If you’ve been following along, you already know that I love learning in all forms—books, conversations, journals, podcasts, and lately… TikTok.
Yes, TikTok.

My kids still laugh every time I say it, but it’s quickly becoming one of my favorite spaces to discover new ideas. And recently, a video about designing your own personal learning curriculum stopped my doomscrolling in the best way.

It was right up my alley—self-paced, creative, reflective, and deeply personal.

What Is a Personal Learning Curriculum
A personal learning curriculum is a self-designed plan for growth built around what matters most to you. It isn’t driven by deadlines, grades, or pressure to perform. Instead, it gives you permission to learn at your own pace and in your own way.

You choose the topic, collect resources, and chart your progress—whether through journaling, video logs, or creative projects.

To set one up, all you need is curiosity and a plan that fits your rhythm:

1. Choose a focus area that excites you.
2. Gather resources—books, videos, podcasts, social media content, and local experiences.
3. Schedule consistent learning time.
4. Reflect on what you’re learning along the way.
5. Keep going until you feel satisfied with your growth.

There’s no timeline or finish line—just learning that moves at the pace of your life.

If you want to learn more, search “personal learning curriculum” on TikTok. You’ll find educators, creators, and lifelong learners designing their own growth journeys one topic at a time.

My Winter Personal Learning Curriculum
December and January are always choppy months. Between school breaks, holidays, and shifting schedules, it’s easy to lose consistency, so this winter, I decided to create a personal learning curriculum that gives me structure and joy without the pressure. I call it my winter mini series.

It’s a self-paced two-month learning journey through books, creativity, Black History, and reflection—anchored in habits that help me stay grounded and inspired.

Unit 1: 75 Booked
I love reading, so I am excited to set aside time daily to do what I love. I’m reading for 90 minutes a day (two 45-minute sessions) and tracking my reading in a physical journal. It’s helping me rediscover focus and calm in a season that can feel chaotic.

At the end of each month, I’ll have journal pages that help me reflect on my learning and engage critically with my reading, including quotes, vocabulary, and anything else that speaks to me as I read.

Unit 2: Black History
I’m reading Black AF History by Michael Harriot and The Black Family Who Built America by Dr. Karida Brown and Charly Palmer, alongside a few documentaries and podcasts like 1619 and Black History Year.

I'm always intrigued by everything I don't know about Black history, and there's just too much to try to squeeze it into the shortest month of the year. I'm always stretching my learning in this area, so this unit is exciting for me.

Unit 3: Creativity
​I'm being intentional about giving time and space to create. I’m revisiting The Artist’s Way by Julia Cameron, a 12-week journey that invites creativity and reflection back into daily life. I already know it will take longer than 12 weeks—and that’s okay.
Morning Pages have become an anchor in my mornings. Writing three pages of stream-of-consciousness each day clears space for creativity and calm before the world gets loud.

And the Artist Dates—my weekly solo adventures—have reignited my joy for exploration.
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One of my favorite Artist Dates so far was a collage-making experience at the South Dallas Cultural Center, hosted by Lakeem and Simone Wilson. The session asked a powerful question: What if you could hold history in your hands—cut it, remix it, and make it speak again?
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Using Jet, Ebony, and other legacy magazines, we created collages that reimagined the Black press—connecting the past to the present through art. It was a celebration of creativity, culture, and community, reminding me that learning doesn’t just happen in classrooms—it happens wherever people gather to make meaning.

Learning Without Pressure
This kind of learning feels like freedom. There are no deadlines, no expectations—just curiosity and commitment. I’m giving myself space to keep learning until I feel satisfied, whether that takes a month, a semester, or beyond.

It’s helped me reconnect with the joy of discovery—the kind of learning that first made me fall in love with education.

If you’ve never designed your own personal learning curriculum, I encourage you to start small. Choose a topic, set aside time, and let yourself learn for the love of it. You’ll be surprised by how much clarity and creativity it brings.

I’m always learning—and this season, I’m doing it with more intention, creativity, and community than ever before.

Here’s to being a lead learner—in leadership and in life. Lead. Learn. Live. Repeat.

For years, professional development (PD) has followed a familiar script: large group workshops, one-size-fits-all sessions, and limited follow-up support. While well-intentioned, this traditional approach often misses the mark.
Most educators have walked away from PD feeling uninspired or overwhelmed, unsure how to apply what they just learned to the realities of their classrooms. The problem isn’t a lack of effort—it’s a lack of personalization.

