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I'm an educator with twelve years of teaching experience in and around Austin, Texas. I grew up in Waco and attended The University of Texas at Austin, majoring in English Literature, French Language, and Education. I hold a certificate of completion from the International School for Jain Studies' Teaching for Peace program, and am a consultant with the Heart of Texas Writing Project. I continue to work with UT as a cooperating teacher through UT's Urban Teachers pre-service teaching program. 


I am a self-professed lover of all things pedagogical, and I read pedagogy books for fun; bell hooks and Penny Kittle are two of my favorite teachers. I am constantly thinking about what it means to teach and to learn, which makes my classroom a place where I develop and implement culturally responsive, TEKS-centered curriculum that engages all students at all levels. I have taught a wide variety of students across Austin, from emergent bilingual gifted students, to students struggling to read and write at grade level, and they considered my classroom a safe, responsive and intellectually challenging space. In addition, I collaborate with colleagues to plan and create interdisciplinary projects that build student agency and community.


As a Teacher Consultant for the Heart of Texas Writing Project, I am skilled at teaching the writing process and have advanced knowledge of diverse literacy practices that can benefit Humanities curricula. I have also worked with STEM-focused students teaching literacy through UTPREP, a summer program that enriches the learning of students from Title I schools. I have traveled to India to study practical non-violence and applied those practices into my curriculum, and my classroom was even observed by a doctoral student at UT Austin to research effective incorporation of those non-violent literacy practices. These practices help me to center students in my curriculum in a way that honors their humanity and challenges them to grow as learners in community.

I am committed to the academic success of all students, no matter their challenges or strengths. For example, counselors know that they can put struggling students in my classes because I am dedicated to student success and will invest the time needed to see positive results. Students with learning disabilities, mental health issues, difficult life circumstances, and those learning English as a second (or third!) language all know that I will dedicate my time and heart to ensure that they feel confident, accepted, and ready to take on rigorous academic challenges. Social Emotional Learning and building student agency is at the core of my pedagogical practice.

Read more about my teaching philosophy here

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