At the heart of my educational philosophy is a commitment to emotionally sound teaching. I believe that confidence, trust, and engagement are built when students experience consistent, meaningful success. My goal is to create instructional environments where learners feel safe, supported, and empowered.

Instructionally, I begin by identifying the earliest mastered skill in a student’s literacy development and use that as a foundation for growth. I rely on performance data to guide every decision I make—ensuring that I am being diagnostic and prescriptive in my approach. Through the use of direct instruction and a carefully structured logical scope and sequence, I provide many opportunities for guided practice and feedback, leading students toward mastery.

I believe with intentional, data-informed, and emotionally affirming instruction, all students can become proficient readers.

requires schools to offer students with disabilities individualized education programs (IEPs) designed for them “to make progress appropriate in light of [their] circumstances.” The ruling emphasizes that students with disabilities are entitled not to just any progress, but meaningful progress. This reinforces my beliefs that:

• All students have the right to become proficient readers

• Low expectations are not legally or ethically acceptable

• Instruction must be ambitious and individualized, not generic

A philosophical concept that has influenced my understanding of education is Freire's Liberation Pedagogy. I believe reading is a civil right and he believed literacy is liberation as it grants access to power. He believed educators are agents of social transformation. I agree that literacy instruction aligned to how our brains learn to read, in the hands of all teachers, will promote equality.

Quintilian recognized the importance of students' individual differences and advised teachers to have lessons appropriate for their readiness and abilities. At our school, we do this regularly with differentiated instruction. 

Quinitilian also believed students should be instructed by a competent and ethical teacher, having breaks from academics to play and have recess and play games. This echos what we do at our school with our new focus on SEL. 

Quintilian also believed in stage-based learning that corresponded to the patterns of human development.. From birth to age 7 the focus was behavior and speaking well. Age 7 to age 14 was  Quintilian’s second stage, where reading and writing were gradually introduced. Quintilians fourth stage, 17 to 21 years of age, was where students adopted more agency to their learning and their teacher would guide them if necessary. Our modern schools also teach in age appropriate groupings. Our district has a pre-K through 2nd grade school, a 3rd-5th grade school, a 6-7th grade school, and 9-12 grade high school.
In short, Quintilian’s legacy lives on in how American education prioritizes effective communication, moral development, structured learning, and the teacher's role in shaping both intellect and character.

Math anxiety is real, and I aim to counter it by cultivating a classroom where students feel emotionally safe. Mistakes are welcomed as part of the learning process, and respect is a non-negotiable norm. Students should know they can try, fail, and try again without judgment.

Hands-On and Interactive Learning

I believe math is best learned when it’s active. I design lessons that go beyond the textbook—incorporating manipulatives, games, technology, and real-world problem-solving to make abstract concepts meaningful.

A middle school math environment must be both structured and adaptable. Clear routines and expectations help students feel secure, while flexible pacing and differentiation ensure that all learners—whether struggling or advanced—can progress at their level.

Progressivism influenced my understanding of education. Progressivism is a student-centered approach that emphasizes active learning, real-world problem-solving, and fostering a democratic and cooperative learning environment. This type of learning is essential in a math classroom where abstract formulas need to be applied to the real world.  Progressivism prioritizes engaging students in meaningful experiences that are relevant to their lives, rather than simply focusing on rote memorization of procedures and the plug-and-chug of  mathematical formulas.

Essentially, Montessori was a pioneer of education who still has philosophies that are used to this day. I parallel much of her thinking when I formulate the preschool activity plan for the year because it allows the students to learn what they are interested in which helps to foster a love for learning in their minds.

A philosophical concept that influenced my understanding of education was Piaget's stages of development theory. This is a rather old theory so it has had its' criticisms, but I do feel like there are some points of the stages that are really important. I feel like this had an influence on the decisions to put students into "grades," essentially staging them up until they graduate from high school, and even into college. I think Piaget had some really interesting points in his theory about how children learn through 12+ and how that can be taken with our now stronger understanding of child development to further the stages in this theory.

I also believe that to provide these equal opportunities for our students, educators themselves must be supported: mentally, emotionally, and spiritually. When teachers are nurtured and valued, they are better equipped to create environments where students thrive. Additionally, our communities and employers must be actively involved in supporting school systems, working in partnership with educators to build strong, inclusive, and well-resourced educational spaces. Together, through collective effort and shared responsibility, we can ensure that every child has the chance to succeed and flourish.

These experiences, combined with the philosophies of Pestalozzi and Dewey, shaped my belief that education should nurture the whole child: mind, body, and emotions, while providing equal opportunities to learn, grow, and create. My journey through Boston’s public schools taught me that equity in education is not just a goal, it’s a responsibility shared by all of us.