The Problem with Traditional PDTraditional PD often falls short because it doesn’t reflect how educators actually learn.
Lack of Personalization: Every teacher has unique goals and challenges, yet many PD programs treat everyone the same. This one-size-fits-all design leads to disengagement and minimal long-term impact.
Limited Engagement: Sitting through long presentations with little interaction turns professional learning into a passive experience rather than an active one.
No Ongoing Support: One-time workshops leave teachers with ideas but little coaching or follow-up, making it difficult to translate new learning into daily practice.
Disconnected from Classroom Needs: PD sometimes focuses on theory rather than giving teachers concrete strategies they can implement the next day.
Educators deserve learning experiences that reflect their strengths, interests, and real classroom needs. The future of professional growth is personalized, flexible, and sustained over time.

The Shift Toward Personalized PDPersonalized PD empowers teachers to take ownership of their professional growth. It allows them to choose pathways that align with their instructional goals, engage in learning that fits their schedule, and reflect on how new knowledge impacts their students.
Technology is playing a key role in this shift. Tools like Google Docs, Google Slides, and Google Notebook LM make it easier than ever for educators to engage in interactive, collaborative, and self-directed learning experiences.

Google Tools That Transform PD

1. Google Docs: Reflect and Collaborate Google Docs provides a simple way for educators to capture and process their professional learning. Teachers can:
   

• Keep a PD reflection journal with notes, questions, and insights.
  
• Connect new learning to classroom practices.
  
• Share reflections with peers or instructional coaches for feedback.
  

When teachers document their learning journey, it builds a culture of shared reflection and continuous improvement.

1. Google Slides: Organize and Showcase Learning Google Slides helps educators turn learning into a living portfolio. A PD Portfolio can include session takeaways, implementation plans, photos, and certificates—all organized in one place.
   

Teachers can:

• Track their growth and certifications over time.
  
• Create presentations to share best practices.
  
• Visually connect PD experiences to classroom outcomes.
  

Instead of PD notes sitting in a binder, educators can use Slides to build a visual story of their professional journey.

1. Google Notebook LM: AI-Powered Personalized Learning Google Notebook LM introduces a new layer of personalization to professional growth. This AI-powered assistant helps educators summarize, organize, and deepen understanding in ways that fit their learning style.
   

Educators can:

• Upload PD resources and receive instant summaries of key ideas.
  
• Ask clarifying questions to dig deeper into a topic.
  
• Develop personalized learning plans based on specific classroom needs.
  
• Transcribe and summarize podcasts or recorded PD sessions, turning listening time into searchable, actionable notes.
  

This last feature has quickly become a game changer. Many educators, including myself, use podcasts as part of our professional learning. With Notebook LM, we can upload an episode, generate a concise summary, extract key quotes, and even organize insights into themes or follow-up questions.
This integration bridges informal and formal learning—making professional growth more continuous, accessible, and connected to everyday routines.
Integrating AI into PD allows educators to move beyond passive participation toward active exploration and application.

How Schools Can Personalize PDFor personalized PD to succeed, schools must rethink how training is designed, delivered, and supported.

1. Offer Choice-Based PD Pathways. Instead of requiring all staff to attend the same sessions, offer a variety of formats:
   

• Self-paced courses using Google Notebook LM.
  
• Collaborative groups sharing ideas through Google Docs.
  
• Interactive, problem-solving workshops tied to real classroom challenges.
  

Choice empowers teachers to engage in PD that feels relevant and meaningful.

1. Encourage Reflection and Application Learning only matters if it’s applied. Schools can make PD stick by:
   

• Encouraging teachers to document takeaways and next steps in Google Docs.
  
• Using Google Slides portfolios to track growth over the year.
  
• Pairing teachers with peer mentors or coaches for follow-up conversations.
  

When reflection becomes routine, professional growth becomes habit.

1. Integrate AI for Smarter Learning AI tools like Google Notebook LM can simplify and enhance learning by:
   

• Summarizing complex readings and PD materials.
  
• Generating study guides or reflection prompts.
  
• Transcribing and summarizing podcasts, workshops, or coaching sessions.
  
• Supporting goal setting based on personal learning needs.
  

AI doesn’t replace professional development—it enhances it by making information accessible, relevant, and adaptive to every learner.

