Hello and welcome! My name is Amanda Nickerson, and I’m a K-12 literacy technical assistance specialist and adjunct instructor who is passionate about supporting teachers and sharing evidence-based practices. My research interests lie at the intersection of MTSS, literacy, and gifted/2e learners. But wait, there’s more…
The Early Days of Blogging
When I first launched this blog back in 2010, I was eager to share classroom experiences, creative lessons, and real-life snapshots from my third- and fourth-grade classroom. I loved documenting how I differentiated instruction, fostered deep learning, and supported the growth of all students—including gifted and twice-exceptional learners. During that time, I was also selling educational resources on Teachers Pay Teachers, even reaching best-seller status for a time.
Through blogging, I built meaningful relationships with other educators and bloggers, presented at state and national conferences for SDE, and found so much joy in connecting with fellow teachers. Blogging energized me—at least, at first. But over time, I became disillusioned by what it had become. And no, I’m not just talking about the pressure to keep up with Instagram, Pinterest, newsletters, and all that jazz.
The Shift
Over time, I became increasingly concerned about the rise of “edu-celebrity” culture, where bloggers jumped on the latest trends to peddle untested curricula—sometimes without the expertise to back it up. To be honest, it felt as though quality resources were being overshadowed by the drive for relevance and popularity. I also never felt comfortable with chasing trends just to stay relevant. That never sat right with me. I wasn’t interested in being “popular”; I was interested in impact.
A New Chapter
In 2015, I became a mother, and the ground shifted beneath my feet. I kept teaching and blogging, but I felt increasingly restless and untethered. In 2016, I made the difficult decision to step away from the classroom—temporarily, I thought. My plan was to stay home with my son while recentering my blog and TpT business. I thought I would write more about evidence-based practices in general (not just resources). But then, an opportunity arose for a part-time literacy consulting role. It was a leap of faith, but I took it. It was the perfect fit for that season. I enjoyed quality time with our young children, and I also had the chance to work with wonderful colleagues and educators. The part-time gig turned into a full-time position, and I completely fell in love with the work. I stayed in that role for seven years.
During this time, my understanding of literacy deepened as I dove deeper into the science of reading. This wasn’t entirely new to me; I had always been on a journey to better understand literacy. In 2006, when I began teaching, I taught with Fundations. Thankfully, I had strong role models that helped me learn about explicit instruction, but my undergraduate and graduate training had been steeped in balanced literacy, which shaped my teaching, too. I had always included explicit phonics and word study, but my approach also focused on reading and writing workshop. As I learned more, I decided to hide some of my earlier blog posts and deactivate products that did not wholly align with the science of reading.
I kept telling myself that one day, I’d return here and get back in the saddle. But, as life does, it got hectic, and the blog stayed dormant for a while. At present, these blog posts are still hidden– even the really good ones! Someday I may update them or thread them into new posts, but I really want this to be a fresh start.
If you really want to see the “archives”, you can see snapshots on Instagram @oneextradegree.
Where I Am Now
Life, as it tends to do, has remained full and fast-paced. Our family is always on the move, and my professional world is just as dynamic. I continue to work full-time, providing literacy professional learning and technical assistance to grantees and literacy consultants across my state.
Last May, I earned my doctorate from Mount St. Joseph University, where I now teach graduate-level summer courses as an adjunct. I also contribute to a syllabi refinement project through The Reading League, review textbooks for NCTQ, and take on occasional independent consulting projects—all of which allow me to support educators in meaningful ways.
I’m a different kind of busy these days, but the work I’m engaged in is incredibly fulfilling, and I wouldn’t have it any other way.
I’m also finally ready to return to this space—with fresh perspectives, renewed energy, and a deep commitment to sharing what I’ve learned. I look forward to engaging in meaningful conversations about literacy instruction, gifted and high-ability learners, MTSS, implementation science, and so forth.
I look forward to reconnecting with this community and continuing our learning journey together!
Amanda
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