Endeavor Schools · Instructional Design Portfolio
Closing the gap between watching training videos
and applying a behavioral framework in a real classroom
The problem
Endeavor Schools adopted Conscious Discipline — a research-based behavioral framework developed by Dr. Becky Bailey — as the school-wide approach to classroom management and social-emotional learning. As Curriculum Director and the school's Academic Committee lead, I was responsible for the full implementation across our campus network.
Staff were assigned foundational video modules from the official Conscious Discipline website. The videos were high quality. But watching is not practicing. Early observation data told a clear story: staff could describe the concepts, but they couldn't apply them in the three seconds before they reacted.
I designed and built a four-module eLearning course to bridge that gap. The course assumed CD knowledge was in place and focused entirely on application: realistic classroom scenarios, branching decisions, structured reflection, and a personal practice artifact for every learner to take back into their classroom.
Root cause
Before designing anything, I conducted needs analysis through three channels: reviewing incident and behavior data from classrooms post-video-training, coaching conversations with lead teachers, and direct classroom observation during Morning Meetings and transition periods.
The existing CD video content successfully built declarative knowledge — staff could define brain states, describe the BRAIN framework, and explain the School Family model. What it did not build was procedural knowledge — the ability to execute the framework under pressure, in a real classroom, with real children watching. These are different cognitive tasks that require different instructional approaches.
Conscious Discipline is proprietary intellectual property owned by Dr. Becky Bailey. The course I built could not re-teach CD content — it had to apply it. Every screen assumed knowledge and built practice. That constraint became the most important design decision in the project: it forced the course to be scenario-first from the very first screen.
Design process
I used the ADDIE framework as structural backbone — but in practice it was iterative and overlapping. Each phase produced a discrete professional deliverable before the next phase began.
Skills & tools
Curriculum architecture
Each module is built around a single realistic classroom scenario. The learner enters the scenario before any framework is introduced — placed inside the moment before they understand why it matters.
Design rationale
Every choice below was a deliberate answer to something the needs analysis and audience data told me. None of these were defaults.
Learning objectives
Objectives were written before content, not extracted from it. Every objective is at the Apply level or higher — recall was already built by the CD video series this course complements.
| # | Learning Objective | Bloom's Level |
|---|---|---|
| 1.1 | Identify the three brain states (survival, emotional, executive) in children's observed classroom behavior | Understand |
| 1.2 | Recognize their own brain state during a stressful classroom moment before responding to a child | Apply |
| 1.3 | Select and apply at least one self-regulation strategy to return to executive brain before responding | Apply |
| 2.1 | Distinguish between a punitive classroom environment and a School Family model across the four pillars: Safety, Belonging, Contribution, Emotional Intelligence | Analyze |
| 2.2 | Apply at least two School Family rituals to create a visible belonging moment for a new or isolated student | Apply |
| 2.3 | Explain to a skeptical parent how School Family practices support academic learning through the brain science of safety and belonging | Evaluate |
| 2.4 | Design one original classroom ritual aligned to the School Family pillar they identify as weakest in their current practice | Create |
| 3.1 | Differentiate between behavior that communicates a skill deficit and behavior that represents willful defiance — and apply the correct instructional response to each | Analyze |
| 3.2 | Apply the BRAIN framework (Body, Regulate, Attune, Inquire, Noticing) in the correct sequence to a classroom behavior incident | Apply |
| 3.3 | Replace at least three reactive classroom phrases with CD-aligned language alternatives | Apply |
| 4.1 | Identify personal triggers that move them from executive to emotional or survival brain in a classroom context | Analyze |
| 4.2 | Create a Personal Composure Plan identifying their triggers, early warning signs, go-to regulation strategy, and personal anchor statement for classroom use | Create |
Storyboard sample · Module 1
The storyboard is the most detailed document in any eLearning project — a screen-by-screen specification that serves as both the development brief and the SME review document. Module 1 covers 16 screens across 5 content sections, with full narration scripts written for each.
Sample screen specification — Screen 4: Branching Decision
Freeze frame on Ms. Rivera looking at Jaylen, who is sitting on the floor by the cubbies, arms crossed. Three other children have turned to watch. Morning Meeting sounds in the background. Text fades in: "What do you do right now?"
"Jaylen's on the floor. Morning Meeting starts in four minutes. The other kids are watching. This is the moment that matters — not because of what Jaylen does next, but because of what you do first."
"Ms. Rivera has 4 minutes before Morning Meeting. Jaylen is on the floor. Three children are watching. Choose your response:"
Evaluation framework
The evaluation plan was built into the Training Design Document before a single screen was storyboarded — measurement criteria were defined upfront, not retrofitted after delivery.
Full deliverable set
Each document below is a standalone professional deliverable produced through the design process.
About the designer