The Future of PD Is PersonalizedWhen educators have the freedom to choose, reflect, and apply what they learn, PD transforms from another meeting on the calendar into a meaningful journey of growth.
The integration of AI and collaborative Google tools makes PD more flexible, reflective, and relevant than ever before. It empowers teachers to lead their own learning, share their expertise, and stay connected long after the workshop ends.
Personalized PD isn’t just a trend—it’s the future of professional growth. And that future begins when we treat educators as learners who deserve choice, voice, and continuous support.
Here’s to being a lead learner—in leadership and in life. Lead. Learn. Live. Repeat.

My kids (22, 14, and 14) love to remind me that I’m too old for TikTok. And maybe they’re right. But lately, TikTok has become one of my favorite places to learn.

Sure, it’s known for dances and trends, but scroll long enough with curiosity, and you’ll discover creators who share ideas that inspire creativity, reflection, and growth. Social media doesn’t have to be a distraction.  It can be a powerful place for connection and learning when we use it intentionally.

One night, I came across a short video about something called a Traveler’s Notebook. I had never heard of it before, but as an avid plannr girlie, within minutes I was intrigued. The creator shared how it allows you to combine multiple notebooks in one beautiful cover so you can design a system that fits your life. That single video sent me down a delightful rabbit hole of journaling layouts, organization ideas, and creative expression.
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Before I knew it, I was sketching my own setup, collecting supplies, and building a system that feels like an answered prayer—a way to keep all my mental file cabinets in one place.
These are the journals I have now:

• A daily agenda and task journal filled with meeting notes and to-dos
• A reading journal to capture insights and reflections from my books
• A commonplace journal for quotes, ideas, and inspiration from what I read or hear
• A list journal for goals, gratitude, and quick notes
• A sudoku insert to give my brain something fun to do when I need a break

I love that I can keep them with me at all times. Instead of doom scrolling, I always have something to do—whether it’s solving a puzzle, brain dumping ideas, or writing down a thought I don’t want to lose.
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It’s a simple habit that has made a big difference. Writing keeps me grounded, helps me slow down, and reminds me that my creativity doesn’t have to be perfect—it just has to be practiced.

Learning has always been the heartbeat of my leadership. It’s what fuels my curiosity, shapes my decisions, and reminds me that leadership is not about knowing everything—it’s about staying open enough to grow.

That belief came to life this fall when I was accepted into ISTE’s Generation AI Cohort 2, a yearlong fellowship focused on how educators can thoughtfully and ethically integrate artificial intelligence into teaching and learning. At the end of September, I had the opportunity to attend the in-person kickoff in Charlotte, North Carolina, where I spent several days immersed in learning, reflection, and connection.
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I came home with new insights, a renewed sense of purpose, and a reminder that leadership is best lived in community.

Learning in Community. From the moment I walked into the kickoff, I was surrounded by a group of like-minded educators from across the United States—leaders, teachers, and coaches who care deeply about the intersection of technology, humanity, and education.

We learned together, yes, but we also lived that learning. Conversations flowed beyond the meeting rooms and into meals, coffee breaks, and laughter-filled evenings. Those unstructured moments were just as meaningful as the sessions themselves. They reminded me that learning doesn’t only happen through content; it happens through connection.
There’s an old African proverb that says,
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“If you want to go fast, go alone. If you want to go far, go together.”
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Charlotte reminded me of that truth. The power of this fellowship isn’t just in the curriculum—it’s in the community. Each conversation added a new layer of understanding, and each connection deepened my commitment to keep learning side by side with others.

One idea from the kickoff has stayed with me:
Technology should reinforce relationships.

That single sentence reframed my thinking. Too often, technology in schools becomes transactional—used to deliver information, grade assignments, or check boxes. But if it doesn’t strengthen relationships, it isn’t serving its highest purpose.
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AI has the potential to personalize learning, streamline work, and expand creativity—but only if we use it to enhance human connection, not replace it. As educators, we are called to model that balance. We teach best when our use of technology mirrors the empathy, collaboration, and curiosity we hope to see in our students.

One of the most powerful metaphors I heard during the kickoff was this:
Students should be the conductors of the orchestra, not just the instruments.

That line stopped me. It captured everything I believe about learning.
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Our goal isn’t to have students follow a script—it’s to help them design their own. We want them to know when to use AI as a creative partner and when to rely on their own critical thinking and originality. That shift requires a new kind of teacher comfort and courage.
It means being willing to hand students the baton and trust that they can lead the melody. It also means being transparent about our own learning curve as we explore what teaching looks like in an age where information is no longer the hardest thing to find—but discernment is.

