About Me
Your problems don't always need another course. Sometimes they need a job aid, a better prompt, or a rethink of what's actually broken.
I use AI as an actual building tool, not just a writing assistant. Prompting frameworks, rapid prototyping, and iterative design thinking are baked into how I work, not bolted on after the fact. Eight years in a live kindergarten classroom taught me how people actually learn, and an M.S. in Applied Technology in Education gave me the framework for why.
Contact
Thank you for reviewing my portfolio.
If you would like to connect or discuss opportunities, feel free to reach out directly.
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Education
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Master’s Degree in Applied Technology in Education Wilmington University
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Bachelor’s Degree in Early Childhood Education
Minor in Psychology Salisbury University
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Google Certified Educator – Level 1
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View my resume here:
Jill Hitchens - Resume - Instructional Design - 2026 (2).pdf
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Your long and short-term planning provides engaging activities that are aligned to the curriculum, utilize available resources, and differentiates learning activities. You utilize assessment results to make instructional decisions for groups of students.
District Evaluator, Formal Observation
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Your ability to encourage students to participate in the lesson portrays the message that student input is valued and appreciated.
District Evaluator, Formal Observation
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The interactions between you and your students, and among your students, are highly respectful, reflecting genuine warmth, caring, and sensitivity to students as individuals.
District Evaluator, Formal Observation
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You used excellent communication strategies during the lesson. You used modeling, auditory and visual cues to check for understanding.
District Evaluator, Formal Observation
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Your assessment book is phenomenal. You have drilled down in every area of instruction to understand where your students truly are.
District Evaluator, Formal Observation
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3 years of Full Attainment (highest tier) on district Student Learning Objectives, math and literacy
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One math cohort moved from 12.7% to 91.3% class average in a single school year, the largest jump on record
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24 of 24 students met individual growth targets in math, up from a 43.3% baseline
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