welcome...

With over 30 years of experience as an intuitive educator, I am dedicated to creating nurturing, empowering, and trauma-sensitive learning environments where all students can thrive. I hold a Doctor of Education in Curriculum, Teaching, Learning, and Leadership, with research focused on pedagogical practices that support trauma-affected children and promote both emotional well-being and academic success.

My work centers on supporting educators as whole people. I design and deliver professional development that equips teachers with trauma-informed strategies, mindfulness practices, and sustainable self-care approaches. When teachers are supported, classrooms become safer, calmer, and more resilient communities. By strengthening teacher well-being, we create a ripple effect that uplifts the entire school community.

In addition to my school-based work, I am currently a Policy Fellow with the Georgia Partnership for Excellence in Education, where I engage in education policy research and advocacy to advance whole-child learning environments, educator wellness, and student success statewide. Bridging practice and policy allows me to champion systems that truly support children and the educators who serve them.

I am honored to collaborate with educators, schools, and families who are committed to building inclusive, mindful, and trauma-responsive learning spaces. Together, we can empower students, support teachers, and foster transformative school environments where every child feels safe, seen, and capable of success.

my learning...

Doctor of Education, Northeastern University, 2023
Concentration: Curriculum, Teaching, Learning & Leadership
Dissertation: Pedagogy for Trauma Sensitive Children

Master of Science, Walden University, 2006
Concentration: Curriculum, Instruction & Assessment

Teacher Certification, Columbus State University, 1995
Concentration: Early Childhood Education

Bachelor of Science, Ursinus College, 1992
Major: Psychology

certifications

• Gifted and Talented Endorsement
• English as a Second Language (ESOL) Endorsement
• LETRS  (Language Essentials for Teachers of Reading and Spelling)
• Teacher Certification, Elementary Education (P-5), Georgia
• Teacher Certification, Early Childhood Education (K-5), Utah / Nevada
• Certified Mindfulness Practitioner

speaking engagements

Mindfulness in the Classroom: Cultivating Calm and Focus in Early Learners, Southern Early Childhood Association (SECA), March 2025

Empowering Minds, Nurturing Hearts: Trauma-Sensitive Teaching for Student Resilience and Teacher Well-Being, Southern Early Childhood Association (SECA), March 2024 / March 2025

Guest Lecturer, Trauma Sensitive Teaching, Georgia Southwestern State University, College of Education, February 2025

Trauma-Sensitive Teaching in the K-2 Classroom: The Essential Role of Professional Development and Teacher Support, Georgia Association of Colleges of Teacher Education (GACTE), November 2024

Pedagogy for Trauma Sensitive Children
The 35th Annual International Boston Trauma Conference, Trauma Research Foundation (TRF), (research poster) May 2024

professional development

• Policy Fellow, Georgia Partnership for Excellence in Education, 2025-2026
• Neurological Interventions for Multi-sensory Integration, Emotional Regulation and Executive Functioning, 2023
• Project-Based Learning with Priority Standards, 2019
• Formative Assessment & Scale-based Assessment, The Marzano Group, 2018
• Aligning Systems for Standards-based Curriculum & Assessment, The Marzano Group, 2018
• Project-Based Learning: Implementation & Assessment, 2018
• 21st Century Students: Rigor & Relevance, 2018

my professional experience...

Elementary (early childhood) Teacher (25+ years - present) Georgia/Alaska/Ohio/Virginia/Utah

I instruct diverse student populations, including English language learners, neurodiverse students (ACEs, PTSD, ADHD, ODD, Autism Spectrum), students from diverse economic backgrounds, and those with varying learning modalities. To support these students, I create a trauma-informed learning environment and implement trauma-sensitive interventions centered on mindfulness, socio-emotional development, and relationship building. Additionally, I coach individuals to achieve growth in all academic areas, including intrapersonal and interpersonal skills. Furthermore, I integrate STEM and the Engineering Design Process to foster experiential learning, critical thinking, and problem-solving skills. Finally, I develop and manage systems for tracking and analyzing data to inform plans and increase achievement and goal attainment.

I oversee project management by devising, executing, evaluating, and adjusting plans as needed. Additionally, I collaborate with educators, specialists, and administrators to plan, implement, and evaluate curriculum, assessments, and various projects. Furthermore, I communicate effectively and flexibly with different individuals, listening and adapting to meet each person's needs, and seamlessly switching communication styles for students, parents, administrators, and peers.

Founder & Director, Promise Land Preschool, Idaho (2001 - 2003)
I instituted a parent cooperative program to reduce costs and provide parent training. Additionally, I designed a curriculum that incorporated developmentally appropriate practices which included differentiated instruction, learning styles, cooperative and project-based learning.

School-Age Child Care Manager: Elmendorf Air Force Base, Alaska (1997-1998)

I ensured the well-being of over 200 children across four buildings, creating a safe, fun, and enriching environment.

I supervised four site coordinators and twenty caregivers, ensuring compliance with Air Force codes, and provided training and evaluations for all staff. I also authored the program’s Operating Instructions, developed curriculum, and updated policies to meet NAEYC/ASQ standards. The program received high marks on its first Air Force graded inspection.

Additionally, I served as the Alaska State representative for the National School Age Child Care Association and increased parent involvement by establishing a parent advisory board and a comprehensive parent handbook.