When she was very young, Jessica Hendricks-Pickles’ father changed careers from social studies teacher to Lutheran minister. Because of this, she spent her childhood in several places across Ohio and southeast Michigan before graduating from Chelsea High School. She went on to study psychology, English literature, and Spanish at Capital University in Columbus.
Today, Hendricks-Pickles’ family is rooted in the Ann Arbor area, and she says she’s grateful to be part of a community that values education.
A2+ Virtual Principal Anthony Lauer admires the way she puts students first.
“What makes Ms. Hendricks-Pickles exceptional is how she combines organization with an unwavering focus on students,” he says. “Every decision she makes is centered on student success, and she consistently advocates for what students need most. Her thoughtful approach and dedication make a real difference in the online learning experience for students who choose to be part of A2 Virtual+. “
What brought you to teaching, and how did you end up specializing in virtual education with Ann Arbor Public Schools?
I first entered the classroom thinking it would be temporary—a one-year stop before graduate school. After graduating from Capital, I packed up my 1989 Toyota Camry and drove to LaBelle,
Florida, where I began teaching high school English. Life, of course, had other plans. I ended up marrying the social studies teacher down the hall, and two children and 14 years later, I finally found my way back to Michigan.
My journey with Ann Arbor Public Schools began at Clague Middle School, where I taught social studies and English language arts. Unfortunately, I didn’t get to spend much time there since I started in the fall of 2019. The following spring, the pandemic transformed how all of us teach and learn. Hoping for more flexibility during that time of uncertainty—and to be available for my two sons—I thought I was making a temporary switch to A2 Virtual+. Two years later, when Anthony Lauer became our principal, I stepped into his former position as Online Learning Coordinator. Today, I’m honored to help shape a program that supports the diverse needs and interests of AAPS students.
I don’t come from a formal technology background, but I’ve always been curious about how and why things work and motivated to find better, more efficient ways to make them happen. A few years ago, I attended an educational technology conference where a speaker said the only difference between “techy people” and “not-techy people” is that techy people are willing to find out what happens when they press the button. I think there’s a lot of truth to that—and I’ve learned that many of the buttons you probably shouldn’t press come with a helpful, “Are you sure you want to do that?” warning. That mindset of curiosity and problem-solving has been at the heart of my work as Online Learning Coordinator.
Are most people aware that A2 Virtual+ is an option?
I think most people in the district are aware that A2V+ is an option at this point. What many may not realize, though, is that the program was created and then expanded in response to state law. In 2013, Michigan passed Section 21f, which allows all students in grades 6–12 enrolled in a public school to take up to two online courses each term. This semester, A2V+ has about 1,600 enrollments—clear evidence that students and schools are making full use of the opportunities A2V+ provides.
Are there any misconceptions about it?
I think there are many misconceptions about online learning in general. Students often believe it will be an easier version of their in-person class. In reality, it can sometimes be more challenging. The majority of the work is independent, and much of the responsibility for learning and self-advocacy falls on the student.
What’s also different is that some of the group-based experiences students associate with school—things like collaborative projects, classroom celebrations, or review games before a test—aren’t built into online courses in the same way. Some teachers work hard to incorporate interactive activities, but the online environment naturally emphasizes independent work more than shared classroom experiences. Some students enjoy this change, while others quickly realize this is an aspect of school they miss.
There are also misconceptions about teaching online. Many people assume it’s easier, but the reality is, it’s just different. Online teachers have to build their entire course before the first week of school to allow for pacing flexibility, and that same flexibility can mean a flood of assignments to grade at unpredictable times. While our lesson platforms provide structure and curriculum content, teachers still create assignments, resources, and weekly check-ins themselves. There are unique advantages to teaching online, but it comes with its own set of challenges.
What does a typical day look like for you as an A2 Virtual+ Online Learning Coordinator?
One of the things I love most about this job is that it’s almost impossible to answer that question. There’s never a day when I can predict exactly how things will play out. Some days I’m at my computer working on spreadsheets or projects. Other days, I’m in buildings helping students, supporting teachers new to A2V+, or introducing myself to new staff in different buildings. I might meet with vendors, develop an educational technology presentation, vet a new tool, or just walk around with the metaphorical fire extinguisher, taking care of whatever comes up that day.
The truth is, in many ways, this job is a great fit for my personality. Some people thrive with routine and predictability, but I need a certain level of novelty and challenge to stay engaged. What I love most is that each week presents a new puzzle to solve or obstacle to work through.
How do you build meaningful relationships with students when you’re not physically in the same space?
This is the part of classroom teaching I miss the most. I miss connecting with students daily and
watching them grow throughout the term. Still, I believe building relationships online isn’t so different from in-person—it’s about showing students that you genuinely care for them and respect them as individuals.
Any time we interact with students—whether it’s through Wednesday check-ins, assignment feedback, or phone calls and emails—we’re reminding them that we’re real people on the other side of the screen. We’ve also added more opportunities for face-to-face connection. For example, this year, all full-time students attended an in-person orientation with our counselor, Diane Grant, which was such a fun way to start the year and remind students that we’re real people who genuinely want them to be successful and are here to support them. I also enjoy seeing students in the buildings or at proctoring sessions. Some I’ve known since they were middle schoolers just starting out in the program, and now they’re high schoolers. Others I’ve only gotten to know since becoming the Online Learning Coordinator, and for those students, it’s exciting to finally put a face to a name after only seeing them through emails or a tiny picture in PowerSchool.
