Resume and Work Experience

Social Studies Educator & Director - Institute for Business & Entrepreneurship - 2023 - 2025

LAKE RIDGE ACADEMY - NORTH RIDGEVILLE, OH

• • Designed and developed upper school social studies curriculum consisting of:

    1. • American History, AP Economics, AP US Government,  and Introduction to Business, Financial Literacy

       • All classes utilize a student-centered approach through Project-Based Learning 

  • Responsible for developing program requirements for schools fourth institute. Created and maintained two on-campus businesses, giving students real-world experience. Guided students through the curriculum process and on to the final capstone project that included real-world business problems and objectives

  • Upper school mock trial coach and 9th-grade House advisor

  • ISACS Lead Learner for K-12 [2024-present]

Social Studies Educator & Coordinator - Center for Global Citizenship - 2015 - 2023

LAKE RIDGE ACADEMY - NORTH RIDGEVILLE, OH

• Responsible for overseeing the Center for Global Citizenship program, which sought to encourage empathy, understanding, and an expanded worldview in students

• Designed and developed middle school social studies thematic curriculum in the areas of World History, United States History, and US Government and Politics

• Head coach of middle school girls track program [4 years], assistant coach [2 years], middle school co-ed soccer [2 years], Model United Nations lead advisor [8 years], community service book club founder and leader

Philosophy on Teaching & Learning

As I reflect on my teaching philosophy it is apparent that I care deeply for students and their growth, both as learners but also as young adults who will become members of our society. It is my firm belief that a teacher should always be reflective of their own practices, constantly striving to achieve mastery while being willing to be self-critical and revisionist. I also believe that students learn best in an environment where they are cared for and have a sense of ownership over their learning and growth as young adults

In our classroom, and I say our because students should have ownership too, the purpose of the curriculum is to prepare students to become thoughtful adults. We focus less on the memorization of history or government and rather on what these issues can teach us about ourselves. The classroom is a skills-driven environment where students work to understand complex problems, seek common ground with their peers, and hopefully spark curiosity. On an average day, my students may be reading complex primary sources that push them to think critically. I want my students to come away from social studies with an interest in the world and how it works, not just a memorization of facts.

I believe that the role of a teacher is that of a guide and coach. During an average class, I see my role as one who sets the table and creates the environment to learn and then lets students explore that space and walk along that path, growing together as they go. I am often moving around the room, checking for understanding, being a fly on the wall during group discussions, or engaging one-on-one with students who need assistance. My belief is that when a kid can take ownership of their learning and feel supported, they will maximize their potential and create lasting connections to the materials and others around them. This also means giving students specific and constructive feedback about their work as well as having them be self-reflective of their own learning and engage in activities that have them assess their own growth as a learner.

When I think about the conditions in which students learn best, I like to think about the “third teacher.” In their 2010 book, The Third Teacher, Cannon Design Group, in conjunction with the University of Chicago, talked about the importance of the physical space as the “third teacher” in a student’s life (first being the actual teacher, second being the curriculum). It is my belief that students learn best in a place where they are comfortable and welcome. I focus a great deal on the physical space and how to best meet the needs of my students. My classroom is designed as a very collaborative environment. Students are gathered around a large table, or sometimes in small groups on sofas, working collaboratively, discussing the material, and building a common language that promotes civil discourse and communal growth.

Finally, I want my students to develop a love of learning and a growth mindset. It is a common refrain in my classroom that I care more about the “growth over grades.” Students learn best in an environment where they are loved and cared for. Relationship building is a fundamental aspect of the school day. Building relationships enables students to feel as though there is a safe “base camp” to take on a growth mindset and challenge themselves. Cultivating those ideas of being a lifelong learner means more than simply encouraging a love of the subject matter, it means giving students choices, allowing space for their personal interests to meet the curricular ones, and giving students the opportunity to thrive in less traditional avenues of study.