When the Metropolitan School District of Decatur Township unveiled its rebranded logos last school year, it turned to an in-house marketing firm: Jessica Sandvold’s Strategic Marketing and Digital Marketing classes at Decatur Central High School.
Sandvold designed a curriculum in which students treated the district as a marketing client. She said the project pushed students to think about “what would resonate with a broader audience, which is a critical mindset in marketing.”
While students learned marketing strategy and practiced collaboration, Sandvold said the project also gave her a new perspective on structuring assignments and teaching concepts to students new to marketing.
Sandvold became a teacher four years ago after encouragement from a mentor. Now, she hopes to inspire her own students by helping them discover potential career paths.
“I get to help them explore who they are, what they’re interested in, and how that can translate into a career,” she said. “That sense of purpose, helping students see a path forward, is what drives me every day.”
This interview has been lightly edited for length and clarity.
How and when did you decide to become a teacher?
I didn’t originally set out to become a teacher. I started at Decatur Central as an administrative assistant to Christine Mullis, who also leads the EDGE Academy small learning community. My daughter had just graduated in 2022, and at the time I was returning to the workforce after staying home with my three young children. Initially, I was looking for a role that aligned with my family’s schedule and allowed me to explore a new career path.
A few months into the job, a business teaching position opened. I was honestly unsure if I could do it, but Christine saw something in me before I fully saw it in myself. Her mentorship and belief in me played a huge role in my decision to take that step and in the teacher I’ve become.
I chose to teach marketing because it’s where my background and passion align. I have a bachelor’s degree in business with a concentration in marketing, along with master’s degrees in Public Administration and Marketing Project Management. More importantly, though, I’ve always been someone who connects well with people. Building relationships is one of my strengths, and that’s at the core of how I approach teaching.
What’s your favorite lesson to teach and why?
One of my favorite lessons to teach is our semester-long small business project, where students develop their own realistic business from the ground up. Entrepreneurship is something many of my students are genuinely interested in, so this project gives them a chance to turn that interest into something tangible and meaningful.
Throughout the semester, students take on the role of business owners. They create a brand identity with a logo and slogan, decide what products or services they want to offer, define their target audience, and think through how they would actually market and operate their business.
It’s not just a creative exercise; it pushes them to think critically, make decisions, and problem-solve in ways that mirror the real world.
What I love most is seeing students take ownership of their ideas. They start to realize that building a business takes more than just a good idea. It requires planning, adaptability, and persistence.
How did you approach working with the students on the district rebranding?
We began working on a district logo launch video, and then expanded into developing concepts for how each school’s new logo could be introduced. I used my prior experience with marketing and rebranding to build out a structured process for students, essentially turning a real-world brand launch into a guided curriculum.
Students worked through planning, content creation, and editing while collaborating in teams. They also took on leadership roles, presented their ideas, and operated under real-world expectations, meeting deadlines, following guidelines, and even signing confidentiality agreements. We treated it like a true client-based project, which elevated both the level of professionalism and student investment.
How did you make the project a real-world work experience for students?
Students approached the district rebranding as if they were working for a real marketing client. Over several months, they collaborated in teams to plan, create, and refine content that would introduce the new district and school logos in a way that felt engaging and authentic to our community.
Their work included brainstorming campaign concepts, identifying target audiences, scripting and storyboarding videos, filming and editing content, and presenting their final ideas. Throughout the process, they had to think critically about messaging, audience perception, and how to build excitement around a brand, skills that directly mirror what professionals in the marketing field do.
The experience was intentionally designed to feel as close to real life as possible. Students worked under deadlines, followed project guidelines, signed confidentiality agreements, and treated each phase of the project with a high level of professionalism. They also participated in group collaboration and took on leadership roles, which added another layer of accountability.
What’s the best advice you’ve ever received, and how have you put it into practice?
One of the best pieces of advice I’ve received is that teaching is like “building the plane while you’re flying it.” At the time, I didn’t fully realize it was advice, but it has become something I rely on every day.
That mindset has been incredibly important because teaching requires constant flexibility. You’re navigating new students, evolving expectations, and shifting systems, all while trying to make content meaningful and engaging. There isn’t a perfect moment where everything is fully “built”… you have to keep moving forward anyway.
I’ve learned to give myself grace in that process. Some days don’t go as planned, and that’s part of the job. What matters is staying adaptable and continuing to show up for students.
I also bring that mindset into my classroom. I talk to my students about handling uncertainty and making the best decisions with what they have in front of them. They’re going to face similar situations in their future careers, where things aren’t perfect or fully figured out. The goal isn’t perfection … it’s learning how to adjust, problem-solve, and keep going.
How do you take care of yourself when you’re not at work?
I try to be intentional about self-care whenever I can, whether that’s something small like getting my nails done or trying out a new recipe in the kitchen. I also have three daughters at home, and being their mom is one of the biggest ways I recharge. Spending time with them fills my cup in a way nothing else can.
Over time, I’ve learned that you can’t pour from an empty cup. I used to feel guilty taking time for myself, but I’ve realized it’s not optional … it’s necessary. When I take care of myself, I’m able to show up better for my students and my family.
I also enjoy traveling and spending time with friends and family. Those moments help me reset and come back to work with more energy and perspective.
This article was written by MJ Slaby with Chalkbeat Indiana.
