging technologies stemmed from my willingness to embrace the creativity my students demonstrated within my personal life.

Personal Projects >


Students were provided with resources to facilitate discussion both in person and online. Conversation was structured to first clarify one another's intent before extending the depth and breath of presented topics. What was practiced in person was then transferred to online communication through a series of sentence stems. As students developed the capacity to select language from specified categories, the process enabled them to extend each others thinking purposefully and productively.
Active Listening.pdf
Non-Required Summer Reading 2015.pdf

Designed as an interactive resource, this summer reading guide was tailored to engage non-traditional readers. Books were selected, blurbs were written, and additional media was provided to appeal specifically to those kids.