Data-Driven Instruction
Built on my NECTFL Mead Fellowship project, “Mind the Gap” — helping teachers read their assessment data and turn it into concrete instructional decisions.
Speaking
Professional Development
As a NECTFL Mead Leadership Fellow, LEAP Fellow, and American Classical League leader, I design professional development grounded in 14 years of classroom teaching, curriculum development, and presentations for national and regional language-education organizations.
I · Ways to work together
What I offer
Each engagement is tailored, but most start from one of these formats.
Proficiency & Assessment Design
Designing proficiency portfolios, performance-based rubrics, and ACTFL-aligned assessment that measures what students can actually do with the language.
Neuroinclusive Teaching
UDL and neuroaffinity-centered strategies from my work as Vice President of the ACTFL Neurodiversity SIG — opening language learning to every kind of mind.
Curriculum Architecture
Backward design, scope-and-sequence development, and authentic-resource curation for programs mapping a coherent K–12 sequence.
II · How it works
The approach
We start with your goals
Before anything else, I learn what your students need and where your program is now.You see it modeled
The most convincing PD is a live demonstration — teachers experience CI as learners first.You leave with tools
Every session ends with concrete, adaptable materials you can bring straight into your room.We stay in touch
Change takes time. I follow up so the momentum from a single workshop doesn't fade.
III · Formats & outcomes
Built for the room you are in
Choose a focused session or a sustained partnership; both begin with the people, program, and decisions in front of you.
Workshop or conference session
- A focused introduction for a department or conference audience
- Live modeling that lets teachers experience the approach
- Adaptable tools for immediate classroom use
Coaching or curriculum partnership
- A longer arc shaped around a program's goals
- Support for assessment, curriculum, or neuroinclusive practice
- Follow-up that helps new practices take root
A useful inquiry includes
- Your audience and approximate group size
- The instructional question you want to address
- The format you are considering
- What you want teachers to leave ready to do
Workshop preview · Original PDF
Comprehensible-Input Classroom Guide
Preview the practical classroom rhythm, core techniques, assessment choices, and neuroinclusive structures that can anchor a workshop or coaching conversation.
Magistra Dougherty is an excellent mentor, great presenter and all-around amazing educator.
Educator testimonial
Good professional development doesn't hand teachers a script — it gives them the confidence to trust their students' understanding.
Magistra D
Let's build something for your teachers.
Reach out to talk through a workshop, coaching, or curriculum work for your school or conference.
Start the conversation