What Good Teachers Leave Behind

A reflection on teaching designers for the long game

I never imagined I would be the person who went back to school later in life. But there I was, walking into BP117 on the Front Range campus, stepping into Graphic Design I with more questions than confidence. I knew I had gaps in my design knowledge. I knew I wanted to work in this field. What I didn’t yet understand was how much the right teacher could change the trajectory of a life.

Maggie Adams was already in the room when I arrived. We were greeted with a warm smile, organized notes, and a portfolio tucked under her arm. I didn’t know it then, but it was her first day too. Only twelve days earlier, she had accepted the role of department lead for the Multimedia Graphic Design program at Front Range Community College.

Later, reflecting on that first day, Maggie shared:

“I remember my first day teaching Graphic Design I at FRCC vividly. I was terrified and thrilled at the same time. Walking into the classroom, I knew every set of eyes would be on me, the ‘expert’ in the room, yet just a few hours later I’d be back at CSU as a graduate student finishing my final semester.”

Class began the way you’d expect, syllabus, assignments, expectations. And then Maggie paused and said, “Let me share my journey…”

She spoke about returning to school later in life. About the winding path that led her from designing cakes to building promotional campaigns. Then she opened her portfolio and let us see the work she had built, clear, intentional, confident. The kind of work that doesn’t need explaining.

Later, she reflected on why that moment mattered:

“I wanted them to see three things clearly: ~ I started exactly where they were. ~ My skills grew because I kept practicing. ~ I belonged at the front of that classroom. I wanted them to know I was there for a reason, to share what I’d learned so they could find their own path in design.”

That hour flew by. As I walked out of BP117, I looked back and thanked her, unexpectedly steady, quietly sure, thinking, I am exactly where I need to be.

Nearly eight years later, I now sit on the other side of the classroom. As I type this ledger entry, today was the last day of my typography class. Students lingered, projects tucked under their arms, growth visible in both their work and their confidence. I felt gratitude, the deep kind that comes from witnessing someone else’s courage take root.

Maggie understands that feeling well.

When asked what “the long game” means in teaching design, she didn’t speak about software or shortcuts. She spoke about patience.

“In teaching design, I focus on growth over perfection.”

Students don’t need to arrive fully formed. They need repetition, feedback, and room to practice.

“Students don’t need to be perfect; they need the drive to learn, openness to feedback, and the skills to implement their ideas effectively.”

This semester, Maggie made growth visible by placing each student’s first draft next to their final project.

“Showing the progression and growth over the semester was eye opening for them. As a teacher, I can often see the growth in my students, but they don’t always recognize it themselves, especially while their confidence is still developing. Reflecting on progress in this way helps students internalize their growth and understand the value of the long game in design.”

As she shared this, I couldn’t help but think what a gift this was. Then I wondered if the same approach could apply beyond the classroom. In moments of doubt, could leaders and managers be the ones quietly holding the “before” and “after” for the people they lead? I filed the thought away for future collaborations.

Giving feedback to students can be difficult though, especially when they create from a place of personal attachment instead of objectivity.

Maggie shared her thoughts on constructive feedback.

“Design is inherently personal, but the work we create is not about us. It’s for the client or the audience.”

And she went on to say...

“Without strategy, design is just pretty art. Balancing emotional investment with strategic thinking is what allows designers to create work that is both meaningful and effective.”

Helping students move from subjective to objective thinking is an art form all its own. Done too harshly, the creative spark can be snuffed out which Maggie reflected on.

“Balancing honest critique with protecting a student’s creative confidence is one of the hardest—but most important—parts of teaching design. I’ve heard stories of instructors ripping up student projects and demanding they start over. I had a boss do that to me once, and I can tell you it broke me a little. That experience shaped my approach: I am a firm believer in giving honest, constructive, and detailed feedback—but there’s a way to do it that builds confidence instead of breaking it.”

She described how critique can become an invitation rather than a shutdown.

“I balance critique with confidence building by highlighting what is working and framing areas for improvement as a discussion. Often, students identify what isn’t working themselves through guided questioning. From there, we brainstorm solutions together, exploring ideas and considering the overarching goals of the project.”

That led me to wonder about the moments in teaching no one sees, yet matter most.

Maggie named what many educators feel but rarely articulate. Watching students walk across the graduation stage. The emails that arrive months later. Portfolios finally clicking into place. Hearing students confidently use the language of their craft. The moment someone realizes they belong.

“These are the moments that aren’t always visible to outsiders, but they are the heartbeat of teaching. Impact isn’t just measured in grades. It’s measured in growth, confidence, understanding, and the small victories along the way.”

Speaking of victories, as department lead, Maggie wasn’t only teaching. She was building infrastructure that would outlast her role. Victories that create legacy.

“My legacy as program lead is the vibrant creative ecosystem I helped build. I expanded access to design education by growing enrollment, and I created lasting platforms like the annual student magazine, annual art exhibit, and student design agency. These initiatives strengthened the program’s reputation, built sustainable traditions, and fostered a culture of innovation that will continue shaping future generations.”

Recently, Maggie announced she would be stepping away from leading the program to start her own design consulting and online education, My Design coach. She described the decision not as an exit, but as a continuation.

“When the program reached a stable, thriving place, I realized it was time to return to my own creative growth. Leaving wasn’t a departure from the students or the work I loved. It was a step toward the next chapter.”

I wondered what legacy her students had left with her.

“I’m carrying forward the values my students taught me: meet people where they are, support their confidence, and make clarity a cornerstone of creative growth. Real transformation happens when structure meets play, when feedback is rooted in honesty and empathy, and when people feel seen and supported.”

As for what she hopes her students remember:

“I hope my former students remember that I believed in them, genuinely and wholeheartedly.”

And if she could leave every designer with one piece of long game wisdom:

“Stay curious, trust your own voice, and keep showing up.”

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Teaching is one of the clearest expressions of the long game. Its returns are delayed. Its impact is often invisible. Its legacy is carried forward through people rather than projects.

This ledger entry is for Maggie, and for every educator, mentor, and leader quietly shaping futures they may never fully see.

That is the long game.

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Maggie Adams’ business, My Design Coach, delivers personalized graphic design coaching and online education for creatives at every stage. Services include skill development, on-demand art direction, workflow systems, team coaching, creative leadership support, and custom workshops.

Learn more at https://mydesigncoach.com/