Throughout the sessions, I found myself reflecting on a simple but essential question: When do we hand off tasks to AI, and when do we keep them?

There’s wisdom in knowing the difference. Some tasks—like sorting data, drafting outlines, or generating practice problems—can be automated. But creativity, empathy, and judgment? Those still belong to us.
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The more I learn about AI, the more I see that the goal isn’t to outsmart machines—it’s to use them wisely while keeping what’s distinctly human at the center.

The ISTE Profile of an AI-Ready Graduate beautifully captures what this balance can look like. An AI-ready student is curious, critical, ethical, collaborative, and adaptable. They know how to think with technology, not be defined by it.

Yet many students today aren’t learning how to use AI responsibly. It isn’t because they don’t want to—it’s because no one is teaching them. Teachers are navigating uncharted waters, and few districts have clear guidelines or training in place.
That’s why part of this fellowship focuses on the importance of policy. Every district needs to clearly define expectations around AI use—not to control creativity, but to guide it. Clarity breeds confidence, and confidence leads to innovation.
When students and teachers understand what’s allowed, what’s ethical, and what’s possible, they can begin using AI not as a shortcut but as a catalyst for learning.

Leaving Charlotte, I felt a sense of renewed purpose. I didn’t just gain new strategies—I gained perspective.
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This year, my action research project will explore how AI can strengthen collaboration and connection among teachers and students. I want to know what happens when technology is used not as a wall between people but as a bridge that brings them closer together.
The work ahead will require courage, curiosity, and community—all things I found in that fellowship room in North Carolina.

This experience reminded me that leadership and learning are not meant to be solitary. The best growth happens when we learn with others, share our reflections, and let curiosity guide the way.

AI may be changing the tools we use, but it doesn’t change the heart of our work: people. Relationships will always be the foundation of meaningful learning.
As I continue this journey, I’ll keep learning in community, leading with curiosity, and reflecting along the way. Because leadership, at its core, is simply learning—shared out loud.
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Here’s to being a lead learner—in leadership and in life. Lead. Learn. Live. Repeat.

Reading has always been my fuel. It centers me, challenges me, and pushes me to grow. That’s why I begin every morning with a book in hand. It’s a rhythm that keeps me grounded and gives me space to reflect before the day begins. One book I return to each morning is Melody Beattie’s The Language of Letting Go.

This book has become a daily companion, reminding me that leadership and life are less about control and more about connection, courage, and grace. Each short reading offers a simple but profound truth—and this week, one lesson stayed with me: true growth and true leadership often begin when we loosen our grip.

Last week’s readings invited me to think differently about how I lead. I was reminded that spontaneity opens the door to joy and connection, vulnerability builds trust, apologies should be thoughtful—not constant, and forgiveness frees us to move forward without bitterness. Together, those lessons painted a picture of leadership that is less about perfection and more about courage.

Spontaneity in Action

I experienced this lesson firsthand during a recent 5th-grade walkthrough. The class was headed outside to play tug-of-war as part of a force and motion lesson on “pull.” As the teacher counted students into teams, I raised my hand to join.
Was I doing my job? Absolutely.
Did my team win? Yes.

Did we all walk away with a better understanding of “pull”? We did.

But what mattered most was that I stepped in as a lead learner—not just an observer. That little bit of spontaneity turned a routine walkthrough into a moment of connection and joy.
The next day, the teacher invited me back for her rollercoaster-building lesson. I got to check walkthroughs off my list and observe meaningful teaching, but because of the spontaneous choice I made the day before, it all felt lighter, more fun, and more relational.

Vulnerability at the Table

I’ve always believed leadership isn’t about having all the answers—it’s about creating space for others to lead too. I’m not afraid to say, “I don’t know, but let me find out.” The key is following through.

That’s part of why I keep an open-door policy. Last year, I added a table to my office, and it’s become a space where colleagues can sit, exhale, and problem-solve—or just enjoy a good cup of coffee. (And yes, I always keep good coffee on hand. When you love people, you give them good coffee.)

That table has reminded me daily that vulnerability builds trust, and trust creates space for shared leadership.

Apologies and Boundaries

Beattie also challenged my thinking about apologies. She writes that apologizing is always a choice, but not everything deserves an apology.

I don’t need to apologize for setting boundaries, prioritizing health, or protecting peace. At the same time, a sincere apology can repair trust when we misstep. The key is knowing the difference—and resisting the pull to apologize endlessly just to ease someone else’s discomfort.

