I built a lunch-hour PLC rotation that worked — and stopped when I left. That gap has a name: espoused vs. enacted.

For my MBA Strategic Marketing course (BUSA 656) at Abilene Christian University, I developed a full market entry strategy for RGV-LS (Rio Grande Valley Learning Solutions) — a bilingual tutoring startup designed to close this gap.

In practice, self-paced platforms amplify instruction — they don't replace it. Explicit teaching (Science of Reading) plus adaptive practice (Rosetta Stone) plus individual feedback (progress conferences) creates a loop where each piece strengthens the others.

"The system wasn't built with us in mind, and patching it with good intentions hasn't changed the foundation."

I don't come from consulting, finance, or corporate backgrounds, and I didn't learn customer education from a training manual. I learned it by managing projects and helping people adopt new tools with limited budgets, competing stakeholders, and real constraints.

How this informs my approach to professional development: This lesson demonstrates instructional design principles I apply when facilitating professional learning for educators: Start with the learner: Just as I connected to students' social media experiences, I begin instruction by understanding current practices and challenges Scaffold complex tasks: The lesson moves from simple personal reflection to complex persuasive writing—the same gradual release model I use when trai