work history

teacher narrative  

I am an experienced educator who supports students in using the tools of the humanities to understand the world around them. I hold an M.S. in Curriculum & Instruction from the University of Wisconsin-Madison, with secondary licensure in Communication Arts & Literature and EAL. I seek a middle or high school English Language Arts or EAL position in an innovative school that recognizes adolescence as a special time in a child’s life. I am deeply curious about what makes schools meaningful for young people.

During my time in Madison I was fortunate to experience a wide variety of school settings, from a small Democratic private school to an alternative and a more traditional urban high school. I learned from educators dedicated to understanding students and designing curriculum to meet their needs. I was part of an English Methods cohort with a focus on engaged literacy, Culturally Relevant Pedagogy, and Restorative Social Justice practices under the guidance of Dr. Maisha Winn. We were challenged to view our teaching as a creative process within the larger contexts of society that requires continuous reflection and response.

My student teaching and graduate studies allowed me to investigate educational ideas such as Nel Noddings' concept of “care” and Maria Montessori’s study of child development. My teaching career reflects this exploration into how different settings and approaches impact students. I began my career in a diverse grades 6-12 school with a large English Learner population, building community with students who’d never left the local area and those who’d lived in many countries and spent their early childhood in refugee camps.

I next was a “Guide” in a Montessori environment, experiencing very different schedules and uses of space. I was trusted to create original lessons addressing issues such as immigration, technology, and the connection between language and power. I participated in “key experiences” with students, traveling and camping for eight days by bus, supporting J-Term theatrical productions and assisting a 5-day cycling and camping trip, helping students flex a wide variety of skills and shine in different ways than in the classroom setting. I also served on the Personnel Committee, helped with scheduling, and designed advisory curriculum. My teaching journey next brought me to a larger public middle school with yet another set of demographics and a more typical school model. Finding my way in these settings hones my understanding as a teacher about what supports students and staff well.

My teaching spark was ignited during my work as a substitute teacher at the American School in Shanghai, China. I realized how teaching utilizes skills from many of my previous roles: a Special Education Paraprofessional, co-owner of a community wellness business, manager of a prenatal education center, and a student of literature, arts, Cultural Studies and Anthropology. My life before teaching builds the strong foundation from which I cultivate safe and welcoming spaces for inquiry and collaboration, where students build confidence as learners and community members. 

I am dedicated to education as a site of possibility, creativity, and growth for students and teachers alike.