As leaders, we owe people authenticity, not constant self-erasure.

The Freedom of Forgiveness

Finally, forgiveness. Beattie is clear that forgiveness doesn’t mean excusing harmful behavior. It means refusing to let someone else’s actions steal your joy.

That truth resonates deeply with me as a leader. Forgiveness frees us to focus on what matters most. It prevents bitterness from taking root. And it models resilience for the people we lead.

My Learning Last Week

These lessons weren’t just ideas on a page—I carried them with me into my work at the Tech & Learning Summit in Austin, TX. I had the opportunity to facilitate a conversation about STEAM in the core classroom, and it reminded me once again why I love leading sessions. They create authentic spaces for reciprocal learning. I may offer a bit of my own perspective, but I always walk away with so much more.

I made new connections and gathered strategies for spreading technology integration throughout the school, especially with our youngest learners. I also paid close attention to the way Carl Hooker facilitated. Through creative techniques, he turned what could have been routine conversations into moments of collaboration, energy, and fun—a live reminder of spontaneity and engagement in action.

Another highlight was the way vendors joined the conversation. Instead of pushing products, they listened. They sat with participants and engaged in meaningful dialogue about what’s happening in education right now. That willingness to be vulnerable and to hear from practitioners first felt refreshing—and aligned with the very lessons I’d been reflecting on from Beattie’s writing.

What I’m Reading Now

Alongside my daily reflections in The Language of Letting Go, I’ve been reading Crucial Conversations by Patterson, Grenny, McMillan, and Switzler. One of the reminders that stood out this week was that silence in a difficult conversation is never neutral—it shapes outcomes just as much as the words we choose.

When I connect that to Beattie’s themes of vulnerability and courage, it challenges me as a leader to lean into dialogue rather than avoid it. Saying, “I don’t know” or “Let’s talk through this together” may feel risky, but it builds trust and models the kind of openness I hope to cultivate in others.

Takeaway

This week’s reading left me with this truth: leadership doesn’t require perfection or control. It requires courage—the courage to be spontaneous, to apologize wisely, to forgive freely, and to remain vulnerable in ways that build trust.
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The Summit gave me a real-world opportunity to live that out. And even after the sessions ended, I carried the lesson forward. Instead of rushing into my to-do list the next morning, I wandered into a random coffee shop to reflect, write, and reset. It wasn’t planned—it was spontaneous. And it reminded me that sometimes the best way to lead is to show others how to live freely.

Where in your leadership or life could you loosen your grip—just a little—and see what happens?

Here’s to being a lead learner—in leadership and in life. Lead. Learn. Live. Repeat.

For years, I’ve described myself as a lifelong learner. I love digging into books, trying new tools, and reflecting on what leadership means in practice. But if I’m honest, I’ve done much of that learning quietly—without always capturing it, sharing it, or inviting others into the journey. This week, that changed.

I read the latest post from Rafranz Davis in her LinkedIn newsletter Learning Out Loud: Learning Is Social: From Labubu to AI Agents. In it, she tells the story of how one small creative project sparked a chain reaction of new learning—stickers, crafts, AI, and more. Her takeaway? “AI was a learning partner, but the community was the catalyst.”
Rafranz reminded me that while tools can guide us, people make learning meaningful. Her words hit me as both a challenge and a call to action. She has always been a driving force and guiding light in my personal learning and professional growth, and once again, her reflections pushed me to step forward.

This newsletter, Lead Learner, is my answer.

Why Lead Learner? I believe leadership is reciprocal. Sometimes I have answers, but many times I don’t—and I want to model that it’s okay to say, “I don’t know, but let me find out.” Vulnerability builds trust, and trust creates space for others to step forward and lead too.
Here’s what I plan to share here:

• Reflections from my leadership journey as an assistant principal, and what I’m still learning along the way
• Insights from books, conversations, and experiences that challenge me to grow
• Practical applications that connect leadership and life—because the two can’t be separated
• Stories of spontaneity, vulnerability, and forgiveness that remind us leadership is as human as it is strategic
• My personal learning and growth outside of work is essential because I have a whole life beyond my role, and this space allows me to show who I am.

My goal is to build a space where learning is not just captured, but also shared, where leadership is not about perfection, but about curiosity, courage, and community.
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So here’s the question I’ll leave with you—one I plan to ask often:
How will you take what you’ve learned today and live it out tomorrow?