EdDventures in Higher Learning

... the journey continues

I am a proud native of Richmond, Virginia, and my history with Virginia Commonwealth University runs deep. Decades before I would walk its halls as a college student, I "graduated" from the VCU Day Care Center before entering traditional public elementary school. When it came time for higher education, enrolling at VCU felt like a homecoming.But the path wasn't entirely linear. Entering college straight out of high school, I was fueled by that invincible feeling of young adulthood. Yet, as a commuter student, I couldn't shake the nagging sense that I was missing out on the "full" college experience. That restlessness led me to make a pivotal choice after my freshman year: I paused. I stepped away from the classroom to figure out what I actually wanted to do with my life.During that hiatus, I worked for various temp agencies, a period that accidentally became a masterclass in human nature. I did everything from frontline administrative work to managing entire departments. While the work gave me invaluable real-world skills, it ultimately left me unfulfilled. I knew I needed to finish what I started.When I returned to VCU, I chose Psychology as my anchor. I have always been deeply fascinated by what makes people think and truly "tick." This time, I locked in and enrolled in an accelerated track that allowed me to seamlessly transition into graduate coursework the moment my undergraduate requirements were met. Intensely focused, I completed a bachelor’s and a master’s degree in five years.On May 19, 2001, I proudly crossed the VCU stage to accept both degrees simultaneously. The momentum didn't stop there; the very next day, I packed my life into a truck and moved to a suburb of Atlanta, Georgia, to start my next chapter.

I accepted my first teaching position with Fulton County Schools on the south side of the district, moving from Kindergarten to Pre-K before landing in second grade where I truly found my sweet spot.My trajectory shifted when a student joined my class after his family was displaced by Hurricane Katrina. He was two years older than his peers, unable to read, and facing developmental delays across several areas. Determined to help him thrive, I began designing custom, curriculum-aligned materials tailored to his exact developmental level. That hands-on innovation sparked a deeper passion for educational design, leading me to enroll in a doctoral program in Curriculum and Instruction.Although life required me to pause the program after a year, the core lesson remained. Long before differentiation became a standard term in the field, my commitment to tailoring learning for individual students was already firmly set in motion.Additionally, the relationships I formed with classmates during that program continue to this day. Those connections opened doors to professional opportunities I otherwise would never have had, reinforcing that no step in the journey is ever wasted.

Years later, I transitioned from a suburban traditional public school to an inner city charter school, a move that stretched me in ways for which I am forever grateful. Leaving behind explicit curricula, structured scope and sequences, and mandatory progress monitoring, I entered a far more relaxed environment. However, because structured planning had become second nature during my formative teaching years, I refused to abandon those habits.That discipline was the only reason I survived. I walked into a classroom with virtually nothing: no curriculum, trade books, manipulatives, or even outlined standards. Joining mid year, I inherited a spirited group of students who had essentially run off their previous teacher.Starting entirely from scratch, I pursued professional development to learn how to design the foundational materials that had always been provided to me. This drove me to seek deeper expertise in supporting diverse learners, leading to my enrollment in a hybrid Doctor of Education program with a concentration in Special Education.My time in the program was brief. The disorganized structure clashed with my systematic approach to learning. The exorbitant tuition paired with an inability to secure scholarships was also a hinderance as taking on more student loan debt simply was not an option.After a year, I paused my doctoral studies once more to focus on immediate, attainable goals.

My passion for education drove me to earn certifications in both Special Education and Gifted Education. I remained dedicated to that charter school community for nearly sixteen years before accepting a promotion to another district.Because of my credentials, I often served as the solo teacher in inclusion homerooms without a co-teacher. One memorable year in third grade, I taught a student who required 16 different seating configurations due to severe attention deficits alongside a student who read at a high-school level and performed middle-school math. Navigating those distinct extremes proved that educating children was truly my calling. When my class outscored their peers on standardized assessments that year, it solidified my confidence in my approach.In my 13th year as an educator, I discovered a specialist program focused on brain-based teaching strategies and teacher leadership. The coursework resonated deeply with my goals, and I earned my Ed.S. with a perfect 4.0 GPA. That experience reignited my passion for higher education and made completing a doctorate no longer a question of "if," but "when."

Completing the Tier 1 Leadership Certification through Metro RESA’s iLEAD program was a deep dive into what it truly means to lead in education today. Rather than focusing solely on theory, the program emphasized immediate application through meaningful field experiences and project work. Navigating both short- and long-term initiatives allowed me to hone skills in visionary planning, staff development, and school improvement in real context. The experience reinforced my belief that great leadership starts with active, continuous learning—and I’m excited to bring this practical purpose into every team I lead.

Which brings me to my 26th year in education and the discovery of the EdD in Leadership with a concentration in Instructional Design with Technology. I like to say this program was designed specifically with me in mind, as it perfectly aligns with my interests and long-term aspirations.My career trajectory and accumulated experience have only deepened my passion for this work. As I look toward retirement in five years, I find myself reflecting on what lies ahead. Earning this doctoral degree is about far more than a title or status. I am deeply committed to educating learners of all ages and leveraging technology to design instruction that meets every student right where they are. As someone who was diagnosed as neurodivergent later in life, I have a particular passion for supporting neurodiverse learners.There is no place I would rather be than with the Fall 2026 Cohort in the Palmer College of Professional Studies. We are off to an incredible start, and I am already gaining insights that I can apply directly to my work. Looking back, I realize this level of growth would not have been possible had I finished any of my previous doctoral attempts.I am right where I am supposed to be, and the students and organizations I serve will be all the better for it.

Certifications & Credentials

Degrees: Bachelor of Science, Master of Teaching, Specialist in Brain-Based Teaching & Teacher Leadership Educational Certifications: Elementary Education, Special Education, Gifted Education, English for Speakers of Other Language (ESOL), Tier-One Educational Leadership

Additonal Certifications: Scrum Master, Product Owner, Cybersecurity Rubric Evaluator, Neurodiversity Coach (in progress)

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