Throughout my career in education, I have come to understand two core truths about myself: learning is my passion, and teaching is my joy. These tenets guide my classroom practice and professional growth within international school communities.

I found a love of learning long before I entered teaching. In high school, learning offered a space for my curiosity and introduced me to friendships founded on a shared excitement to expand our worldviews. My studies led me to Macalester College, a school known for its international community and activism. It was within courses like Educational Psychology, Theories of Rhetoric, and Creative Writing that I began to see my learning as a lifelong journey. My learning extends across humanities, social sciences, and ontological themes; though, over time, two through lines developed: child development and social justice. As an adult, I have dedicated my energy to learning from and contributing to these systems of knowledge. However, it wasn’t until I began teaching in international schools that I found a way for these two interests to converge. 

I first encountered teaching while coaching at a tennis camp during university. I fell in love with the dynamic nature of the job – the lessons, the games, the support, the play, the conflict resolution. Teaching allowed for all the best parts of me to be seen and utilized. I could guide, connect, problem-solve, nurture, and be silly all in one job. It was during those summers coaching that I realized my future must involve a career with children.

From its start, my teaching practice has been grounded in trust, curiosity, and a deep respect for children. Within international schools, I have focused my professional learning on equitable approaches that support diverse identities and needs. My practice is informed by my own queer and neurodivergent identities and enacted through Universal Design for Learning and a diversity-affirming lens. My planning is guided by Dr. Rudine Sims Bishop’s metaphor of mirrors, windows, and sliding glass doors. Through the books we read, conversations we have, and inquiries we pursue, I provide my students reflections of their own identities and exposure to the people, ideas, and perspectives beyond their own communities. This fosters a sense of belonging centered not on assimilation but on self-understanding and respect for differences. I have also sought opportunities to contribute to inclusive school cultures. As a grade-level and committee lead, I supported colleagues through reflective collaboration and DEI-centered curriculum initiatives. My background in social work and psychology has strengthened my ability to build trust and navigate complex conversations with students and colleagues alike.

Personal learning remains as essential to me as professional growth. I write poetry and children’s stories and recently completed a Contemporary Arts Studies program in Barcelona. These pursuits have strengthened my ability to approach learning through multiple perspectives and mediums. I am currently studying Spanish full-time and expanding my art practice. These broadening experiences continue to inform my teaching.

Following my year of artistic inquiry, I am guided by the same passion and joy that shaped my path into education. I am seeking a role as a homeroom, EAL, or learning support teacher and look forward to joining an international school community where I can contribute collaboratively and creatively to its ongoing work.