The Origin
The Origin
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I began my career in education as a Special Education teacher. I have worked with high school and middle school students in self-contained Language-Arts, resource-intensive reading environments, and co-taught 6th grade Language Arts and Social Studies.
While I deeply valued academic instruction, I found my true passion in understanding the why behind student behavior. That passion led me to transition into a leadership role in my school focused on Positive Behavioral Interventions and Supports (PBIS) and Restorative Practices. At this school, I served as the PBIS Coach, Restorative Practices Coordinator, and In-School Suspension (ISS) Teacher. With these roles, I led school-wide behavior and culture initiatives, facilitated professional learning, coached teachers, and redesigned our ISS program to center restorative practices, student coaching, and interventions that reduced instructional time lost.
Through these efforts, my school achieved measurable improvements in school climate and student outcomes. I had the privilege of sharing our success with district leaders, school board members, and educators across the county through professional learning sessions, roundtable discussions, and presentations. This work solidified my commitment to transforming school culture and supporting the students and educators who need it most.
The Foundation
The Foundation
My experience and impact at the school level paved the way for district leadership. I joined my school district’s first Social Emotional Learning (SEL) team as an Instructional Coach, partnering with schools to implement systemic SEL and leading the SEL Lead Initiative districtwide. With this role, I created curriculum for systemic SEL implementation in schools for adult learners to take back and redeliver to their local schools in a train-the-trainer model.
From there, I advanced to a role where I served as the District's PBIS Coordinator, guiding and supporting implementation of Positive Behavioral Interventions and Support (PBIS) across 142 schools.
At present, I am continuing to serve my school district, in a different role, leading initiatives that enhance employee voice, onboarding and induction, leadership development, professional learning, and staff belonging and well-being—core components of our district’s retention strategy.
The Growth
The Growth
I pride myself on being a life-long learner (now - that wasn't always the case and I'll save that story for another time). As soon as I began district-level work, I made up my mind to become an expert of Social Emotional Learning implementation by obtaining a doctoral degree.
My dissertation study was on the Systemic Implementation of Social Emotional Learning through the use of Professional Learning Communities (PLCs). I wanted to test the theory of if PLCs are a sustainable practice for implementing frameworks designed to support the whole child.
My study was successful! Results indicated that PLCs could be a potential solution to address the many difficulties schools face when implementing SEL systemically.
This study changed how I coach, design professional learning, and support the adult learner with systemic implementation of SEL and PBIS. I use what I learned while obtaining this degree to inform my consultation service offerings.
The Transformation
The Transformation
In short, why choose me?
With deep expertise in systematizing PBIS and SEL frameworks for schools, implementing behavior interventions, cultivating school culture, and designing professional learning, I now support schools, districts, and organizations through consulting to build positive, sustainable systems that uplift students and staff alike.
I couldn't be more excited for our partnership!
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