Welcome to my digital teaching portfolio. As I enter my final year in the MFA program, I am deeply grateful for the opportunities and growth this journey has offered. These past years have been marked by meaningful reflection and an evolving sense of purpose in my teaching. Before beginning this program, I spent over four years in the secondary English classroom teaching 11th–12th grade and creative writing. My time at Frankfort High School (an inclusive and forward-thinking independent district) will always remain foundational to who I am as an educator. Beginning my career in 2020 taught me flexibility, resilience, and the importance of embracing change. While the educational landscape continues to shift, one truth has never wavered: the essential role of building relationships and meeting students exactly where they are.

 

The most impactful educators are, and must remain, humble lifelong learners.

 

Building this portfolio has allowed me to trace the evolution of my teaching identity—one grounded in curiosity, care, and a belief that students learn best when they feel both supported and challenged. This past year, I had the opportunity to teach an asynchronous creative writing course (Summer 2025) as well as two sections of WRD 110 (Fall 2025). These experiences further shaped my philosophy of education and clarified my career goals. In my Philosophy of Teaching, I emphasize the importance of cultivating respect and agency to encourage independent discovery. As I assembled this portfolio, I noticed clear connections between that developing philosophy and the artifacts I chose to highlight. My Rhetorical Analysis Design showcases my dedication to experiential learning and multimodal engagement. In designing an assignment where students become “Rhetorical Detectives,” I aim to help them recognize themselves as analysts and creators of meaning. This aligns with my emerging pedagogical conviction that writing instruction must invite students to engage with real texts, real audiences, and real stakes. It must help them see rhetoric not as an abstract concept but as a lived, daily practice that shapes the world around them.

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I believe the classroom is an active site of inquiry, and digital teaching methods can support that environment.

 

In my Digital Teaching Demonstration, I use an interactive Nearpod to differentiate instruction, offer scaffolds, and foster community-centered discussions. I believe technology can strengthen student self-efficacy when used consistently and intentionally as a co-teaching tool.

Together, the teaching materials and philosophy showcased in this portfolio articulate my vision of how digital literacy, lesson chunking, project-based learning, and flipped-classroom models can serve as models for the future of writing instruction. In my Writing Technology Example, I outline a practical AI class policy that promotes integrity, authorship, and a commitment to one’s own learning.

 

Students must understand how to navigate the complexities of digital tools in order to become more intentional and reflective writers.
 

Ultimately, this portfolio stands as evidence of my ongoing commitment to teaching writing with empathy and purpose. Looking ahead, I hope to pursue a doctorate in education (EdD). I have always been an instructional design enthusiast—shaped by my work with the Ohio Valley Educational Cooperative and my extensive experience with project-based learning models—and I remain deeply invested in understanding and contributing to emerging educational trends. Teaching is a career defined by continuous growth and a dedication to improvement. It is deeply enriching pursuit, this teaching thing, and I consider it an honor every time I enter the classroom.