Approach

Achievement begins with belief.

I believe in dismantling self-limitations and redefining what is possible for each student. I pay close attention to a student's self-talk ("I can't do this") and their effort levels. I will positively challenge students to think beyond their limitations and stretch their effort in class.

Student wins can start small and are intentionally reinforced with my positive affirmations. This focus on small wins builds confidence into momentum that carries into larger successes, both inside and outside the classroom.

Leaning into my previous work experience at tech companies in Silicon Valley, I believe in using data as a compass to steer decision-making.

I use data collection and analysis to custom-tailor instruction based on data-informed student strengths and weaknesses.

Data can identify remedial teaching opportunities and load-bearing concepts, streamlining classroom instruction and improving student outcomes.

Effective teaching begins with empathy. Understanding and integrating a student's cultural background is a foundational component of my teaching practice.

As a previous English as a Second Language (ESL) teacher, I champion leaning into a student's native language wherever possible to scaffold understanding during English-based instruction.

I also localize my teaching content, pulling from culturally recognizable examples wherever possible to teach content concepts.

Furthermore, I seek opportunities to showcase my own personal language learning, showing my class that I, too, am a student. By pursuing language learning, I can empathize with my students' learning journey.

Ideas are are like seeds.

Some ideas grow into beautiful flowers. Others can grow into weeds that need to be pruned. Either way, growth is motion, and motion can be directed. Ideas need a place to grow.

The idea of a garden represents a safe space to nurture expanding mindsets.