Teaching Philosophy 

I begin each semester by posing a fundamental question to my students: “What is the purpose of public education?” I pause deliberately, creating space for deep reflection. Some students gaze upward, searching for what they believe is the appropriate response to this rarely asked question. Others appear confident, while some shift uncomfortably as they wrestle with its complexity.

When I finally ask, “Who would like to answer first?” the confident voices usually begin: “The purpose of public education is to prepare students to enter the workforce.” Almost immediately, other perspectives follow: “No, education is meant to create well-rounded citizens.”

As multiple viewpoints emerge, the classroom fills with dialogue that reflects diverse experiences and ideologies. This opening exercise establishes a culture of inquiry that shapes the semester. By the end of the exchange, students are compelled to reflect on their motivations for entering education. When they inevitably turn to me for the “right” answer, I respond with a knowing smile: “It depends… now let’s begin class.”

Philosophical Influences

My teaching philosophy is grounded in the pioneering scholarship of Dr. Carter G. Woodson, whose Mis-Education of the Negro (1933/2018) reminds us that “the mere imparting of information is not education. Above all things, the effort must result in making a man think and do for himself” (p. 87). Woodson’s insight continues to guide my approach to teacher preparation and leadership.

Central to my philosophical framework is an unwavering commitment to inclusive education that acknowledges and celebrates the diversity of our student population across racial, gender, religious, and sexual identities. 

In my classes, I create intellectual spaces where students interrogate schools as political institutions, analyze systemic inequities, and design strategies for meaningful reform.

This transformative approach is deliberately grounded in andragogical principles, recognizing the fundamental distinction between teaching children (pedagogy) and facilitating adult learning (andragogy). Where pedagogical methods often emphasize direct instruction and structured learning, andragogy acknowledges the rich life experiences, self-direction, and immediate professional applications that adult learners bring to the classroom.

My teaching philosophy embraces these principles by positioning pre-service teachers as both learners and future practitioners, drawing upon their existing knowledge while fostering critical consciousness about educational systems. This dual emphasis on experiential learning and professional application creates a dynamic learning environment where theory and practice continuously inform each other.

What I Do

The rigor of my undergraduate curriculum is anchored in state and national standards, including those of the Louisiana Department of Education, the Council of Exceptional Children, and the Council for the Accreditation of Educator Preparation (CAEP). This alignment ensures that preparation is both theoretically sound and practically relevant. Coursework emphasizes inclusive practice, equipping candidates to interpret special education law, design IEPs, and implement evidence-based strategies. These skills directly address workforce needs for educators prepared to serve diverse learners.

Through intensive design, my undergraduate students are introduced to special education law, gain expertise in developing individualized education programs (IEPs), and learn to implement evidence-based practices for inclusive classroom environments. This comprehensive preparation empowers future teachers to meet the diverse learning needs of all students, with particular emphasis on supporting traditionally underserved populations in public education systems.

In my graduate courses, I work with practicing educators from New Orleans and surrounding communities. Through an andragogical approach, they critically analyze their own teaching, apply research-based practices, and engage in continuous professional reflection. 

This recursive process emphasizes continuous professional reflection, data-driven decision-making, and the implementation of evidence-based practices, particularly focusing on addressing the needs of our most vulnerable student populations and confronting systemic inequities within their respective school communities.

My teaching also emphasizes advocacy and reform. Students engage foundational questions about U.S. educational systems: How were they created? Who do they serve? Who do they marginalize? How should they be changed? These inquiries anchor coursework in both critical reflection and practical application.

The Division of Education & Counseling's commitment to excellence in teacher preparation is exemplified through a comprehensive program that seamlessly integrates theoretical foundations with practical classroom experiences. Our curriculum, firmly aligned with state and national standards, cultivates educators who are both theoretically grounded and practically prepared. A cornerstone of this preparation involves immersive practicum experiences throughout New Orleans schools, where our pre-service teachers observe and analyze diverse teaching modalities, classroom management strategies, curriculum design approaches, and evidence-based instructional practices. These structured observations and direct experiences provide our students with authentic insights into the complexities of K-12 education while developing their professional competencies in real-world settings.

Why I Do It

My teaching philosophy reflects a commitment to Xavier University of Louisiana’s mission of fostering a more just and humane society. Xavier began as a normal school, founded by St. Katharine Drexel, with the vision of preparing teachers who would serve their communities with excellence and equity. That history continues to shape my work in teacher preparation.

Through this framework, I aim to extend Xavier’s legacy by preparing educators who are not only skilled in content and pedagogy but also committed to equity, responsive to workforce needs, and prepared to create positive change through education. Graduates of my courses leave as transformative educators, advancing both the university’s historic mission and its contemporary call to lead in justice-centered education.