Degrees and Certifications:

Ms. Diegel

Ms. Diegel's Biography

M.Ed., Cambridge College, summa cum laude
B.A., Kalamazoo College
Study Abroad, L’Université de Caen, Caen, France


Educator, Livonia Public Schools, Livonia, MI

Leadership Team Member, Michigan Department of Education, Formative Assessment for Michigan Educators (FAME)

Educational Consultant, Michigan Assessment Consortium

Adjunct Faculty, Madonna University, Livonia, MI

Educator, American International School in Johannesburg, South Africa

Diegel serves on the Leadership Team for the Michigan Department of Education Formative Assessment for Michigan Educators (FAME) consisting of 10 individuals for the State. Diegel trains and mentors FAME Coaches, gives professional support, provides guidance in the management of the FAME project, and develops and presents formative assessment materials and presentations for professional development. Diegel also works with the FAME Research and Development Team in which videos of her teaching are used for professional development and research findings are presented at national and state conferences. In addition, Diegel creates and assesses state assessments for the Content Advisory Committee.

In addition, Diegel is a Learning Facilitator for the Achieving Balanced Classroom Assessment Program sponsored by the Michigan Assessment Consortium (MAC). Diegel trains and guides learning communities in building sustainable balanced assessment systems across Michigan.

Diegel has provided professional development internationally, nationally, and at the state level, including South Africa, as well as MDE/FAME Launch into Learning Trainings, CCSSO National Conference on Student Assessment, Building a Better Assessment Future sponsored jointly by MAC, MDE/FAME, Michigan Association of Superintendents & Administrators, Michigan School Testing Conference, the Michigan Council for the Social Studies and Michigan Council for History Education annual conferences.  Additionally, Diegel has implemented statewide initiatives and curriculum development for both social studies and English. Likewise, Diegel has extensive experience in creating and leading collaborative professional learning communities including leading the LPS District Economics Team. Diegel’s recognition includes Who’s Who of Executives and Professionals Executive of the Year, Who’s Who Professional of the Year, The Veterans of Foreign Wars’ Southeastern Michigan Teacher of the Year, Livonia Public Schools’ Teacher of the Year, National Endowment for the Humanities Grant, Library of Congress US History Project, Livonia’s Chamber of Commerce Awards and Leadership Celebration Honoree, Livonia Public Schools’ Founder’s Day Honoree, and Livonia Educational Association Spotlight Award amongst others.

Diegel has developed expertise in identifying primary source materials that classroom teachers will find useful and providing hands-on training for teachers and students in the recognition and use of primary sources. Diegel has extensive knowledge and experience in teaching social studies and English through the use of primary source materials, Formative Assessment, and Standards Based Grading. Diegel has served as a Library of Congress Teaching with Primary Sources (TPS) Midwest Region trainer. 

In addition to playing volleyball, basketball, and softball at Kalamazoo College, Diegel has coached at the collegiate, high school, and middle school levels. As an assistant coach for Kalamazoo College, Diegel traveled with the team in 2009 to compete and train in China. Previously, Diegel was an assistant coach for Schoolcraft College for three years. Diegel won Coach of the Year honors while coaching at Franklin High School. Likewise, Diegel coached Emerson Middle School and Holmes Middle School girls’ volleyball and basketball. Diegel was inducted into the Kalamazoo College Athletic Hall of Fame in 2017.

Ms. Diegel's Teaching Philosophy

Teaching is one of the noblest forms of service I know.  This calling is a passion rooted deeply in integrity, perseverance, patience, and compassion.  I teach because I believe this young generation can make the world a better place. Together, we have the opportunity to create a community willing to listen and learn from each other; a community in which different ideas and beliefs may be shared and celebrated safely with open-mindedness and honesty; a community willing to endure challenges with the intent of being stronger and better because of them. 

Working with students, parents, counselors, faculty, staff and administrators, we can navigate successfully the “teen” years.  Bridging communication amongst the group and strengthening our understanding of each other fosters an all-inclusive environment for each student.  Fortitude, creativity, and persistence focus our commitment to have students develop their abilities and to encourage the collective to connect with one another in a positive, productive way.

As a life-long learner, I hope to inspire my students as they have inspired me.  Each day the students present possibly every emotion known to humans.  While dealing with these emotions, we realize our potential and accomplish our goals of improving every day. Some goals may not be measured by tests, though.   In one instance, a student who struggled both academically and socially the first semester matured into a young man willing to care for another student confined to a wheelchair—to become his bodyguard so to speak—and genuinely take ownership of our classroom to make it a better place for others.  This is an education not measured in standardized tests; rather, it is measured in humanity, a far greater feat. 

These lessons, combined with the lessons I learned while participating in the LPS-South African Exchange Program amongst my other travels, have broadened my horizons and expanded my sensitivity to others’ unique needs.  Sharing my experiences with my students and listening to theirs has promoted our commonalities within the context of our classroom and the global community.  Engaging in discussions before school, during lunch, in class, or after school in which students pose and debate insightful questions, problems, and solutions gives me hope for the future.  Regardless of my student’s abilities, I expect the best of them.  Watching them process the material, struggle with it, and slowly but surely see light bulbs of understanding illuminate their faces makes it worthwhile.  Knowing the students take with them the skills, knowledge, and sense to actively engage in our community and be the change they want to see in the world motivates me to be a better teacher.  By bridging our experiences together while learning our history, we can leave this world better than we found it. 

This is my goal. This is my passion.  This is my calling.