I’m Nat: a founder, educator, technologist, and strategist. I began in classrooms, moved into instructional leadership, supported customers and teams in technology, and built administrative structures in behavioral health. Across those settings, I have learned to see where people, processes, and tools stop working together. That is where I start.
Selected work
The receipts, thoughtfully.
Six windows into the work: what needed attention, what I contributed, and what that work made possible. Client and internal details stay private.
01 / 06Digital strategy · Systems
An AI operating system for real work
The need
Different AI platforms were supporting different parts of my work, but there was no shared rulebook for what belonged where.
What I built
Mapped platform roles, project naming, handoffs, documentation standards, and a record of architecture decisions across a multi-tool workflow.
What it enables
A working structure that makes tool choices deliberate, keeps related work findable, and gives new projects a consistent starting point.
02 / 06Governance · Documentation
Standards that keep a growing ecosystem coherent
The need
As the number of projects grew, decisions about naming, versions, and workflow needed a place to live beyond memory.
What I built
Authored an Engineering Standards Handbook and Architecture Change Log to record version decisions, review criteria, and changes in the way projects are deployed.
What it enables
A practical reference for tracing why a decision was made and making the next one with more consistency.
03 / 06Brand · Enterprise building
An identity built to carry more than one idea
The need
T-NATS needed a recognizable master brand with room for technology, consulting, learning, and future ventures.
What I built
Directed the Full Stop n. mark, color and type system, production assets, and the public digital experience you are exploring now.
What it enables
A coherent visual and verbal foundation that can stretch across different offerings without losing its center.
Scheduling, documentation, and programming needs were growing faster than the practice’s everyday processes.
What I built
Designed clearer administrative routines and technology-supported workflows, then worked with leadership on operational alignment.
What it enables
A stronger day-to-day structure for teams to coordinate work. Client details and internal records remain private.
05 / 06Education · District leadership
Math coaching that moves from theory to practice
The need
Teachers and school leaders needed instructional approaches they could carry into real classrooms and intervention work.
What I built
Partnered with principals and educators, facilitated professional learning, and developed coaching frameworks across a STEM magnet program.
What it enables
More usable routines for instruction, data conversations, and student support across the work of a school day.
06 / 06Curriculum · Student support
Learning that connects to life outside school
The need
Mathematics can feel remote when learners cannot see themselves or their decisions in the material.
What I built
Co-authored middle school mathematics curriculum with culturally relevant applications and helped develop “The Game of Life,” a statistics experience around financial literacy and data reasoning.
What it enables
Instruction designed to invite participation, build understanding, and make quantitative thinking useful beyond a test.
The foundation
Trained in learning. Fluent in change.
My M.Ed. in Curriculum & Instruction and B.S. in Business Administration sit alongside graduate study in organizational leadership and instructional technology. The classroom taught me to make ideas understandable. Business and technology taught me how to make them operational.
I’ve held a Louisiana mathematics teaching credential and completed professional development across technical service, leadership, and learning design. The point of that range is what I can do with it: ask sharper questions, translate between disciplines, and build something that lasts beyond a presentation.
