I am working toward a mathematics leadership position, with Director of Mathematics as a long-term goal. Through the doctoral program, I want to develop expertise in educational technology and policy to strengthen mathematics teaching and learning. I also want to collaborate with science and other departments to support cross-curricular learning
I have worked as a secondary mathematics educator since 2013 and have developed leadership experience across both middle and high school settings. My leadership experience includes mathematics curriculum development, attendance systems, data-informed program coordination, and instructional leadership. Over four years, I have contributed to the district's annual curriculum revision process, which has given me experience examining and revising mathematics courses across grade levels. At the high school level, I served as summer school coordinator and created real-time data reports to support planning and monitor student progress. My most recent leadership work has been at the middle school, where I currently teach. In that setting, I helped bring the school into compliance with attendance-review requirements and prepared and presented information to faculty through the Instructional Leadership Team. These experiences have strengthened my understanding of how curriculum, data, communication, and consistent procedures support school improvement. My goal is to integrate my leadership experience with the knowledge I am developing through the doctoral program to make informed district-level decisions about mathematics curriculum, instruction, assessment, educational technology, and education policy.
My leadership philosophy is grounded in inclusive leadership (Northouse, 2025). I believe people should have a voice in decisions that affect their work, and that lasting improvement depends on shared knowledge and responsibility, so the work continues even when leadership changes. As a future mathematics leader, I want educational technology built into curriculum and instructional planning from the start, not added afterward. This is the legacy I want to build: teachers who adapt their practice with confidence and make informed decisions about technology long after I've moved on.
Year 1 (2026–2027):
By December 2026, I will examine New Jersey School Performance Reports to inform instructional planning. By June 2027, I will attend an AMTNJ workshop or conference and document my learning through written reflection.
Year 2 (2027–2028):
By December 2027, I will submit a session proposal or volunteer for an AMTNJ committee. By June 2028, I will complete a portfolio project connecting mathematics, technology, and policy, revised based on feedback from a colleague.
Year 3 (2028–2029):
By June 2029, I will have an informational conversation with a district-level mathematics leader and use what I learn to revise this plan.
At the end of each school year, I will reflect on my progress and pursue professional learning and leadership experiences that support my development as a mathematics leader.