As a classroom teacher in the Cambridge Public Schools, the work toward equity and excellence was a daily practice. Within the culturally, socioeconomically, and linguistically diverse community of my school, teaching required building a classroom of belonging. I built trusting relationships with students and caregivers to give voice to their experiences within the classroom. I collaborated with our special educators to ensure every student had access to dynamic and rigorous work. Exploring history through a social justice and project based program, my students and I made discoveries of our self and the world around us every day.​​​

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At the intersection of practice and policy, my work as a math instructional coach remained focused through a student centered lens. Coaching newly formed teams at middle schools in Cambridge, I promoted a reflective practice and a growth mindset - for students as well as teachers. Our coaching team worked with administrators to construct school improvement plans and set school wide goals. Improving instructional practices starts from being curious about what the evidence of student learning reveals. Challenging assumptions about data, we used Harvard's Data Wise process to better understand student strengths and challenges. As a coach, I helped teachers translate this understanding into action as improved and targeted instructional practices.