The Challenge - Engineering Consistency at Scale

Managing technology across 13 campuses serving PK-12 requires more than just tools. It requires a total philosophical shift. When I joined Trinity Basin Preparatory, technology classes were often led by teaching aides with no formal curriculum or oversight. My challenge was to transform this fragmented landscape into a vertically aligned, future-ready program that could scale across multiple cities and a diverse student population.

The Tech Prep brand identity: A vertically aligned K-8 framework designed to transition students from digital users to digital architects.

Navigating the Charter Incubation Program

I was selected as the sole lead for a TEA Charter Incubator program in partnership with Bellwether. I designed a K-8 Tech Prep program from the ground up, authoring the curriculum, scope and sequence, and learning strategies. This design was later used as a model for other charter networks, moving us from a school that "had computers" to a school that "marketed future-readiness."

Managing the Business of Education

Transitioning into a Director-level mindset, I oversaw the cleanup of a Career and Technical Education (CTE) program when we acquired another charter school system that included a high school. This involved:

Audit & Realignment: Reviewing Texas Workforce Commission data to justify eliminating stagnant programs and adding high-demand tracks like Web Design.
Grant Leadership: Authoring the Perkins Grant and managing the CTE budget, successfully securing $500,000 in additional funding.
Fiscal Impact: Growing the program to over $1,000,000 in total funding, making it the second-highest funding source for the charter network.

The Infrastructure - Frictionless Access via ClassLink

To support the Universal User philosophy, we needed an infrastructure that reduced digital noise. I implemented ClassLink to automate app access based on real-time SIS enrollment data.

Instead of a one-size-fits-all dashboard that overwhelmed students, learners saw only the tools relevant to their specific courses. This shift reduced confusion and established a clear workflow: if a student needed a new tool, the request went directly to the Curriculum Coordinator, ensuring every digital interaction was pedagogically sound.

The Professional Learning Community (PLC)

Since I was not always part of the hiring process, I had to ensure excellence through systemic support. I created a district-wide PLC for technology teachers, meeting every six weeks to standardize learning across all 13 campuses.

I developed a specialized evaluation tool for administrators. Because a CTE classroom looks different than a general ed room—with students leading and teachers guiding—I empowered our leaders to understand and accurately assess high-level digital learning.

The CTE Walkthrough Form allowed teacher to get meaningful feedback from their administrators when the administrators did not come from a CTE or technology background

I also pioneered Daily Recaps at conferences like TCEA. While initially seen as annoying by some, these sessions forced the cognitive processing necessary to turn a day of sessions into a year of actionable classroom change.

The Impact - Leveling the Playing Field

Our students come from diverse backgrounds and often start with a digital divide. By starting intentional tech education in Kindergarten, we leveled the playing field. We moved students from being experts at scrolling social media to being experts at educational technology.

The Result: 13 campuses, 4,000+ students, and a vertically aligned system that ensures every child—from PK to 12th grade—is prepared to create, innovate, and compete in the 21st-century workforce.

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