Literacy Coordinator:
As a Literacy Coordinator, I see leadership as an opportunity to learn, advocate, and empower others. I continually seek out current research, professional learning, and evidence-based practices to strengthen my own expertise, then bring that learning back to the educators I work alongside. I have led school-wide literacy initiatives across Grades 1–3, supported teachers through professional development, classroom observations, coaching, and feedback, and used assessment data to help guide instructional decisions.
My goal as a leader is not simply to introduce new programs, but to help build the knowledge, confidence, and shared understanding needed for meaningful and sustainable change. I am especially passionate about advocating for strong Tier 1 literacy instruction and creating collaborative environments where educators continue learning from both research and one another.
Educator:
As an early years educator, I believe meaningful learning begins with relationships, safety, and connection. I work to create a classroom where every child is accepted for who they are while also being supported to meet high expectations. Rather than expecting children to simply know how to behave, collaborate, or manage themselves, I explicitly teach these skills through consistent routines, intentional transitions, modeling, and practice. I believe children are capable of incredible things when we give them the structure, support, and opportunities they need to succeed.
Social-emotional learning is deeply embedded in my classroom practice. I believe empathy is something we build, not something we expect, and that play provides some of the most authentic opportunities for children to practice communication, problem-solving, self-regulation, and navigating relationships. I intentionally protect and advocate for play as an essential part of early childhood learning while creating a classroom community where children learn to care for themselves and one another.
I also believe educating a child means building a genuine partnership with their family. I prioritize consistent, positive communication through weekly messages, monthly progress reports, and regular individual conferences so families understand not only how their child is progressing academically, but how they are growing socially and emotionally. My goal is for every child to feel safe, known, challenged, and deeply valued at school.