Led by Learners: Reflections on Teaching, Learning, and Growing Together.
Who is Jen Phillips?
The Day I Knew I Wanted to Teach
I was eight years old when I first realized I wanted to be a teacher. It was January 28, 1986—the day the Challenger Shuttle took off into the sky, carrying Christa McAuliffe, a teacher who inspired millions. I watched in awe, and then heartbreak, as the shuttle exploded. In that moment, I didn’t just see tragedy. I saw legacy. I knew teachers made a difference.
NASA / Public domain via Wikimedia
From that day on, I was dedicated to becoming a teacher. I played school with stuffed animals, collected erasers and notebooks, and even helped my teachers whenever I could. I knew the road wouldn’t be easy, but I also knew it would be worth it.
Even though I attended 12 schools, I was determined to succeed. By the time I graduated from Trinity High School in Garfield Heights, I ranked number 11 out of 200 in my class.
From College to the Classroom
In 1999, I graduated college as an Elementary Education major—ready to make my mark on the world! However, five weeks earlier, I had become a mom to my daughter, Lexi. Being a mom shifted my approach to teaching, giving me a new understanding of the students in my classroom. They weren’t just kids; they were someone’s child. As their teacher, I felt the weight of responsibility to nurture their growth, both academically and personally.
Alexis on her 11th birthday
In August 1999, I began my teaching career with fourth graders at St. Stanislaus in Cleveland. I had big ideas about engaging students in creative learning experiences. One of my first creative projects involved cutting old postcards into puzzle pieces and placing them in an international foods coffee can. Students used the image on the postcard and the information on the can to inspire stories. I didn’t know how to fully manage such activities at the time, but I was excited to create opportunities for students to think creatively.
Middle School Years: Growth and Mentorship
In the new millennium, my family moved to Las Vegas. With a one-year-old Lexi and a second baby on the way, I began teaching at The Academy at Bridger Middle School. It was there that I met my mentor, Rhoda Willis, who dedicated her entire career to serving the Bridger community. Inspired by her, I realized I wanted to make a similar impact.
During my time at Bridger, I experienced tremendous professional growth. I learned about team teaching, thematic units, and STEM learning through the NASA Explorer School program. I explored innovative practices such as student-led conferences and standards-based grading, became National Board certified in Early Adolescent Math, and I even started grad school for my Master’s in Technology Leadership. Despite my desire for broader impact, I found myself unable to move into a leadership role at Bridger, so I transitioned to another middle school after six years.
With my son and parents at Kennedy Space Center,
June 2024 still obsessed with NASA.
Balancing Work and Family: A New Role in Education
By this time, I was a mom of three children under six and knew I needed a position outside the classroom to balance my personal and professional commitments. I became an Educational Computing Strategist (ECS) at Lied Middle School in 2006. This role allowed me to explore and implement innovative educational practices, including:
Technology professional development for teachers.
Flipped classrooms and blended learning models.
School-wide data analysis and budgeting.
Building master schedules to support student needs.
I also started the parent involvement group, Parents as Partners, to strengthen the connection between families and the school.
After six years in the ECS role, the position was cut, and I returned to the classroom to teach seventh and eighth-grade math. Although I enjoyed teaching, the demands of balancing full-time teaching and a strategist role became overwhelming with four children at home. I decided to transition to elementary education, where I could be closer to my youngest child.
My kids in the summer of 2008
Challenges and Resilience: Rediscovering Myself
In 2013, I entered a fifth-grade classroom at Paul Culley Elementary School. With over 35 students in my class, I faced significant challenges. At the same time, I was going through a messy divorce and struggling financially. I maxed out credit cards, cashed out retirement funds, and relied on food stamps to make ends meet and feed my children.
For two years, I stepped away from teaching and worked full-time in financial services while driving ride share at night to support my family. Although this time was difficult, it gave me the opportunity to grow personally and professionally. During this time, I also began working with a coach, Dana Berg, through the Thinking into Results program by Bob Proctor. I learned about resilience, self-awareness, and the importance of pursuing my passions.
Returning to the Classroom with Heart
In 2018, I returned to teaching with a renewed sense of purpose. I accepted a position at my former school teaching fifth grade, where class sizes were smaller, and students had access to technology and a STEAM-integrated curriculum. Dana and I shared a dream of starting a school together, and while we didn’t yet know how to make it a reality, the idea inspired us to keep learning and growing. We knew we wanted to create a school where student interests led their learning. Together, Dana and I developed a journal that my students helped design. Testing the Mindful Journey journal with my students was a success—it was something they loved, and it brought new energy to my teaching.
In 2026 Dana published her first book, Ignite Their Passion, and started planning Rayvanah, a Montessori school in Vancouver, Washington scheduled to open in 2027.
Leadership and Innovation
The following school year, I became a math coach. I worked closely with my principal to improve instructional practices across the school. Drawing on my middle school experience, I contributed to data analysis, budgeting, and master scheduling to anticipate and support the needs of teachers and students.
One of my proudest accomplishments was designing a math remediation and acceleration program significantly improving test scores. Over four years, we reduced the number of students in the bottom quartile and increased overall math proficiency.