About Me

Relator – Strategic – Communication – Responsibility – Arranger

Family/Home

I am a proud mother of two boys. Quinten is 20, and Xyler is 17. They continue to teach me more about patience, growth, and resilience than any classroom ever.

When I’m not working or writing, you’ll usually find me outdoors chasing a good sunset or spending time on the water kayaking. I enjoy the simple moments—coffee conversations with friends, live music in both large arenas and small local venues, and getting lost in a good movie after a long day.

I also have a competitive side. I’m an avid pool player who enjoys a friendly game and the strategy that comes with it. Card games like Euchre and Spades are favorites as well, especially when they bring people together around a table filled with laughter, storytelling, and a little competition.

For me, life is about balance. I value meaningful work, but I also believe in slowing down enough to enjoy experiences, conversations, music, and the people around us. Those moments often inspire the perspective and creativity I bring into my writing and everyday life.

Educator Philosophy

I am a former 6th-grade English Language Arts teacher who believed meaningful education is rooted in developing student leadership. My educational career began as an Intervention Specialist focused on Science and Reading before spending most of my career teaching 9–12 English Language Arts and Drama. Leadership grows when students are given opportunities to think critically, communicate effectively, collaborate with others, and approach challenges with creativity and responsibility. When these skills are intentionally taught and practiced, students begin to find their voices, take ownership of their learning, and positively contribute to their communities.

My approach to education is grounded in a local-to-global perspective. I believe learning begins with understanding who we are, where we come from, and the experiences within our own communities. From there, students can expand their thinking outward to the world beyond the classroom. By connecting students’ lived experiences to global perspectives, learning becomes more authentic, relevant, and meaningful. This approach strengthens critical thinking, communication, collaboration, and creativity while encouraging students to explore diverse viewpoints and real-world issues.

At the center of my teaching philosophy is a focus on building from strengths rather than concentrating solely on deficits. While areas of growth are important and addressed intentionally, I believe students thrive when they recognize their abilities, talents, and potential. Focusing on strengths helps students develop confidence, resilience, and a greater willingness to problem-solve, collaborate, and lead with empathy and purpose.

As I transition into an Assistant Principal role, my passion for teaching and learning continues to expand beyond my own classroom. I look forward to supporting both students and teachers through instructional leadership and coaching. I believe strong schools are built through collaboration, relationships, and a shared commitment to growth. As an instructional leader, I hope to encourage reflective practices, support high-quality instruction, and help create learning environments where both students and educators feel empowered to succeed.

Whether working with students or supporting teachers, my goal remains the same: to help others recognize their strengths, grow as leaders, and make meaningful contributions within their schools and communities.

As a Fulbright Teacher for Global Classrooms participant, I am committed to integrating global perspectives into everyday instruction. I do not treat global learning as a separate unit or experience. Instead, I work to embed it into reading, writing, discussion, and problem-solving. My classroom emphasizes inquiry and empathy. I believe that every student, regardless of location, has a place in the global conversation.

This blog serves as a space to reflect on my educational journey. It also allows me to share resources. Additionally, it explores the connections between local identity and global understanding. It is designed for educators, students, and community members. It is also for anyone interested in how global education can thrive in all learning environments.

My goal is simple. I want to help students see themselves not just as learners. They should also view themselves as informed, thoughtful participants in an interconnected world.