What types of students tend to thrive in the A2 Virtual program, and how do you support those who struggle with remote learning?
Since COVID, the variety of students we serve has grown tremendously. Some thrive because they connect with their online teachers in ways they couldn’t in a traditional classroom. For others, taking online classes means they can pursue once-in-a-lifetime opportunities while staying connected to AAPS.
That being said, online learning isn’t the right fit for every student. Some really need the daily interaction or structure of a traditional classroom, and others struggle with the focus and organization required to stay on track without hard deadlines. For our full-time students, our counselor and our teachers do incredible work meeting with families both in-person and online to help students develop the study and organizational skills needed for success. For those taking just one or two classes with us, we partner with their building counselor to find ways to support them throughout the term.
How do you handle technology challenges when they arise during virtual lessons?
Working with students every day is what I miss most about classroom teaching, but something else I didn’t expect to miss was decorating my classroom each fall. I was the teacher with coordinated bulletin boards and accent rugs, and now that creative energy gets channeled into designing videos and presentations that guide students and staff through common technical issues.
Of course, I help where I can, but some problems are beyond my expertise. That’s when I’m especially grateful for the awesome staff of A2V+ and our amazing AAPS ITD team. They always seem to find a way to make things work—and they even take the time to explain what needs to happen so I’m better equipped to help the next time around. Honestly, answering this question feels a little like giving an Emmy speech when the music starts playing—there are just so many people to recognize and thank who make it possible for me to support the students and staff of A2V+.
Thoughts on the future of the virtual classroom?
I think it’s clear that online learning is here to stay. Many of us expected enrollment to drop sharply once students returned to buildings after COVID, but that hasn’t been the case. The ability to offer classes students wouldn’t otherwise have access to, provide flexibility for a wide range of needs, and ease scheduling challenges in the buildings all point to virtual programs continuing to grow.
That’s not to say that there are no changes on the horizon for online classes. The traditional curriculum and structure for virtual classes, especially asynchronous ones, still have a long way to go before we can feel confident that every student is accurately demonstrating their own mastery of the skills and content required for the class, especially with the questions AI now introduces. Online curriculum also has progress to make in fully differentiating and supporting all learners. In our district, we have many questions and perspectives to consider as we decide exactly what role online learning should play. At the same time, new tools and ideas emerge every year, and there are many talented and creative people at A2V+ and throughout AAPS working together to address these challenges and explore possibilities.
Do you work remotely?
When I first started teaching with A2V+, we were all still working remotely. When I stepped into the role of Online Learning Coordinator, staff who wanted to come in gathered in a small room in the basement of Balas. Just as online learning has evolved, so has our staff. We now have around 25 members and have definitely outgrown that little basement office, moving upstairs to offices on the main floor. All of our teachers work from Balas or from different buildings where they serve as liaisons to support students at least two days a week. My schedule varies depending on where I need to be and who I’m supporting, but I usually work from our offices at least three days a week. I still enjoy the opportunity to work remotely when I’m able.
What surprised you about virtual teaching?
Two things stand out. First, how different things can be from teacher to teacher, class to class, and building to building. My work with A2V+ has allowed me to work with students and staff in almost every building, and it’s been fascinating to see how virtual learning fits into each system.
Second, even in a virtual world, collaboration matters so much. I’ve learned to rely on colleagues for great ideas, whether it’s a Schoology trick, a new tool, or a strategy for building relationships with students. For the first time in twenty years of teaching, I’m not focused on managing my own classroom, which has given me the space to really appreciate the talent across our program and the district. At first, I enjoyed the convenience of working from home, but now that we’re together in shared spaces more often, I’ve come to value those relationships even more.
Your thoughts on Artificial Intelligence in education?
No matter how anyone feels about AI, it’s not going away. In all fields, AI is being integrated into so many aspects of daily life. My perspective is that, since it is here to stay, we should embrace it thoughtfully—learn what it can do, explore its potential, and make informed decisions about how to use it responsibly.
AI has the power to make some tasks easier, but it also comes with risks if we use it carelessly.
Like with any tool, getting positive results requires us to be careful and conscientious in our use.
In education, we always have to be mindful of how it affects teaching and learning for both
staff and students.
What are your favorite podcasts?
I would love to listen to more podcasts and audiobooks, but the truth is I have a hard time processing audio information if I’m doing anything else. Many times, I’ve started listening only to realize I need to replay sections I missed, sometimes more than once. That said, one of my lifelong passions is psychology and the brain, so I’ll always enjoy an episode of Hidden Brain.
Most-used app on your phone:
I wish I had a fun answer, but I don’t think one app dominates my time. I listen to music, watch shows while making dinner or working out, and lean heavily on apps that help me stay organized. I have ADHD, so reminders and scheduling tools are a lifesaver. Before cell phones and calendar reminders, I was always the teacher who forgot about a staff meeting until someone popped their head in to get me. Calendar reminders and scheduled emails and texts have saved me more than once.
What’s most exciting about your professional and personal lives right now?
Life is a little crazy at the moment. Between balancing my sons’ schedules, work, and grad school, many days it feels like an accomplishment just to get through the day. Last year, I finished my master’s degree in curriculum and instruction, and I’m on track to finish another degree in educational leadership this spring. I think we’re in a stage where everyone in the family is figuring out their path, and I’m excited to see what the next chapter holds for each of us.
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