My Journey to Becoming a Google Certified Innovator: Serendipity in Chicago

Years ago, the  Google for Education Certified Innovator Program caught my eye. After completing the Level 1 and 2 training, the Certified Coach and Trainer programs -- I know that becoming an innovator would be the experience of a lifetime. With starting and raising a young family and the COVID-19 pandemic— I knew this program had to wait. I couldn’t leave my kids as infants and then pressing family health issues made me leery of traveling. at least not this year. Life has a way of throwing curveballs, and timing has always been a barrier. But when I discovered, serendipitously, that the 2024 cohort would meet in my hometown of Chicago on the day applications were due, I knew I couldn’t let the opportunity slip by. With furiously typing fingers, I penned my application, sharing what I have always been most passionate about as an educator - amplifying student voice. 

Why I Applied

The Google for Education Certified Innovator Program has always been a goal of mine. It’s more than just a professional development opportunity—it’s a platform for educators to transform classrooms and school communities. As I fervently finished my application, I realized that this program is more than just learning to innovate - it is about exploring challenges in the world of education and using creative problem-solving to advocate for students and the educators who serve them. This program would allow me to continue to research, reflect, and create solutions for a pressing issue in education - the silencing or marginalizing of student voice, especially in a post-COVID world. 

At a time when I felt like I had lost my own voice as an educator, I knew I needed to take this leap of faith and speak up for diverse and often marginalized voices within our school systems. I need to use my voice to amplify and champion the voices of others. With just 30 minutes to spare, I submitted my voice and shared my unwavering belief that our words are power. I could use them to advocate for others. 

I’ve always believed that storytelling is one of the most powerful tools we have as educators. It fosters empathy, empowers individuals, and fosters strong classroom communities. During COVID, when the Google Innovator program was postponed or moved online, I stopped pursuing it. So when I saw that this year’s cohort was meeting right here in Chicago, it felt like a sign.

The Experience of a Lifetime

The Innovator Academy brought together 50 of the most passionate and driven educators I’ve ever met. From the moment we walked into the space, the energy was electric. Every individual there was dedicated to tackling big challenges in education, and the collaboration, tenacity, and support we shared were unlike anything I’ve experienced before.

Throughout the program, we dove deep into our projects. We were also challenged to think bigger. We were guided by some of the best leaders in educational technology, TED, and Future Design School, we were inspired to dream and imagine solutions. 

My Project: Amplifying Student Voice

My Innovator journey is centered around the essential question: How might we amplify and celebrate students' and educators' voices? My answer is what I tell students almost every day: Good speakers are good storytellers. 

My goals with this project are to increase student voice, promote empathy, and foster a strong community within any classroom setting. I will follow up with another blog post about the project. 

The Bigger Picture

Being a Google Certified Innovator isn’t just about launching a single project—it’s about driving transformation in education. My time in the program has shown me that real change happens when educators take risks, think big, and collaborate with others.

I hope this storytelling platform will empower students and educators to celebrate their unique contributions and use their voices to inspire change. I have been so grateful to have amazing mentors and teammates who are also passionate about and exploring this topic. 

Being a part of this program in the summer of 2024 was the reconnection and inspiration I needed in my career. I had a rough year prior personally and professionally that made me doubt myself and feel directionless - feelings that came from years of burnout, unpacking trauma, and diagnosis of complex PTSD caused by the pandemic and being pushed in directions by some well-meaning people that were not right for me. I had lost my sense of self. 

Advice for Aspiring Innovators

Currently, there are only about 3000 Google Innovators worldwide. If you’re considering applying to the Google Innovator Program, do it! Reach out to people online who have gone through the program and can give you advice/input on your project.

1. Just Apply: Don’t let self-doubt or timing hold you back. If I hadn’t applied at the last minute, I would’ve missed this incredible opportunity. I didn’t think I’d be selected among the hundreds (or even thousands) of applicants, but I was. I could not be more grateful for this opportunity and for every amazing person I have met because of it. 

2. Focus on your mission: Choose a problem you care deeply about. Consider where your heart always leads you as an educator. Your enthusiasm will shine and your curiosity will help you create a strong application. 

3. Embrace the Process: The academy is intense, but it’s also one of the most rewarding experiences. When I said that the room was electric, I truly meant it. The creativity, curiosity, and kindness expressed by every person helped me rediscover myself. 

The Google Certified Innovator Program has been a transformative experience, not just for my professional growth but for my journey as an educator. It’s given me the tools, mentorship, and community to bring and I can’t wait to see where this journey takes me next. If you’re passionate about solving big problems in education, take the chance on this program. You won’t regret it.

