Instructional Leader · Dallas, Texas

I build the systemsthat make a campus run,and I coach the leaderswho run them.

Coaching cycles, walkthrough feedback, behavior systems, and data protocols, built on a real campus and still running there. 13 years in Texas classrooms and front offices. Doctoral candidate in educational leadership. Bilingual.

See the work Read the story

13years in Texas K-12

7thyear as a campus administrator

2campuses this year

2languages, English and Spanish

Selected work

Systems I built and still run.

Each one started as a problem I couldn't solve with what I had. Here's what they do and what you get.

Every walkthrough becomes written feedback within 48 hours, and every feedback note has a coaching conversation attached.

Walkthrough to Feedback Protocol

Walkthroughs were happening. Coaching wasn't. Notes went into the appraisal system, the record was complete, and the teacher heard nothing until the formal observation. The gap between "observed" and "coached" was where instructional improvement went to die.

Read the case study

Walkthrough Visit screen with empty teacher field, timer, lesson segment chips, and Domain 2.1 look-fors.

Reinforcement and refinement feedback fields, follow-up chips, and next-visit focus.

Every adult in the building responds to the same behavior the same way, and knows the one question that decides what happens next.

Behavior Management System: One Flowchart, One Language

Discipline on a high school campus breaks in two predictable places. Teachers skip the classroom steps and send minor behavior to the office, so referrals pile up for things a redirect would have solved. And when something is actually serious, staff try to manage it themselves because nobody drew the line. Same building, opposite mistakes, both from the same cause: no shared decision rule.

Read the case study

Slide 2 of the scenario refresher, with separate major and minor behavior paths and reset conversation prompts.

Six disconnected coaching tools became one system that shows a campus leader, on any given Monday, which teacher is waiting, which cycle has stalled, and how many coaching minutes actually survived the week.

IgniteEd Leadership OS

The walkthrough protocol worked, but it lived in six files: a feedback sheet, a tracker, a self-reflection form, a debrief agenda, an action plan form, a check-in survey. Each did its job. None talked. So a leader could not answer the questions that matter: how long between walkthrough and feedback, which teacher hasn't been seen in three weeks, how much committed coaching time actually got held.

Read the case study

IgniteEd Leadership OS Start Here screen introducing coaching protocols, artifact requirements, calendar integrity, and first-week setup.

Leadership OS Walkthroughs screen showing recent observation evidence, coverage, growth flags, and notes for the demo campus.

All five case studies

The argument

Every campus says instruction is the priority, then cuts coaching first when the week goes sideways. Your calendar is your real instructional plan.

Texans Can Academies

Dallas, TX

About

Teacher first. Systems builder by necessity.

I started in bilingual, ESL, and special education classrooms, moved into ESL and SPED leadership, and now serve as an assistant principal across two dropout recovery high schools in Dallas. Everything on this site is something I built because I needed it on a Tuesday.

Principal as Instructional LeaderBilingual SupplementalSpecial Education EC-12Ed.D. candidate

Read the full story

Field notes

What I'm building and fixing in the building, every week or two.

Short, practical, no hype. New systems, resources, and honest notes from a working campus.