About Me

Educational Philosophy

Growing up in family of educators, my parents instilled the idea of service to others to better individuals and society.   As we grew, our parents encouraged us to capitalize on our strengths as individuals to find a way to contribute in a positive way to the world around us.  My mother hoped that I would use my talents in math and science, but once at the university studying, my course changed as I realized that all people need to be able to read and communicate in order to promote equity and succeed in life.  At first, being a gifted student myself, I thought my goal would be to teach honors and AP English, but at my first position in a diverse and economically challenged community, I had the opportunity to work with a reading specialist teaching students struggling to read.  As I grappled with understanding how one could get to high school and not read above a fourth grade level, a new passion emerged within me, and I realized that change needed to occur with my skill set as well as within the education system.

Since that time, I have worked to develop a wide range of educational skills in the area of reading, data analysis, writing, communication, methodology, assessment, public speaking, coaching, and special education to better serve students.  Every student has the potential to learn and overcome any challenges s/he might face.  A caring, well-trained practitioner can make a world of difference in the lives of students.  When students feel genuinely cared for, set high but attainable goals, and identify strengths as well as weaknesses under the guidance of a thoughtful teacher who implements methodologies tailored to individuals and small groups within a classroom or in an intervention setting, students find success.  The teacher should facilitate learning opportunities within the zone of proximal development capitalizing on cognitive load techniques and celebrating students’ successes every step of the way, modeling goal setting and a positive attitude to aid in this becoming an intrinsic process for students.

In order for an instructor to be effective, s/he needs a thorough understanding of the process of developing literacy skills ranging from early phonological development, phonics, comprehension, and fluency, as well as writing, to develop and implement appropriate techniques for students when analyzing data such as running records, NWEA scores, AIMs web data, diagnostic or standardized assessments (WIST, RAN/RAS) and classroom assessments getting a “whole” picture of the child when working with other professionals planning instruction for classes or individual students.  Staff development should also grow out of data analysis with a firm foundation in evidence based literacy instruction, using school data to identify new materials, sub-groups of students not being successful, programs, or instructional practices that teachers need to work successfully with students in the areas of reading and math.  Working in a public school as well as a private school for students with complex learning disabilities and helping with data analysis have also provided me the opportunity to look at and learn about data and interventions.  When working with staff, I like to remember that Maya Angelou stated, “Do the best you can until you know better. Then, when you know better, do better.” 

Educators have the opportunity to help create paths in lives that our youth will take and what kind of people they will grow to become.  There is no greater honor or more serious profession.  Nelson Mandela once said, “Education is the most powerful weapon which you can use to change the world,” and this begins with the education of each individual that should be pursued as a life-long endeavor.