Professional Development and Leadership

In addition to my Literacy M.S.Ed. program through SUNY Oneonta, I am completing the Science of Reading Fundamentals Microcredential through SUNY New Paltz to strengthen my knowledge of evolving research behind structured literacy instruction, as well as how to apply these principles directly in the classroom. Recommended to me by mentor teachers, this course is enhancing my ability to provide systematic, explicit support in all five pillars of effective reading instruction. Pursuing this credential reflects my commitment to staying current with best practices as the literacy field continues to evolve.

As President of the Association for Childhood Education at SUNY Oneonta, I promoted a culture of shared professional growth, coordinating and hosting events with up to 100 education majors, facilitating collaborative activities, and organizing guest teacher panels where local educators answered student questions. Collaboration is central to how I work in the classroom and with colleagues, administration, and families. This role strengthened my ability to build community, communicate across diverse groups, and create environments where everyone feels like a valued and contributing member of the team.

Developing strong relationships with colleagues, students, and families is the core of my teaching philosophy. Throughout my undergraduate and graduate years, professors and supervisors have asked me to serve as a guest speaker at Open House for Admitted Students (pictured above), freshman seminars, and student teaching seminars. I am committed to learning, contributing, and building rapport in every professional setting I am a part of. I believe that genuine connection and open communication are the foundation of meaningful learning with students, families, and colleagues.

As Treasurer of the NAMI Club at SUNY Oneonta, I managed chapter finances and organized campus events in collaboration with the Association for Suicide Prevention. I am passionate about mental health awareness and its direct connection to student well-being. This value is reflected in my classroom through the integration of social-emotional learning, consistent routines, and a sincere commitment to making every student feel safe, seen, and supported.

My volunteer experiences span classroom settings, after-school programs, and campus organizations such as NAMI, ACE, and Asian Language Learning Club (ALL). From supporting students at the Boys and Girls Club to volunteering in classrooms to learn alongside experienced teachers, my goal has always been to make a positive impact on students and our surrounding community by making learning accessible, inclusive, and meaningful for all. 

As part of an undergrad Content Literacy Course, my classmates and I created a podcast episode centered around supporting English Language Learners (ELL). We interviewed current teachers who work directly with ELL students and families, giving us a window into their diverse classroom experiences and perspectives. This project deepened my understanding of the diverse linguistic and cultural backgrounds students bring to the classroom and strengthened my commitment to culturally responsive, inclusive literacy instruction.