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Hi, my name is Emily Fogel, and I currently serve as an instructional specialist at Marcus Whitman Middle School in Port Orchard. I began my teaching career in 2005 as a math teacher. Following the challenges of the COVID-19 pandemic, I transitioned into a math specialist role, which eventually led me to my current position over the past two years. In my role, I support teachers through coaching, assist with data collection and analysis, and contribute to various instructional initiatives. 

Outside of work, I’m a mom of three and work alongside my husband, who is a counselor at the same school. I enrolled in the Instructional Leadership program two years ago and will be graduating this spring [2025]! 

Joining the IL program really took my development to the next level. I started with Sylvia’s coaching course in the fall, which was very impactful, and soon after I had the opportunity to attend a conference in Kansas. Each course and experience in the program have directly supported my day-to-day work and has equipped me with practical strategies and a deeper understanding of effective coaching and leadership. 

More than anything though, the program has given me confidence. Like many people moving into a new role, I experienced imposter syndrome even though I was hired for a reason and had the qualifications. The IL program helped me overcome that self-doubt. It reaffirmed my identity as a lifelong learner and strengthened my belief that educators should always be growing. Thanks to what I’ve learned, I’ve been able to take on new leadership opportunities, such as joining a district PLC guiding coalition, speaking at school board meetings, and advocating through my union. The program's emphasis on teacher leadership has provided me with a wide range of tools and perspectives that continue to shape my career and professional growth. 

The hybrid model and pacing of the Instructional Leadership program were incredibly beneficial both personally and professionally. The hybrid format allowed me to stay connected with peers, something I value deeply as a collaborative learner. It also gave me the flexibility to balance work and family. I appreciated having the option to commute to campus during certain quarters, which helped me feel immersed in a true academic community, while other quarters offered more flexibility through online learning. That balance made the experience both manageable and meaningful. 

The two-year pace of the program was perfect. It wasn’t rushed, which allowed for deeper learning and growth. In the first year, we completed a small action research project that introduced us to the capstone process. In the second year, we spent dedicated time developing and completing our capstones. This intentional structure gave me time to apply what I was learning directly to my role and reflect meaningfully along the way. As someone who loves professional learning, I’ve truly enjoyed every step, so I’m a little sad to see it end. 

Every class in the Instructional Leadership program had a meaningful connection to my work and helped shape my growth as both an educator and leader. Courses like coaching, action research, and education policy directly aligned with my role, providing strategies and insights I could apply immediately in my work. I also appreciated how flexible and relevant the coursework was. I was able to tailor projects to fit my context. For example, in my instruction class, I was able to develop curriculum for staff instead of students, which aligns with my current role. These experiences made my learning practical and personal. 

Additionally, the support from faculty, especially Sylvia, truly stood out. She consistently uplifted students and created real leadership opportunities, such as inviting me to co-present at the Washington Educational Research Association (WERA) conference, something I never imagined myself doing. Even now, she continues to offer support, including chances to publish and collaborate even after I graduate from the program. That level of mentorship made a lasting impact on my confidence and professional growth. 

Fully lean into your cohort and the support system around you! In our program, Sylvia did a wonderful job of fostering a sense of community right from the start. We had an initial Zoom meeting where we established norms and ways to communicate that made us feel safe and connected. Since then, our cohort has stayed in regular contact. We often text each other, check in about classes, and even hop on Zoom for accountability sessions while working on our capstone projects.  

In addition to building relationships, I’d also encourage students to be proactive and ask questions. Coming into this program, I had graduated from undergrad over 20 years ago, and so much had changed. If I hadn’t spoken up, asked questions, and taken the initiative to understand what was expected, I would have missed out on important information. The staff at UW were responsive and easy to communicate, so don’t be afraid to reach out, seek what you need, and advocate for yourself.  

Lastly, take time to plan out your coursework. Look ahead at the course time guides and explore flexible options. I found it incredibly helpful to take some courses online through other UW campuses, which gave me access to more diverse learning opportunities. The more intentional you are with your planning, the more you’ll get out of the experience.