Dedicated to every learner's potential
Transforming special education through evidence-based practice, genuine connection, and relentless advocacy. Nearly two decades of creating classrooms where every student belongs and thrives.
Learn MoreWith nearly two decades dedicated to education, I create inclusive classrooms where every student discovers their potential. My path — from community organizing to graduate studies at Bank Street College of Education to the special education classroom — has taught me that meaningful change happens at the intersection of research, relationships, and high expectations.
Currently a Special Education Teacher at Mastery Charter Schools in Philadelphia, I work every day to ensure that students with disabilities receive the rigorous, supportive, and joyful learning experiences they deserve. I believe that effective special education isn't about lowering the bar — it's about building better ladders.
“Effective special education isn’t about compliance — it’s about genuinely understanding each student, honoring what they bring to the classroom, and designing instruction that meets them where they are while pushing them toward where they can be.”
From community organizing to the special education classroom — every chapter has deepened my understanding of how to create systems that serve people well.
My teaching integrates the latest evidence-based frameworks into daily practice. Click any area to see the research foundations and how they come alive in my classroom.
The July 2024 CAST Guidelines update reframed UDL around asset-based, learner-centered principles that affirm students' intersecting identities. In my classroom, this means lessons are never one-size-fits-all: students access content through varied modalities, demonstrate understanding in ways that match their strengths, and see themselves reflected in the curriculum.
Strong Tier 1 instruction, enhanced through UDL, reduces the number of students who need intensive intervention. I use the Four Point Decision Rule for progress monitoring: four consecutive data points above goal means raise expectations; four below means change the approach. This isn't reactive firefighting — it's proactive, data-informed teaching.
Many of my students carry experiences that shape how they engage with learning. Rather than defaulting to punitive responses, I use restorative circles and co-regulation strategies to maintain classroom community. Current research integrates trauma-informed care within MTSS tiers — Tier 1 predictability, Tier 2 targeted support, Tier 3 wraparound services — ensuring that empathy enhances rather than replaces academic rigor.
Every IEP goal I write is Specific, Measurable, Achievable, Relevant, and Time-bound — grounded in comprehensive present-level data from multiple sources. I align goals to grade-level standards (not just functional skills) and use curriculum-based measurement with clear decision rules for instructional adjustment. Families receive honest, accessible communication about what the data shows and what comes next.
PBIS isn't just a Tier 3 compliance tool — it's a philosophy I apply daily. Before designing any behavioral intervention, I conduct a functional analysis: is the behavior driven by escape, attention, tangible access, or sensory needs? This approach, supported by the latest U.S. Department of Education guidance, leads to interventions that address root causes rather than symptoms.
Informed by Banks, Kea, & Coleman's 2025 research in Teaching Exceptional Children, I approach family engagement as cultural reciprocity — not a one-way information transfer. This means understanding each family's values, creating communication plans that honor preferred language and methods, and positioning families as experts on their own children. When families are genuine partners, students experience stronger academic growth and greater self-determination.
Measurable outcomes built on consistent, evidence-based practice and genuine relationships with students and families.
Mastery Charter network leadership observed my classroom as a model for effective instructional practices across the system.
Selected as one of four teachers to represent the school at a national education conference — invited personally by the principal.
Self-published a book on classroom practices, sharing evidence-based strategies with the broader education community.
Designated school trainer for restorative practices — training colleagues on building community-centered classrooms over punitive models.
I’m always open to conversations about evidence-based special education, collaboration opportunities, or how we can better serve students with disabilities.
Based on comprehensive analysis of your professional trajectory, online presence, and the current special education job market. These are missed opportunities — ranked by impact.
You’re not just a special education teacher — you’re a data-driven inclusive education specialist with a 95+ effectiveness rating. That’s quantifiable proof of excellence, and you’re not marketing it. Every other SPED applicant says “dedicated teacher.” You can say “measurably effective case manager with 95+ effectiveness rating across all criteria.” That’s a completely different conversation with a hiring committee.
You now have what 95% of special education teachers don’t: a professional online presence that demonstrates evidence-based practice knowledge. This website alone separates you from every other applicant in the stack. But it only works if people see it. Your LinkedIn currently has ~360 connections and no recent activity — it’s a static resume when it should be a living professional brand.
One published article or conference talk changes your professional credibility tier entirely. You don’t need a prestigious journal — EdCamp Philly is free, unconference-format, and welcomes practitioners. Edutopia accepts teacher contributors. You have 18 years of practice and a 95+ effectiveness rating — you have MORE than enough to share. The restorative practices training you did? The incentive programs you designed? The way you handle behavioral challenges with function-based thinking? Any of these is a talk or article.