For years, I believed I was a strong, capable teacher—consistent, structured, and deeply committed to student success. But when I began the AVID Certified Educator (ACE) journey, I realized that while I was “good,” I wasn’t intentionally designing learning at the level AVID demands. ACE challenged me to become reflective, deliberate, and aligned in ways I had never experienced. Shifting from instinctive teaching to intentional teaching is what moved me from good to great. 

The transformation didn’t happen by accident. It happened because ACE required me to live inside the Continuous Improvement Cycle (Plan, Do, Study, Act). It pushed me to examine why I teach the way I do, how students respond, and what evidence demonstrates growth. It asked for intentionality in the AVID Foundations of Instruction™ and clarity in every decision.  

The results were undeniable. For the first time in my career, my principal evaluated me as “Exemplary” in every single category, noting profound changes in my instructional design, student engagement, and professional leadership. 

Plan: Setting Purpose With Intentionality 

The Plan phase required me to identify specific instructional goals rooted in the AVID Foundations of Instruction, validate those goals with student data, and align them to campus priorities. Instead of teaching on autopilot, I began designing learning experiences with purpose and clarity.  

My principal noted that my classroom structures became “sound and routine,” supported by early student training and consistent expectations. He also highlighted that my intentional use of student-run tutorials created a responsive and academically rich environment, where students guided the topics and took ownership of their learning. Through this shift, I learned that intentionality is the foundation of teaching. 

Do: Implementing With Purpose and Documenting Growth 

Implementing my plan became the heart of my growth. The Do phase encouraged me to apply my action steps consistently and document the impact on students. One of the most transformative changes was redesigning how I built positive relationships.  

Each week, I made positive phone calls home to families, using engagement ticket data to guide my selections. The impact was immediate and powerful. Students returned eager to share how much the call meant to their families, whether it was celebrating with ice cream, attending a football game, or even adopting a cat. These outcomes went far beyond what I predicted, and they demonstrated how intentional strategies strengthen classroom culture and community trust.  

My principal also observed how my routines, academic discourse, and tutorial structures were implemented “with fidelity,” promoting a safe, respectful, and highly engaged learning environment. 

Study: Analyzing Data to Understand What’s Working 

The Study phase required me to examine whether the strategies I implemented were producing the results I hoped for. ACE taught me to rely on evidence—not assumptions—to understand student learning. I analyzed engagement patterns, reviewed tutorial reflections, studied formative assessments, and monitored how changes to routines influenced classroom climate. My students became increasingly reflective, using multiple sources of assessment data to monitor their progress, set goals, and determine next steps.  

My principal recognized this shift, noting that students engaged in meaningful academic discourse and problem-solving while taking responsibility for their own learning. My classroom became a living example of what the Study phase should look like: an environment where data informs reflection, and reflection drives improvement. 

Act: Refining, Adjusting, and Continuing the Cycle

The Act phase taught me that improvement is an ongoing cycle. With each round of planning, implementation, and reflection, I refined my approaches. I adjusted routines when students needed more structure, strengthened tutorial expectations to deepen academic ownership, and expanded parent communication when I saw how meaningful it was for families.  

My principal affirmed this growth mindset, writing that I “regularly reflect on [my] practices and make adjustments as they are needed,” seek input from supervisors and peers, and “serve as a model of professionalism.” This phase reminded me that great educators evolve continually, and ACE equipped me with the tools to do that with intention and confidence. 

A Final Evaluation That Reflected a Journey of Growth 

Receiving straight “Exemplary” ratings on my final evaluation was evidence of the growth that ACE inspired in my teaching. My principal’s feedback validated that the work I put into the Continuous Improvement Cycle translated into meaningful outcomes. He summarized it best when he wrote, “Mrs. McGuin has demonstrated exceptional dedication and effectiveness as an AVID teacher… Her impact at Randall is already profound, and her commitment to students, staff, and the broader school community is evident in all she does.”  

From Good to Great—and Still Growing 

Becoming an AVID Certified Educator refined and redefined my instructional practice. ACE taught me to teach with intentionality, reflect with honesty, analyze with clarity, act with purpose, and improve with consistency. The best part is that I am still growing because great teaching isn’t a destination, it’s a continuous improvement cycle. Most importantly, however, ACE helped me become the educator my students truly deserve.