"If you are not adding value to your client and to society, you are taking up space."
— Roger Kaufman, The Journey to the Future of Social, Organizational, and Individual Performance (2020)

A Day in the Life of Dr. Anecia Scott, Ed.D.

Instructional Technology Consultant | Digital Learning Architect | Educator Empowerment Specialist

While no two days are exactly the same in Dr. Scott’s work, each day reflects the balance between technical precision, user-centered design, and responsive coaching. Below is a snapshot of a typical day based on her interview insights.

System Evaluation and Support Ticket Assessment

Dr. Scott begins her day by logging into the district's technology service platform, reviewing support tickets from the previous evening and early morning. These might include:

  • Teachers requesting assistance syncing Schoology with Infinite Campus

  • A principal needing help running grade distribution reports

  • Access issues for newly onboarded staff in the Google Admin Console

“Sometimes a teacher can’t get their gradebook to sync properly, or an admin can’t find a report—that’s where I come in first thing.”- Dr. Scott

LMS Training and Development Services

After resolving high-priority tickets, she dives into course development and module updates. For example:

  • Creating a narrated, ADA-compliant screencast on “Setting Up Your Gradebook in Schoology”

  • Revising the self-paced “New Teacher Onboarding” module to include state grading policy changes

  • Embedding a new Rise 360 block into a leadership training course for assistant principals

Dr. Scott also uses this block to test accessibility features (alt text, color contrast, closed captioning).

“The policies may change, but the learning experience has to stay smooth. That’s where instructional design meets leadership.” - Dr. Scott

Precision-Timed Coaching Services

She conducts a virtual coaching session with a teacher team piloting a new assessment platform. The session is informal but strategic—designed to troubleshoot live issues, answer questions, and boost digital confidence.

She often screenshares tools like Padlet, Jamboard, or Storyline mockups to demonstrate how to create engaging, compliant content.

“Sometimes the best support is real-time reassurance. Just being able to say, ‘Here’s how you do it, let me walk you through it,’ goes a long way.”-  Dr. Scott

Administrative Coordination and Technology Strategy

Following a mental reset, Dr. Scott joins a district-level instructional leadership meeting. Her role is to advise on:

  • New tech integrations (e.g., AI writing assistants, SEL survey tools)

  • Licensing decisions for platforms like Canva for Education

  • Professional development calendars and rollout plans

She might present a mini data report showing usage analytics from a teacher training series and offer strategy adjustments for upcoming tech adoptions.

“I’m often the translator between pedagogy and platforms. Leadership wants solutions that scale—and teachers want tools that work.” - Dr. Scott

Content Refinement and Official Documentation

After meetings and coaching sessions, Dr. Scott transitions into focused design time—dedicated to refining a self-paced, admin-facing training module developed in Articulate Storyline 360. The module is part of a district-wide initiative to onboard new assistant principals and instructional leaders in grading policy compliance and data-reporting procedures. 

Key Focus: Interactivity and Customization

This isn’t a passive, slide-based training—it’s a dynamic learning experience that requires users to engage, make decisions, and receive feedback.

Dr. Scott builds out and tests several advanced features within the course:

🔘 Trigger-Based Response Activities
Using Storyline’s trigger panel, she configures “Show layer” and “Change state” actions based on administrator decisions.

Example:

  • A question prompt simulates a real-life admin scenario:
    “A teacher accidentally enters grades for the wrong marking period. What steps do you take?”

  • When the correct steps are selected in the multiple-response interaction, the learner receives immediate visual feedback via feedback layers and a progress meter updates. 

🌿 Branching Scenarios: Late Grades & Student Withdrawals
Using Slide Layers and Variables, Dr. Scott maps out decision trees for nuanced admin tasks.

Example:
A branching path guides learners through the correct sequence for handling:

  • A student transfer after midterm grades were submitted

  • Adjusting gradebook access for long-term substitutes

  • Cross-checking course completion statuses before generating transcripts

Each path includes consequence feedback, reinforcing district protocol or gently redirecting the learner toward compliance. 

📄 Certificate Generation with JavaScript Integration
To personalize learning and reinforce accountability, Dr. Scott integrates a certificate generator triggered at course completion.

  • She uses a text entry field to collect the user’s name at the beginning of the course.

  • Then, with a JavaScript trigger embedded in the last slide, the user’s name auto-populates on a district-branded certificate (PDF exportable).

  • This certificate meets documentation requirements for professional development hours. Dr. Scott learned to script this functionality independently, combining Storyline's built-in variables with a preformatted HTML print layout.

🗂️ Publishing & Cataloging for the LMS

Once all elements are tested for interactivity, accuracy, and ADA compliance (alt text, color contrast, closed captioning):

  • She exports the SCORM 1.2 file from Storyline, ensuring LMS compatibility.

  • Then, she uploads the module to Schoology’s LMS under a secure admin-only course shell.

  • Within the LMS, she configures:

    • Completion rules (e.g., “Must score 80% on quiz + visit all slides”)

    • Metadata tags for accessibility (e.g., "screen reader compatible", "admin onboarding", "ADA Section 508")

    • Enrollment groups (e.g., by school zone or leadership tier)

The course is then cataloged under “Leadership Essentials: Semester I”, which Dr. Scott maintains as part of her internal district PD library.

This part of her work—highly technical, detail-oriented, and invisible to the casual observer—is where Dr. Scott shines as both instructional designer and learning systems architect. It reflects not only her ability to use advanced tools, but her foresight in anticipating the challenges that administrators face, and designing learning environments that are practical, navigable, and measurable. 

Professional Development and Self-Assessment

To close her day, Dr. Scott may dedicate 30–60 minutes to her own learning—watching a course on project management certification or experimenting with new JavaScript triggers inside Storyline. Occasionally, she updates her consulting portfolio or attends a virtual EdTech webinar.

“Even after 20 years, I’m still learning. It’s what keeps this work meaningful—and keeps me sharp.” - Dr. Scott

The Intangible Work

Beyond scheduled tasks, Dr. Scott spends much of her day building trust:

  • Clarifying unclear project scopes

  • Navigating interpersonal politics among departments

  • Advocating for accessible design and teacher-first technology solutions

These quiet, behind-the-scenes efforts are part of what makes her not just a technologist, but a connector, coach, and instructional strategist.