Instructional Design in Action
Jamf iPad Deployment
Scalable Device Management for a Micro-School Network
At Bayside Academy, managing iPads used to mean manual setup, mismatched settings, and too many “why isn’t this working?” moments. As the school grew—and so did its reliance on apps like MiAcademy, Prodigy, and Khan Academy—it became clear we needed a better system.
I led the implementation of a Jamf School MDM solution, fully integrated with Apple School Manager and DEP-enrolled devices. We shifted from reactive tech support to a proactive, role-based management system where every classroom could access the right tools with minimal disruption. Teachers got visibility. Admins got control. Students got consistency.
This wasn’t just about streamlining setup—it was about giving educators the confidence to use tech without fear of it breaking down in the middle of a lesson.
Tools Used
Jamf School
Apple School Manager
Shared iPad setup
Smart Groups & MDM Profiles
My Role
Tech Administrator & Deployment Strategist
I designed and configured the entire deployment pipeline—device grouping, app permissions, dashboard training, and user support protocols. I also created a simple onboarding guide for teachers and conducted a 15-minute live training session to build confidence and reduce support requests.
Outcomes
Reduced tech support requests by 70%
Enabled same-day device replacement and setup
Improved security and student data protection
Gave teachers control over their classroom tech—without needing a tech degree
3Ps Flipbook System – Blending Physical Materials with Cognitive Scaffolding
Overview
The 3Ps Flipbook System—Puzzle → Problem → Prompt—is an original Bayside framework I developed to support independent enrichment in K–6 learning environments. Born from the need to provide meaningful post-core activities in a low-tech, tactile format, this system is equal parts clever and practical.
Each page in the flipbook guides a student through a scaffolded cognitive journey:
Puzzles ignite curiosity, build pattern recognition, and develop critical thinking.
Problems encourage the application of skills, decision-making, and productive struggle.
Prompts invite reflection, extension, or creativity—often using video, writing, or light AR.
The goal? To reinforce learning without requiring constant teacher oversight.
Design in Action
I created this system for use at Bayside Academy, particularly for classrooms where students finish their core work early and need structured independence. Pages are printed with clear instructions and QR codes that launch video prompts or AR experiences. A labeled worksheet folder system ensures students can locate and complete the appropriate task.
This design honors the balance between independence and accountability. Each completed worksheet is added to a physical portfolio that parents can review during student-led conferences or end-of-year evaluations.
Theoretical Backbone
The 3Ps system is grounded in instructional design theory:
Bloom’s Taxonomy underpins the cognitive progression from recognition to synthesis.
Vygotsky’s Zone of Proximal Development is honored through self-paced challenge with just-in-time support.
The Cognitive Load Theory is central—activities are designed to be clear, focused, and free from extraneous distractions.
This model gives students just enough structure to feel confident while nudging them into deeper thinking.
My Role
I designed the original framework, created sample flipbooks, printed and assembled the prototype, recorded example videos, and coached staff on integration. I also wrote the public-facing blog post to introduce the model and ensure alignment with our educational philosophy.
Student Podcast Series
Amplifying Voice Through Media & Public Speaking
Overview
At Bayside Academy, we wanted to create a more authentic, meaningful way for students to practice public speaking—something that felt less like a performance and more like a conversation. The solution? Podcasting. This project gave students the chance to explore storytelling, tone, pacing, and voice in a low-pressure, highly creative format.
Instructional Design Approach
This project sits at the intersection of digital media literacy, narrative development, and expressive communication. Rooted in constructivist learning theory, students built knowledge by doing—drafting scripts, revising for clarity, and producing polished audio segments they could share with pride. It also tapped into principles of Universal Design for Learning (UDL), allowing students multiple means of expression.
Tools & My Role
Platform: GarageBand (recording/editing), Canva (cover art), Google Docs (scripting), iPads
Deliverables: Edited podcast episodes, student script templates, branded intros/outros
Role: Instructional Designer & Media Coach
Process Highlights
Students brainstormed topics they cared about—ranging from pets to space exploration to sibling drama.
We introduced scripting as a tool for clarity, not constraint.
Hands-on mini-lessons taught mic technique, audio layering, and how to edit using GarageBand.
Each student produced a 3–5 minute audio segment, with music, intro/outro branding, and transitions.
Impact
Boosted student confidence in communication
Built practical media skills in a real-world format
Strengthened family-school connections through shareable content
Provided a replicable framework for future cohorts
Project-Based Learning: Entrepreneur Unit
Empowering Students Through Real-World Application
At Bayside Academy, we believe students learn best when they’re given the space to build, question, and create. Our Entrepreneur Unit was designed to turn middle and high school students into makers and thinkers by challenging them to develop a business idea from concept to pitch.
This wasn’t just a fun project—it was a deeply instructional experience grounded in constructivist theory and the principles of project-based learning (PBL). Students worked in teams to brainstorm ideas, conduct market research, build prototypes or models, and ultimately deliver a formal pitch to peers, faculty, and invited guests. Along the way, they practiced critical skills in communication, problem-solving, and iteration.
From an instructional design lens, this unit intentionally aligned with Merrill’s First Principles of Instruction—activating prior knowledge, demonstrating new skills, applying them in authentic contexts, and encouraging integration through peer feedback and reflection. The unit also honored the Zone of Proximal Development (Vygotsky) by scaffolding each stage of the process with just-right support and encouraging student collaboration.
My Role:
As the instructional designer and facilitator, I created the unit structure, rubrics, and timelines. I also guided teachers through interdisciplinary integration, blending entrepreneurship with ELA, math, and digital design. Throughout the project, I led student mini-lessons on branding, communication, and presentation skills, while providing mentorship during development phases.
Deliverables & Artifacts:
Student pitch decks and prototypes
Rubric-based evaluations and peer reviews
Event materials for final pitch showcase
Reflection journals
Why It Matters:
This project captured everything I value about instructional design: learner-centered planning, authentic assessment, and joyful discovery. Students left with more than just a grade—they left with confidence, purpose, and a deeper understanding of how ideas become reality.
Staff Onboarding Guide – Designing for Clarity and Confidence
New team members shouldn’t have to guess how things work. Whether stepping into a classroom or joining a therapy team, the onboarding process should reduce stress—not create more of it. I designed a simple, scalable onboarding guide to give new hires what they need on day one: clear expectations, system access, a sense of who’s who, and how to find what they need—without overwhelming them.
Context / Problem
Bayside Academy and Bayside Therapy were growing quickly and adding staff, but lacked a unified onboarding process. Information was being shared inconsistently, often through verbal instructions or scattered documents. This led to confusion, repeated questions, and a lack of confidence among new hires.
Design Solution
Drawing on instructional design principles (including cognitive load theory and backwards design), I created a single-page onboarding guide centered around four foundational questions every new hire asks:
What am I responsible for?
What systems will I use, and how do I log in?
Who do I go to for help?
Where can I find what I need?
The format emphasizes visual clarity and progressive disclosure of information—offering links to deeper resources while keeping the core experience approachable and scannable.
Tools & My Role
Platforms: Google Slides (initial layout), Canva (visual design), PDF editor (interactive elements)
Role: Instructional Designer, Systems Architect, Content Developer
Deliverables: Editable onboarding template (print + digital), folder structure, optional video walkthrough
Outcomes
Reduced redundancy and admin workload during onboarding
Created a consistent experience across campuses and departments
Boosted confidence of new hires by giving them a clear path forward
Established a scalable template that can be customized per role or department