The Power of Personalized Experiences: Insights from a Make-a-Wish Adventure at Universal Theme Parks

We just returned home from my son's Make-a-Wish trip. To say that I am grateful does not even begin to capture my feelings toward this opportunity and the amount of healing and joy it provided our family. This trip was the first time my kids were on an airplane, and we were away from home for more than 48 hours. COVID and medical treatments have kept us from venturing too far from home. Still, now that Jordan is older and medicine like Trikafta have given us reason to believe that our son's life expectancy and, more importantly, his quality of life will look relatively normal (with a little bit of work), we were finally ready to venture out into the world.

We spent five days at Universal Studios and the four Disney parks in Orlando. While my son does not do rollercoasters, we were able to explore and experience every facet that these parks have to offer and bond as a family of five. At Universal, it was clear that they had special protocols and training to work with Make-a-Wish families. The direct and immediate attention given to my son, especially by the characters, could make me cry just thinking about it, and it challenged me to reflect on hospitality practices and how we incorporate those practices into our own teaching and learning experiences that we build for our students in the classroom. Every student deserves to feel seen and cared for, as Universal made my son feel. Fortunately for classroom teachers, we have time and multiple opportunity to extend those relationships and experiences to span more than just a few minutes of engagement.

Read your students as they enter the gate.

At Universal, we were given the "backstage" or behind-the-scenes experiences. From the entry point of each ride, we were given a personalized experience. They understood their audience and quickly assessed his nervousness and apprehension as we approached each ride. As teachers, we must do our best to read the room on day one. We must carefully craft first-day surveys that challenge our students to fully answer who they are and what they need from us to succeed. The better our questions and more observant we can be, the more comfortable our students will be to "enjoy the ride" as the new semester takes off into the unknown.

Create an immersive experience in which students are the active drivers of their learning.

As we walked from ride to ride, the theme became immersive. Fog and dark corners crept up in Jurrasic Park, and the Harry Potter sections were equipped with magical spots and spells so children could feel like wizards. We were asked to be active participants rather than passive riders checking off rides from a list. As educators, we should strive to create similar immersive experiences for our students. Instead of passively taking notes or answering questions on a worksheet each day, we should build hands-on projects, collaborative activities, and real-world problem-solving. These activities challenge students to engage more deeply and retain knowledge more effectively. As teachers, we are not tour guides; we are world builders. Our goal is to make each student feel like the hero of their educational journey, with the power to learn, grow, and shape their destiny beyond the classroom.

Build connections and root for the team.

One of the most moving parts of the trip was seeing how the characters and staff members cheered on my son and made him feel special at every turn. They were not just doing a job; they made us feel like they were rooting for our happiness. As teachers, we must build strong connections with our students. One of our "whys" for becoming teachers is often that we want our students to have the best opportunities and lives beyond our classrooms. Their journeys start in our classrooms. We can celebrate their victories - great or small. We can demonstrate that we are invested in their success and happiness by showing that we are proud of them, recognize their growth, and believe they can reach their goals. A simple "I'm proud of you" or "I believe in you" can impact and build confidence to tackle any challenge, real or imagined.

Use the "slow parts" to build anticipation.

At a theme park, the action is often broken up with lines to wait for and slower-paced attractions, but even these moments in our experience were designed carefully to build anticipation and excitement for what was to come. In a classroom, not every lesson is high-energy and "fun." Quiet moments are necessary for reflection, and direct instruction is needed to learn valuable skills. Still, we can build anticipation for larger projects and collaborative experiences in moments that lull the energy.

I love asking thought-provoking questions or completing anticipatory-type discussions that challenge students to prepare mentally for more extensive learning experiences or readings. Another way to "set the stage" is to deliberate with musical choices played in the background while students work. Planting the seed of what is to come, sparking curiosity, encouraging students to ask questions, and building suspense can make experiences for students more meaningful and memorable while also keeping the pace and energy higher throughout the lesson.

Remember that the journey can always take a new path.

Flexibility is absolutely necessary at a theme park. We learned that different sections are closed during early admission for maintenance and repair and that messages are not always communicated clearly before entering a park. Despite all the planning, we adjusted our schedule daily based on what was available and what my son could handle. The same is true in education. Plans change. Students are different from semester to semester (or even from morning to afternoon). We must be ready to pivot, embrace new strategies, and allow students to guide us through the learning process. Sometimes, skills take longer to master than others. It is okay to step away from the plan and follow a new, unexpected path.

Reflecting on our Make-a-Wish trip, I am overwhelmed with gratitude for the experiences we shared and the people who helped build this incredible experience for my family (Make-a-Wish, Give Kids the World, Universal, his doctors, and more). I also appreciate the lessons I can take back to my classroom and the opportunities I now have to pay forward the love and care that was shown to my family. I was inspired by the Universal Studio's staff and the experiences they build for my family, and I hope to take that same magic back to my classroom in 2025. After all, the magic of teaching isn't restricted to a location; it's in the quiet moments where we show our students they matter, and we believe in their journey.