Teaching Tools for Inquiry Driven Learning

I’ve spent my career somewhere between organized chaos and educational magic—raising four kids, while teaching students from first grade through sixth, designing curriculum, supporting advanced learners, and convincing reluctant readers that books are actually worth the hype. Along the way, I’ve worked as a classroom teacher, reading specialist, advanced academic specialist, and curriculum writer, which basically means I’ve become fluent in everything from phonics and figurative language to differentiated instruction and last-minute copier emergencies. I’m passionate about creating learning experiences that make kids think deeply, ask better questions, and occasionally forget they’re doing “school.” Whether I’m designing inquiry-based units, coaching teachers, building curriculum, or helping students unlock confidence as readers and thinkers, I believe learning should be meaningful, challenging, creative, and just a little messy. I especially love working with gifted and advanced learners because they remind me daily that curiosity is powerful and that children are capable of far more than we sometimes expect. My work is grounded in strong instruction, critical thinking, and the idea that relationships matter just as much as rigor. At the end of the day, I’m an educator who believes great teaching is equal parts strategy, heart, humor, flexibility, and pretending not to notice the glitter someone spilled 20 minutes ago.

My teaching style is rooted in curiosity, creativity, and meaningful challenge. I believe students learn best when they are actively engaged in thinking, questioning, creating, and connecting ideas to the world around them. Whether working with emerging readers in the primary grades or advanced learners tackling complex concepts, I strive to create classrooms where students feel both supported and intellectually stretched. I naturally blend strong instructional practices with inquiry-based learning, critical thinking, and authentic student engagement. My lessons often combine literacy, history, problem-solving, and creativity in ways that encourage students to move beyond memorization and into deeper understanding. I value discussion-rich classrooms where students learn to justify their thinking, collaborate with others, and take ownership of their learning. As a reading teacher, math instructor and advanced academic educator, I am especially passionate about differentiation and meeting students where they are while helping them grow beyond what they thought possible. I believe rigor and joy can coexist, and I work intentionally to create learning experiences that are challenging, meaningful, and memorable. I naturally blend strong instructional practices with inquiry-based learning, critical thinking, and authentic student engagement. My lessons often combine literacy, history, problem-solving, and creativity in ways that encourage students to move beyond memorization and into deeper understanding. I value discussion-rich classrooms where students learn to justify their thinking, collaborate with others, and take ownership of their learning. As a reading teacher and advanced academic educator, I am especially passionate about differentiation and meeting students where they are while helping them grow beyond what they thought possible. I believe rigor and joy can coexist, and I work intentionally to create learning experiences that are challenging, meaningful, and memorable. At the core of my teaching is the belief that relationships matter. Students thrive when they feel seen, respected, and encouraged, and I work to foster classroom environments built on trust, curiosity, and high expectations.

Throughout my career, some of my proudest accomplishments have not always come in the form of plaques or titles, but in the everyday moments when students discover confidence in themselves as learners. My work has allowed me to serve in a variety of leadership roles—including classroom teacher, reading specialist, advanced academic specialist, mentor, and curriculum writer—each providing opportunities to positively impact both students and fellow educators. I have been recognized for my ability to create engaging, rigorous learning experiences that blend creativity with high-level thinking. Whether designing inquiry-driven curriculum, supporting gifted learners, or helping struggling readers unlock success, I’ve consistently worked to make learning meaningful and memorable. Colleagues often describe my teaching as innovative, student-centered, and deeply relationship-driven. Some of my brightest “teacher moments” have come from watching reluctant readers become passionate about books, seeing quiet students find their voice during discussions, and helping advanced learners realize that challenge is something to embrace rather than avoid. I’ve loved creating experiences where students don’t just complete assignments—they become historians, inventors, researchers, debaters, and creators. I’m especially proud of the curriculum and instructional experiences I’ve designed that encourage students to think critically, solve problems creatively, and engage deeply with literature and history. From inquiry projects and Maryland History Day coaching to cross-curricular simulations and advanced academic programming, I strive to create learning that students remember long after they leave my classroom. Equally meaningful have been the opportunities to mentor teachers and support positive instructional growth. I strongly believe great teaching develops through encouragement, reflection, and collaboration, and I value being someone who helps others feel capable, supported, and inspired in their work. At the heart of every accomplishment is the same belief that has guided my career from the beginning: students rise when they are challenged, valued, inspired, and truly known.

I am a proud graduate of the University of Maryland, where I earned a Bachelor of Science in Elementary Education. Post graduate, I earned a Master’s Degree in Educational Administration from Mc Daniel College, along with numerous postgraduate certificates in areas including curriculum development, Orton-Gillingham phonics instruction, and teacher leadership. My educational background and professional experiences have provided me with a strong foundation in literacy, mathematics, curriculum development, gifted education, and elementary instruction. Over the course of my career, I have taught students in preschool through grade six while also serving as a reading specialist, advanced academic specialist, and curriculum writer. These diverse roles have allowed me to develop expertise in differentiated instruction, inquiry-based learning, literacy and math intervention, and the design of rigorous, engaging curriculum that meets the needs of a wide range of learners. Throughout my work, I have focused on creating meaningful educational experiences that promote critical thinking, creativity, and student engagement while supporting both academic growth and positive classroom communities. My experiences collaborating with teachers, mentoring colleagues, and developing instructional resources have further strengthened my commitment to fostering high-quality instruction and lifelong learning for both students and educators alike.