I am an administrator in K-12 education in Massachusetts and have devoted my tenure as an education leader to equity and equal education opportunities for students.

 

I believe in agency and collaborative leadership. As a district and program leader, I am focused on giving teachers a voice in organizational change. Through committees, working groups and professional learning communities, I have supported giving teachers a seat at the table. My work as a leader has focused on using communication loops to close knowledge gaps and motivate staff to embrace meaningful change. Building consensus and having thoughtful discussions that are research driven is the hallmark of my work as a leader. 

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In the classroom, I have looked toward competency based education to support student learning as a continuum, have leveraged classroom technology to support discourse, and supported professional growth through content-based instructional coaching. Outside of the classroom, I have supported teachers in authoring curriculum that is thematic and universally designed to meet the needs of all students. The coupling of this work has supported inclusive teaching practices and the structures that provide all students with the opportunity to meet success in their K-12 mathematics education experience.

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In December of 2019 I graduated with a Doctor of Education in Organizational Change and Leadership from the University of Southern California. I have gained critical skills in managing organizational change, specifically using a conceptual framework that looks at knowledge, motivation, and organizational influences that might hinder or support an organization's ability to manage change. My doctoral study has supported my understanding of the K-12 education landscape and the systems required to support effective education reform. 

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My dissertation focused on Social-Emotional Learning and its impact on Mental Health, School Climate, and Student Achievement in K-12 student populations. Within this work, I researched the impact of mental health incidences on student's ability to concentrate and perform well in their education experience and on standardized assessments. I've also looked at the impact school systems can have on student achievement when school culture supports students socially, emotionally, and academically. I have found that, for districts to improve academic achievement, focusing on the social and emotional needs of their students is a critical first step. My research looked specifically at how school districts have been successful in rolling out social-emotional learning programs and what characteristics of their approaches might be easily transferable to districts looking to engage with SEL.