First and foremost, I'm a teacher.
Growing up, I developed a passion for the arts and humanities that would continue to grow during my undergraduate and graduate studies, where I earned a B.A. in Literature and an M.F.A in Creative Writing.
Moving into a career in teaching seemed a natural transition for me, and in many ways, it was. I discovered the deep satisfaction that comes with teaching others to write, to find ways to communicate both analytically and expressively, and, in particular, to help raise an awareness in students that the journey toward becoming a great writer runs parallel to becoming a great thinker.
After ten years in the classroom, transitioning from junior to lead teacher, then becoming a mentor to early career teachers, and finally acting as Department Chair and Curriculum Designer, I came to the conclusion that I had larger questions about education -- in particular about how people think and learn. I experimented in my classroom, in particular employing new techniques for offering feedback on student writing. As many teachers do, I experienced first-hand the ways in which learning in schools could be improved, and I decided to do something about it beyond the walls of my own classroom.
So, I returned to graduate school, and in the summer of 2018 graduated with a Masters in Education from Stanford University in the Learning, Design, and Technology Program. I then continued to develop the venture I’d started in graduate school and returned to the classroom to continue to pursue the work that was my focus at Stanford on teacher feedback and formative assessment. Today, in addition to teaching and helping guide teacher development at my school, I leverage my personal experiences gathered over ten years as a classroom teacher to build digital tools that help teachers improve their craft.
CV available upon request.