Last fall, we introduced the first cohort of Mirror Mentors—educators committed to building habits of reflection and feedback that support both teacher growth and student learning. Today, we’re excited to welcome six new mentors who are continuing that work and exploring how M2 and MirrorTalk can help create more thoughtful, responsive classrooms – critical in the age of AI.
I don’t really think growth is possible unless we are willing to reflect.
Tony Chancellor, Innovative Learning Specialist | Oklahoma City Public Schools
Tony supports PreK–12 teachers across a large urban district and brings a bold, student-centered philosophy to everything he does. “Education is the great equalizer,” he says, and he works to empower both students and educators to think critically, create boldly, and grow through reflection.
A long-time Swivl user and early adopter of MirrorTalk and M2, Tony integrates both tools into coaching and classroom support. “With MirrorTalk and M2, my reflections have become better and more intentional,” he shares. Whether he’s modeling a strategy in a sixth-grade class or facilitating a demo for teachers, Tony helps others experience how reflective tools can spark real growth.
As a Mirror Mentor, Tony continues to advocate for a feedback-reflection cycle as the foundation of powerful, evolving practice.
Reflection is often overlooked in traditional education…Yet it is one of the most powerful tools for growth.
Dr. Darcel Hogans, K–5 Media Specialist | Atlanta Public Schools
Darcel believes that “every student is a genius in their own way,” and she uses equity, exploration, and self-reflection to help students unlock their full potential. Inside her media center, she has created one of the calmest and most reflective spaces in her school.
Since being introduced to MirrorTalk in 2023, Darcel has used it to support students in emotional regulation, self-awareness, and critical thinking. “MirrorTalk has revolutionized how I support students,” she says. “It’s created a safe space for students to pause, reflect, and process their emotions before re-engaging in learning.”
One moment that stands out? A student used MirrorTalk to process anger and prepare for a class presentation—instead of shutting down, they regrouped and stepped forward with confidence. For Darcel, it was proof of the transformative power of reflection.
M2 quickly became more than just a coaching tool—it became a way to boost engagement, deepen learning, and drive continuous growth.
Meagan Stass MacDonald, Instructional Coach | Barrington Middle School Prairie Campus, IL
With 15 years of experience, Meagan coaches teachers across content areas and grade levels, helping them build meaningful, student-centered learning experiences. “Real learning happens when we take risks, make mistakes, and reflect on our experiences,” she says.
Meagan began using MirrorTalk in coaching cycles and saw how it encouraged deeper teacher reflection. When M2 entered the picture, it added new dimensions to the work. “M2 quickly became more than just a coaching tool—it became a way to boost engagement, deepen learning, and drive continuous growth.”
She recalls a lesson where M2 asked a real-time question that helped students connect learning to current events. “The room buzzed with energy as students shared their own examples,” she said. “M2 then gave feedback in a way that was supportive and encouraging, just like a teacher would.”
Now, Meagan is working to help educators make reflection a natural part of the classroom. “It’s not just something we do,” she says. “It’s how we grow.”
New ideas stick when students are given the chance to reflect on their learning. That’s why it must be a key part of every lesson.
Erika Inka, Instructional Coach | Barrington Middle School Prairie Campus, IL
In her 17th year in education and 10th year coaching, Erika partners with teachers to support instructional growth across disciplines. For her, reflection is embedded into every part of the process. “Learning happens when we take time to reflect on new ideas,” she says.
She uses MirrorTalk and M2 to slow down, think out loud, and push her thinking in new directions. “The questions and feedback I get through MirrorTalk and M2 really help me reflect more deeply,” she shares.
As more teachers at her school began using both tools, Erika saw a shift: students began reflecting more, and feedback became more personalized and immediate. “New ideas stick when students are given the chance to reflect on their learning,” she says. “That’s why reflection must be a key part of every lesson.”
As a Mirror Mentor, Erika is excited to collaborate with others, reignite the spark of reflection, and help schools make reflection an everyday habit.
When reflection becomes part of the culture, teachers feel safe to grow, share feedback, and refine their craft.
Chaz McGhee, 5th Grade Teacher | Baldwin County Schools, AL
Chaz brings intentionality and optimism to his classroom, grounding in five pillars: leadership, creativity, diversity, collaboration, and compassion. Since receiving M2, he’s fully integrated it into whole-group, small-group, and independent instruction—pairing it with MirrorTalk for end-of-day reflection. “It was a seamless integration,” he says. “Students loved the futuristic feel, and I could better support their individual needs in real time.”
One of Chaz’s key insights came when MirrorTalk helped him recognize how assumptions about student background knowledge were shaping his instruction. That moment sparked a shift in how he will deliver content and checks for understanding. He now models both tools for colleagues and advocates for a culture of reflection school-wide. “When reflection becomes part of the culture, teachers feel safe to grow, share feedback, and refine their craft,” he says.
As a Mirror Mentor, Chaz is helping others see how reflection and AI can sharpen pedagogy without the pressure of evaluation—and create classrooms where feedback feels supportive, not high-stakes.
We’re not here because M2 is just a cool tech tool—we’re here because we see its potential through a futurist lens.
Robert Mayfield, High School Teacher, TOSA, and College Instructor | Ripon High School / Teachers College of San Joaquin, CA
Robert teaches AP Human Geography and supports AI integration and professional development across his district, while also preparing preservice educators at TCSJ. His instructional model blends student-centered learning with emerging technologies. “My goal is to use technology not to replace teachers, but to elevate both teaching and learning.”
During the M2 Spring Tour, Robert immediately embedded the tool into his classroom—using it in station rotations, student discussions, and even teacher coaching. “M2 became a thinking partner—for me and my students.” From generating follow-up questions to enhancing engagement, M2 opened new pathways for real-time feedback and reflective learning.
Now piloting M2 in peer observation models and teacher prep programs, Robert sees this work as the foundation of a broader shift. “We’re not here because M2 is just a cool tech tool—we’re here because we see its potential through a futurist lens.”
Together, these educators remind us that reflection isn’t just something we do—it’s how powerful learning begins
From elementary libraries to AP classrooms, and from coaching cycles to college campuses, the Mirror Mentors are showing how feedback, intentionality, and AI can come together to build something powerful. They are not just adapting to the future of education, but actively shaping it.
We’re proud to learn alongside them, and even more excited to keep sharing their stories. Look for classroom snapshots, live events, and conversations from this group throughout the year as they inspire a broader educational community to realize this fundamental shift.