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Teaching Philosophy
My approach to teaching is grounded in an ethic of care, relationality, and a deep commitment to equity. As a first-generation Latina college graduate, I was profoundly shaped by teachers who saw me, supported me, and expanded my sense of possibility. That experience continues to guide my work as a teacher educator. I strive to create learning environments where students feel valued, affirmed, and intellectually challenged—spaces where their identities, experiences, and voices are central to the learning process.
In my courses, I cultivate community from the outset through intentional practices that build trust and connection. I design learning experiences that invite students to reflect on their identities, engage in dialogue across difference, and connect course concepts to their lived experiences and broader social issues. Through student-centered and inquiry-based approaches, I position students as active participants in knowledge construction rather than passive recipients.
As a teacher educator, I am committed to making the often tacit aspects of teaching visible. I model my pedagogical decision-making, explain the rationale behind instructional choices, and support pre-service teachers in developing their own professional identities. Through scaffolded assignments, collaborative learning, and reflective practice, I help students translate theory into meaningful classroom practice.
Reflection is central to my teaching. I design opportunities for students to critically examine their assumptions, experiences, and growth over time. I also see myself as a reflective practitioner, continually refining my teaching through research, collaboration, and engagement in communities of practice. Ultimately, I aim to prepare educators who approach their work with care, criticality, and a commitment to creating more just and inclusive learning environments.
Teaching Awards & Recognition
2025
2020
2019
Outstanding Associate Instructor Teaching Award, Indiana University School of Education
Caleb Mills Indiana History Teacher of the Year, Indiana Historical Society
Indiana History Teacher of the Year, Gilder Lehrman Institute for American History
The sections that follow highlight my teaching experiences across university and K–12 settings, including courses taught and instructional responsibilities, that reflect my ongoing commitment to teaching and learning.
University Teaching
Teaching Faculty & Secondary Social Studies Program Coordinator
Department of Curriculum & Instruction
University of Wisconsin-Madison
June 2025 - Present
Courses Taught:
CURRIC 550: Community-Based Practicum
CURRIC 747: Masters Capstone in Social Studies Teacher Education
CURRIC 835: Foundations of Social Studies Education
CURRIC 729: Classroom Management
CURRIC 679: Professional Development Seminar
CURRIC 359: Teaching Historical, Civic, Geographic and Economic Thinking for Social Studies
CURRIC 511: School Based Practicum
CURRIC 458: Part-Time Student Teaching in Middle School/High School
CURRIC 459: Student Teaching in Middle School/High School
Responsibilities:
Teach and coordinate courses across a secondary teacher education masters' program, including social studies methods, community practicum and classroom management
Mentor and supervise teacher candidates, supporting their development as reflective, justice-oriented educators
Lead program coordination efforts, including curriculum alignment, capstone research support, and collaboration across content areas
Partner with schools and community organizations to design community-based learning experiences connecting theory to practice
Associate Instructor
Department of Curriculum & Instruction
Indiana University
August 2022 - May 2025
Courses Taught:
EDUC-M 421: Teaching Social Studies in Middle/Junior/High School (Undergraduate)
EDUC-M/E 300: Teaching in a Multicultural Pluralistic Society (Undergraduate)
EDUC-T 550: Community and Cultural Forces in Schools (Graduate)
EDUC-M 550: Practicum: Ethnic/Cultural Studies (Graduate)
Responsibilities:
Taught courses in multicultural education and secondary social studies methods, emphasizing identity, equity, and inquiry-based pedagogy
Prepared candidates for international student teaching through the Global Gateways for Teachers program, focusing on cultural context and positionality
Mentored pre-service teachers during international student teaching, facilitating reflective dialogue and instructional growth
K-12 Teaching
Social Studies Teacher
Barker Middle School
Michigan City Area Schools, Michigan City, Indiana
August 2015 - July 2021
Courses Taught:
7th grade Eastern World History
8th grade U.S. History
Sponsored:
Student Council
Historical Explorers Club
Responsibilities:
Served as department chair and mentor teacher, supporting colleagues and supervising student teachers
Secured external funding and developed innovative curricular initiatives, including history fairs and integration of virtual reality in social studies instruction
Participated in multiple prestigious national and international teaching fellowships (e.g., Germany, South Korea, Morocco, Bahrain, Japan), which informed the development of globally and justice oriented curriculum
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