THE LEARNER AND LEARNING

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My professional journey in education has been shaped by sustained service across grade levels, content areas, and leadership roles, each experience strengthening my understanding of how schools function as instructional, cultural, and institutional spaces. Over the past several years, I have taught fifth grade in Atlanta Public Schools, served as a Spanish teacher for eight years at Ivy Prep Academy and Cathedral Academy, and most recently spent three years as a sixth-grade English Language Arts teacher at Woodland Middle School. Teaching across elementary and middle school environments has allowed me to develop a deep understanding of how students grow academically, linguistically, and socially, and how intentional instruction at every stage matters.

My leadership identity began forming during my undergraduate experience at a historically Black college and university, where I held multiple roles centered on representation, organization, and voice. I served as Vice President of the Student Government Association and Editor of the Yearbook, positions that required collaboration, strategic planning, and accountability to a wider community. These experiences taught me how to lead with vision while remaining responsive to the needs and perspectives of others skills that translate directly into my work as an educator and school leader.

During this time, I also served as the Director of Upward Bound High School Programs, supporting first-generation and historically marginalized students in preparing for college and navigating academic systems that were not originally designed with them in mind. This work made issues of access, equity, and institutional navigation tangible. It reinforced my belief that educational success is deeply connected to systems, advocacy, and leadership, and not just individual effort.

I earned a Bachelor of Arts in English, a discipline that sharpened my critical thinking, deepened my understanding of language and power, and reinforced my belief that literacy is central to identity and opportunity. While completing my undergraduate studies, I became the first recipient of the Eunice Walker Johnson Scholarship and the Catherine Waddell Award, honors that funded language study abroad in Cáceres and Madrid, Spain. This experience shaped my global perspective and strengthened my commitment to language equity, later informing my work as a Spanish teacher serving linguistically diverse students and communities.

Three years ago, I was accepted into the 2023 cohort of Teach For America, an experience that further solidified my commitment to educational equity and systemic change. Today, I remain an active Teach For America alum, continuing to engage with a national network of educators and leaders dedicated to expanding access and opportunity for students in underserved communities. This connection informs my thinking around policy, leadership, and the collective responsibility educators hold beyond individual classrooms.

As my career evolved, my focus expanded from classroom instruction to school leadership and organizational design. I earned a Master’s degree in Educational Leadership, which equipped me with the tools to lead instructional systems with intention and clarity. During this time, I helped build and serve as a Director of a school for children with autism and related disorders, an experience that profoundly shaped my leadership philosophy. Leading a school community serving neurodiverse learners required thoughtful design, ethical leadership, collaboration with families, and a deep commitment to honoring individual strengths while maintaining high expectations.

Beyond the school setting, I intentionally cultivate partnerships that connect education to the broader community. I currently maintain collaborative relationships with Love For Animals and the Atlanta Mass Choir, partnerships that reflect my belief that learning, identity, and service extend beyond classroom walls. These relationships reinforce the importance of community engagement, cultural expression, and shared responsibility in supporting young people.

Currently, I serve as Vice Chair of the School Governance Council at my school, where I engage in shared decision making around school priorities, accountability, and long-term vision. This role allows me to merge instructional expertise with systems level leadership, ensuring that governance decisions remain grounded in what best supports students and educators.

Across every role I have held, whether a teacher, program director, school leader, governance member, and community partner, my purpose has remained constant: to expand access, strengthen structures, and create educational environments that are intentional, equitable, and centered on possibility. My professional journey reflects a commitment not only to education, but to leadership that is reflective, responsive, and forward thinking.