Educational Philosophy

Learning is an act of continuous discovery. As a lead learner, my role is to guide students along the variable path of discovery every day. Teaching and learning along with students, I’m passionate about igniting an interest in the world and inspiring students to see themselves as lifelong learners.

In an ever-changing world, students need to learn the knowledge and skills that will help them be successful for careers or college. As a guide, I introduce students to knowledge by highlighting significant content items, then I encourage further exploration into areas of interest using skills such as digital literacy, problem-solving, and critical thinking.

A safe and supportive learning environment fosters student interests, voice, and choice. Getting to know students is the first step to incorporating these values into the classroom. To engage students I use collaborative activities and technology. I also connect content to current events and other disciplines to demonstrate the relevance of what we’re learning. All students can learn, so I differentiate lessons to cover student learning styles and abilities. Likewise, by presenting the material as problems to be solved, students are challenged to make their own inferences, reflect upon others’ points of view, and give/receive constructive feedback.

Each learner is an individual, so I utilize both standardized and authentic assessments, project-based learning, and gamification. Students excel when given a choice about how they’re assessed. Additionally, my expectations are clear, timely notice for activities is given, and rubrics are made available to the students ahead of time.

Using daily reflection, student feedback, and peer observation, I measure and improve my effectiveness. I reflect on formative assessments during lessons. At regular intervals, I ask for student feedback and utilize it to modify and build upon my lessons and instructional strategies.


We want engaged students. By connecting a student interest such as movies to history, I increased curiosity about the content we would study.


Research supports written goals as a type of personal "contract" to keep goals in the mind and provide motivation to achieve. On an index card, students wrote their names and what they wanted to accomplish by the end of the quarter. They also listed actions of how they were going to achieve that goal. Periodically, I would check with students on their progress and action plan. Likewise, their peers also checked the board and asked classmates about their action plans and progress.

Classroom Management Philosophy

Coming soon...

Digital Citizenship Philosophy

Coming soon...