Embedded Files
This page offers a glimpse into my journey as an educator dedicated to creating inclusive, empowering, and engaging learning experiences.
Throughout my time in this program, I’ve deepened my understanding of how thoughtful practice, research-driven strategies, and purposeful design come together to shape meaningful learning environments. I’ve grown from simply implementing ideas to intentionally designing learning that centers students' voices and fosters their growth.
This collection is divided into two sections: first, a showcase of projects, reflections, and artifacts that illustrate my growth and evolving philosophy; second, an exploration of the tools and approaches that have helped me bring these ideas to life in my practice.
Together, these pieces tell the story of how I’ve developed as an educator committed to equity, creativity, and authentic learning. Thank you for taking the time to explore!
Showcasing Growth and Philosophy
Showcasing Growth and Philosophy
This section demonstrates my intellectual and practical evolution through my work in educational psychology.
Classical Conditioning Mood Board
In this visual mood board, I explored how classical conditioning appears in my daily life. One example I included is my morning alarm: the sound alone triggers a feeling of urgency and the immediate reaction to get out of bed. This project helped me connect theory to personal experience and understand how conditioned responses shape behavior.
Encoding Process Walkthrough
For this piece, I illustrated the encoding process through the example of learning a new cheer. I broke down how information moves from sensory input to short-term memory and finally to long-term memory. By connecting each stage to movements and repetition in the cheer, I demonstrated how effective encoding supports lasting learning.
Social Learning Theory Graphic
This graphic breaks down Albert Bandura’s Social Learning Theory into four key steps: attention, retention, reproduction, and motivation. I visualized how each step builds on the next to support observational learning, highlighting the importance of modeling, practice, and internal motivation in the learning process.
Centering Agency, Not Saviorism: Reimagining Power and Representation in Middle Grade Literature
This project examines how middle grade literature shapes students’ perceptions of race, power, and agency, often reinforcing dominant narratives through white savior tropes and Eurocentric perspectives. Drawing on critical literacy and postcolonial theory, it challenges educators to move beyond “neutral” teaching and intentionally center the voices, histories, and complexities of marginalized communities. By reframing texts to emphasize student agency rather than dependency, the work invites young readers to see themselves as protagonists in their own stories and active agents of change in the world.
This analysis compares how two teachers, one in an urban setting and one in a rural school, implement the Multiple Literacies Project-Based Learning (ML-PBL) curriculum in distinct ways. It highlights how structure, adaptability, and teacher reflection each contribute to fostering student inquiry, collaboration, and engagement in science learning.
My philosophy of education, centered on equity, empathy, and student-centered practices, informs all of my work as an educator and scholar. It underpins my approach to leadership, curriculum analysis, and instructional design, guiding how I advocate for systemic change and culturally responsive practices. By recognizing every child’s strengths and challenging deficit thinking, I aim to create learning environments and educational policies that align with the themes explored throughout this portfolio: critical literacy, transformative leadership, and expanding access to opportunities for historically marginalized students.
My colleagues and I collaborated to create a project that highlighted our favorite and most personally relatable leadership theories. Together, we explored how these theories align with our values and experiences, showcasing their relevance to our work as emerging leaders.
This paper explores how children’s experiences in school shape their understanding of identity, agency, and belonging through the lenses of Vygotsky’s sociocultural theory, Piaget’s clinical method, and research on self-regulation and motivation. It emphasizes how classrooms function as social spaces where students learn whose voices are valued and how equitable, collaborative, and humanizing practices can support the development, motivation, and empowerment of learners, particularly those from historically marginalized communities.
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