Elizabeth, New Jersey, United States
With over 21 years in public education, I’ve had the privilege of growing from a classroom teacher into a district-level leader—and now, into a role that feels like home: Vice Principal of Dr. Orlando Edreira Academy #26. My career has been shaped by one consistent belief: great schools are built at the intersection of strong instruction, thoughtful leadership, and authentic relationships. I’ve spent the bulk of my professional life leading Language Arts Literacy work—first as a teacher, then as a coach, curriculum developer, supervisor, and now as a school-based administrator—always with student learning as the north star. Along the way, I’ve led and supported hundreds of educators across middle and high schools, developed districtwide curricula and assessments, facilitated dozens of professional development experiences, and helped drive measurable gains in student achievement, including significant increases in secondary ELA proficiency and graduation rates. I’ve coached teachers through instructional shifts, navigated virtual learning during COVID, and partnered with school leaders to turn data into action. What excites me most now is being back where the work matters in the most immediate way—inside a school building, alongside teachers and students every day. As Vice Principal, I thrive in the balance of instructional leadership and day-to-day school life: walkthroughs, coaching conversations, student supports, family partnerships, and the constant problem-solving that makes schools dynamic, human spaces. This role allows me to bring together everything I’ve learned over two decades—systems thinking, curriculum expertise, data analysis, and relationship-building—into one cohesive practice. I’m known for being collaborative, candid, and deeply committed to the people I work with. I believe in setting high expectations, supporting educators with clarity and trust, and creating environments where both adults and students feel seen, challenged, and supported. I care deeply about school culture, instructional coherence, and helping teams do their best work without losing sight of joy. Simply put: I love this work, I love this role, and I’m exactly where I’m meant to be—helping schools grow from the inside out.
Lead 15 English teachers, 5 ESL teachers, 5 World Languages teachers, and 6 Social Studies teachers in an arts high school serving 1100 students. Monitor implementation of district curriculum and support delivery and management of instruction. Cultivate and maintain professional relationships with all stakeholders to achieve school-wide, department-wide, and district-wide goals. • Co-led 14 trainings for 55 teachers on strategies to increase virtual student engagement: Flipgrid, Nearpod, Flocabulary, MyAccess, Whiteboard.fi, Waterfall Chat • Modeled lesson planning for 55 teachers during 14 common planning sessions • Co-developed and produced 4 professional development trainings for 60+ teachers of the English dept. in grades 9-12 • Conducted 30 virtual classroom visits and debriefing feedback sessions • Scheduled and facilitated common planning time for the ELA, Social Studies, WL, and ESL departments • Mentored new teacher on the best teaching practices and protocols of EPS team-members
Leysin American School – Leysin, Switzerland SAT Preparation Teacher • Taught a comprehensive twelve-day course that provided international students with strategies for successfully performing on the SAT • Managed 2 classes of 15 pupils of varying cultures • Utilized various vocabulary acquisition techniques to optimize syntax growth Almaty, Kazakhstan Campus SAT Preparation Teacher • Led a comprehensive twelve-day course that provided international students with strategies for successfully performing on the SAT • Managed 2 classes of 15 Kazak pupils, demonstrating diversity skills • Utilized various vocabulary acquisition techniques to optimize syntax growth Vaughn Systems ESL Program- Monfrague, Spain ESL Facilitator • Administered an accelerated seven-day course providing conversational English to Spaniards seeking fluency in English • Developed trust and rapport with Spaniards of varying professional status and ages.