Technical Enablement · Instructional Design · EdTech → Corporate
I help organizations build training programs that actually change behavior — drawing on a background in anthropology, child welfare systems, international education, and enterprise technology deployment.
I studied Anthropology at the University of North Texas because I wanted to understand how human systems work — how people make decisions, adopt new behaviors, and navigate change within their cultures. I had no idea that degree would become the foundation of a career in learning and development. But in retrospect, it's the most relevant thing I've ever studied.
After graduating in 2007, I spent several years as a Conservatorship Worker with the Texas Department of Family and Protective Services (TDFPS). That work taught me more about human behavior, high-stakes communication, and system navigation than any classroom could. I learned to write documentation that held up in court, coordinate across agencies, and build trust with people in crisis. I also discovered I was drawn to training others — I spent time onboarding and mentoring new caseworkers on documentation and case management procedures.
In 2010, I made a deliberate pivot and spent a year teaching English in Taiwan. Designing curriculum for learners who don't share your language forces a kind of instructional clarity that's hard to develop any other way. You learn to read your audience with precision, strip content down to what's essential, and communicate across cultural distance.
When I returned to Texas in 2012, I spent over a decade in K–12 education teaching Mathematics, Science, STEM, and Dual Language — and increasingly focused on the intersection of technology and learning. I became the campus tech champion, led professional development sessions, and managed device deployments.
That led to my current role as a Digital Learning Specialist at Clear Touch Interactive, where I lead district-wide technology rollouts, design and deliver training programs, and apply data-driven frameworks to optimize how learning actually gets to people. I'm also AWS Cloud Practitioner certified and actively building technical depth to support enterprise-scale enablement roles.
What connects all of it is the same question I've been asking since undergrad: how do people actually learn, and what gets in the way?
Fifteen years of practice across education, social services, and enterprise technology have focused into four distinct competencies.
```Designing and delivering adult learning experiences that engage, inform, and change behavior — across virtual, in-person, and hybrid environments.
Systematic course and curriculum development using ADDIE, SAM, and station rotation models, with a strong emphasis on needs analysis and measurable outcomes.
End-to-end enterprise technology rollouts — from device policy management and firmware workflows to adoption analytics and stakeholder documentation suites.
Leading learning initiatives from kickoff through evaluation — stakeholder alignment, deliverable planning, performance metrics, and continuous improvement cycles.
Each project below is documented as a case study — the situation, the approach, and what happened. No files I don't own, just the real story.
```Comal ISD needed to roll out a new enterprise platform — Clear Touch Connect — to hundreds of teachers and administrators across multiple campuses. The challenge wasn't the technology itself; it was that educators had no existing mental model for how to use it, adoption of previous platforms had been inconsistent, and there was limited time in professional development windows to train at scale. Helpdesk tickets from confused users were an early and predictable risk.
Rather than defaulting to a single all-hands training session, I designed a layered documentation suite to support multiple learning paths simultaneously. This included a plain-language teacher one-pager for the classroom-level user, an admin quick-start guide for campus leads, a printable login poster for rooms without easy digital reference, and a comprehensive FAQ document surfacing the most common failure points. I mapped each artifact to a different stage in the user journey — from first login through confident daily use — so that the documentation itself acted as a distributed training system that didn't require a facilitator to be present.
The district was hosting a Heritage Night event celebrating student and community cultural backgrounds. The request was to use the district's 75-inch Clear Touch interactive panels as audience-facing exhibit stations — but no one had designed interactive public-facing content for these panels before. There was no template, no precedent, and no dedicated design team. I was brought in to design and build the full experience from scratch.
I designed 10 fully interactive exhibit panels using Nuiteq Chorus, each built around a specific heritage station (including Spanish and German language heritage content). Each board included a branded intro screen, a navigation hub, and embedded audio and video components — all designed for a public audience navigating without any instruction. I built the experience so that a curious attendee with no technical background could walk up to a panel and have a meaningful, self-directed interaction. The complete package was built as an upload-ready ZIP archive for easy deployment and future reuse by the district.
On-site training delivery was generating a pattern I started to notice across multiple districts: some training sessions were too short to be effective, others were longer than necessary and wasting everyone's time, and there was no systematic way to evaluate which was which. The default was to schedule training uniformly — same format, same duration, regardless of what the audience actually needed. This meant that both over-training and under-training were routine, and neither was being measured.
I developed the Goldilocks Zone framework — a data-driven model for determining the appropriate scope, format, and duration of training based on the audience's existing fluency, the complexity of the content, and the risk profile of under-adoption. The framework identified when on-site delivery added value versus when it was redundant, and established criteria for deciding between in-person, hybrid, asynchronous, or documentation-only approaches. The output was a branded analysis report and PowerPoint delivered to district and regional stakeholders, with a strategic implementation roadmap for applying the framework to future training planning.
A practical skill set built from doing — not just knowing.
```Continuously building technical and professional credibility through verified credentials.
```I'm open to full-time roles, contract engagements, and consulting conversations — particularly in technical enablement, customer education, and L&D at enterprise SaaS or cloud companies. If you're building a training program and need someone who understands both the human side and the technology side, I'd like to hear from you.
Want the full picture? Download my resume for a complete view of experience, projects, and credentials.
↓ Download Resume (PDF)