Sarah A. Bradford
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About

 

About

My sweet spot is at the intersection of design, strategy, and research.

 
 
 

I'm a Lead Designer at Moment, a design consultancy in New York City. 

In my role, I’ve had the opportunity to collaborate with diverse clients such as J.P. Morgan Chase, Memorial Sloan Kettering Cancer Center, American Express, and Colgate-Palmolive. Formally trained as a digital designer, I enjoy leading design initiatives from concept to delivery—and working closely with clients along the way. I’m experienced in planning and facilitating research, leading the design process, and defining strategy that extends beyond an interface. Having spent my early career working in education, I’m skilled at making information accessible, designing experiences with clear objectives, and using data to drive decisions.

I completed my master’s degree in digital design at Pratt Institute, focusing on interactive experiences and motion design. Prior to my studies at Pratt, I was an elementary school teacher through Teach for America. I spent four years in the classroom as a teacher, received my master’s degree in education, and later worked in education administration and marketing at Uncommon Schools.

 

 

 

My Roots

I’m a Teach for America alumna who spent my early career working in education, refining skills that make me an exceptional designer.

 
 
 

What did I learn during my 6+ years working in education?

Design, test, learn, iterate.

Most of the time, the lessons I planned resulted in greater understanding. But sometimes lessons flopped. It was my job to diagnose what went wrong and why, and establish a way forward.

Have empathy for your users.

I had to meet students where they were at—and that required understanding their needs, challenges, and motivations.

Have a plan.

I learned how to take a large amount of skills and information, break it down into manageable units, and create a plan that would address learning goals. I also learned that you should frequently reassess plans and recalibrate as necessary.

Use data to drive decisions.

In my four years as a classroom teacher, I learned how to keep students engaged throughout the day, planning every lesson and activity with a measurable goal in mind. I gathered data (both formally and informally) in order to ensure students met learning objectives.

Eliminate excessive cognitive load.

In planning and delivering lessons, I learned how to organize information in a way that was accessible and clear.

Help others grow.

Students learn by having skills and thought processes modeled for them. I taught by narrating my thinking as I solved problems, then gradually released responsibility so they could demonstrate mastery of new skills. 

 

 

 

Recent Goings-On