As an early childhood educator, I am committed to being a lifelong learner — someone who actively seeks out opportunities to challenge and expand my practice in service of young children and their full humanity. Through my graduate studies at Montclair State University and my work as a kindergarten teacher at MKA, I’ve come to see teaching as both an intellectual pursuit and a deeply relational, justice-rooted act. I believe that who we are as educators — our values, identities, and willingness to learn and unlearn — profoundly shapes what becomes possible in our classrooms.

My teaching is grounded in a desire to create learning spaces that are inclusive, identity-affirming, and joyful — especially for children who have been historically marginalized in school systems. I’m particularly interested in how Historically Responsive Teaching can support young learners in seeing themselves as thinkers, creators, and meaning-makers. I am interested in how literacy instruction that centers students' lived experiences and cultural identities can impact their academic self-concept, and this work continues to shape how I engage with curriculum, community, and criticality in the classroom.

I view my classroom as a space of experimentation and reflection — a living laboratory where I test out new pedagogies, observe with intention, and reflect on what I notice. I’m learning to embrace complexity, sit with uncertainty, and let students’ voices guide my next steps. I don’t claim to have it all figured out — but I do believe in the power of curiosity, humility, and ongoing self-inquiry. My ultimate goal is to become the kind of educator who creates classrooms where all children feel seen, celebrated, and empowered to imagine new possibilities for themselves and the world.