Background & Philosophy

I am still identifying what those needs are and strategies to meet them. Looking at the Big Picture now - even 13 years into my career - is still a formative rather than a summative assessment. I’m still growing, still evolving, still learning.

I believe in engaging in the practices and using the perspectives below make us highly-qualified teachers:

(1) Set high standards and high expectations for all students and especially for ourselves as educators.

(2) Teachers must be lifelong learners; we must shape our students into lifelong learners. This will only happen if we and our students approach learning with growth rather than fixed mindsets.

(3) Teaching and learning does not usually happen in a vacuum. Engage in reflective practice daily. Reflect individually, but also collaborate collectively as often as possible with our colleagues, leaders, parents, students, and stakeholders

(4) Use culturally responsive teaching strategies and social constructivist knowledge to reach and teach all students respectfully and effectively.

(5) To reach and teach all students academically, build relationships first. Once the relationship is there, build their content knowledge. Implement rigorous, relevant, and engaging differentiated instruction and project- or challenge-based learning that is standards-based and student-centered.

With the 2017 - 2018 school year, I begin my 13th year as an educator.

Where have I been? Why did I go there?

How did I get here? How do I keep moving forward?

I came to teaching from a social justice perspective; I am committed to the concept of fairness, equality, civil rights, and human rights for all. I believe that the best way to work toward achieving those qualities and rights for all is through a role as a public educator.

I want all students to have what they need to achieve at high levels.