You teach secondary ELA. You care about writing. And now AI is in the room.

The ELA Online Classroom is a monthly membership for secondary ELA teachers who want practical resources, honest conversation, and specific tools — not more general advice about ‘innovation.’ Built by a secondary ELA teacher with experience in traditional classrooms, hybrid online schools, and fully online programs.

The job got more complicated. The professional development didn’t.

You’re trying to teach students to write with genuine voice and original argument at exactly the moment when a tool that produces passable prose in seconds is sitting on their phones. You know what authentic writing development looks like. You also know what the AI-generated version of their essay looks like. The hard part is designing assignments and having conversations that make the difference visible — and worth making.

Or you’ve tried redesigning your assignments to make them more AI-resistant, but you’re doing it in isolation, in evenings, without a framework for what ‘AI-resistant’ actually means at the assignment level versus the policy level.

Or you’re in an online or hybrid classroom where the annotation assignment you designed for a physical text doesn’t translate, where the revision process looks different when students can’t hand you a draft in class, and where the conversation about academic integrity has to happen asynchronously through a discussion board.

Or you have a clear sense of what strong writing instruction looks like but you’re deep in a school year, teaching five sections, grading constantly, and the professional development available to you is either not specific enough to be useful or not relevant to ELA specifically.

Good secondary ELA teachers are working harder than they need to because the support available to them isn’t built for their specific situation.

The ELA Online Classroom is built for that situation.

Three ways to belong. All of them real.

Not every teacher needs the same thing from a membership. Some want quality resources they can use on their own schedule. Some want live conversation with other secondary ELA teachers working through the same problems. Some want direct access and specific feedback on their own practice. The three tiers are designed to serve all three.

Resource Tier — $19/month

For the teacher who wants excellent resources without a scheduling commitment.

• Monthly primary resource — the full educator guide for the month’s topic
• Monthly professional development piece — Kelly’s perspective from inside the work
• Monthly classroom-ready tool — protocol cards, scaffolds, worksheets
• Full archive access — every resource from the beginning of the membership
• No live sessions required — use the library on your own schedule

Coaching Tier — $39/month

For the teacher who wants the resources and a monthly conversation with other ELA teachers.

• Everything in Resource tier
• Monthly live group coaching call (60 min) — focused on the month’s topic, open Q&A, recorded for members who can’t attend live
• May year-end: access to the recorded Mentorship debrief (identifying details removed)
• Priority access window when Mentorship tier spots open

Mentorship Tier — $149/month  ·  8 spots only

For the teacher who wants direct feedback, a small cohort, and real accountability.

• Everything in Resource and Coaching tiers
• Monthly intimate group session (8 teachers max) — the same format as the Coaching call but with more time per person and a higher expectation of engagement
• Kelly reviews one piece of your practice per month — a unit plan, a redesigned assignment, a feedback approach — and gives specific written feedback
• May year-end debrief — the live closing ritual of the membership year, structured conversation about what changed and what to carry forward
• Asynchronous access to Kelly between sessions for quick questions and feedback

A membership that follows the school year you’re actually in.

Most professional development is designed for the summer or the start of the year. The ELA Online Classroom is designed for the whole year — including the hard middle months when December report cards surface new problems and April research papers surface others.

Every month: three things that are actually useful.

Not a content dump. Three deliberate resources, each designed to serve a different purpose: the guide gives you the framework, the PD piece gives you Kelly’s honest perspective from inside similar work, and the tool gives you something you can use with students the same week.

You don’t start from zero.

When you join, the archive is already waiting. Here’s a sample of what’s in the library now.

Questions worth asking.

I’m in a traditional classroom, not online or hybrid. Is this still for me?

Yes. The majority of the content — writing instruction, assignment redesign, annotation, research writing — is directly applicable to any secondary ELA classroom. The online and hybrid specifics are additional, not the whole picture. If the question of how to teach writing in the AI era is relevant to you, the membership is for you.

I don’t have a lot of time. How much does this actually require?

The monthly resource is 8–14 pages — 30–40 minutes to read. The PD piece is 10–15 minutes. The tool is one page you use as needed. The Coaching and Mentorship calls are 60 minutes once a month. There’s no required engagement beyond that. The archive is there when you want it.

How is this different from Teachers Pay Teachers or other ELA resource sites?

TPT sells individual resources, usually for a single lesson or unit. The Education with a K Online Community is a coherent professional development membership built around a specific question — how do you teach secondary ELA writing well in an AI era — with resources that build on each other across the year. The PD piece and coaching conversation are things TPT doesn’t offer at all.

I’ve tried teacher memberships before and stopped using them after a month. Why would this be different?

Probably the most honest question on this list. The answer is that the content follows the school year calendar you’re actually on, so what arrives in October is relevant to October, not to a generic teaching moment. The monthly topic is always something you’re dealing with right now. Whether that’s enough to make it stick depends on you — but that’s the design.

What if the Mentorship tier is full when I want to join?

Join at the Coaching tier. Coaching tier members get first access when a Mentorship spot opens. When you’re notified of an opening, you’ll have a 48-hour window to upgrade before the spot is offered more broadly.

Teaching secondary ELA well right now is harder than it was five years ago. The question of how to develop writers in a room where AI produces fluent text on demand is a genuine pedagogical challenge — and it’s one most schools aren’t giving teachers the specific support to work through.

The ELA Online Classroom is specific support. Not a generic teacher community and not a resource dump. A monthly set of practical tools and honest professional conversation, built around the specific challenges of secondary ELA writing instruction.

Pick the tier that fits how you want to work. Join when you’re ready.

Kelly has spent almost two decades teaching secondary ELA in traditional classrooms, hybrid online schools, and fully online programs. She has taught the same skills — writing, reading, close analysis, research, argumentation — across three fundamentally different learning environments. That range is unusual and it produces a specific kind of practical knowledge: not what writing instruction looks like in theory, but what it looks like when the students are in front of you, in very different kinds of rooms, dealing with very different constraints.

She built the ELA Online Classroom because secondary ELA teachers — especially those navigating online or hybrid programs — are often working without specific, relevant professional support. The research on writing instruction is there. The practical, format-specific, secondary-specific resources are not.

From Kelly:

“The thing I’m most interested in is what actually changes student writing. Not what should change it, not what the research suggests changes it — what you can actually do in a specific assignment, on a specific day, with students who may or may not be using AI, in a classroom that may or may not have a coherent policy about it. That’s the problem I’m trying to work on in this membership, and it’s the problem I’m working on with you, not for you.”