Teaching Philosophy

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Art as a Language

  • Identity & Empathy
  • Student Voice & Agency
  • Growth & Reflection
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Read about my teaching philosophy

As both an artist and an educator, I believe the arts provide a powerful space for students to explore identity, build empathy, collaborate, and develop confidence and leadership. I teach through an inquiry-driven approach that invites students to ask questions, experiment, and take creative risks. By emphasizing exploration and discovery, I support students in developing not only artistic skills but also a deeper understanding of themselves and the world around them.

My teaching philosophy is grounded in the belief that every learner is unique and that those differences should be honored and celebrated. I implement a choice-based curriculum that prioritizes student voice, agency, and ownership of learning, while emphasizing process over product. Through differentiated instruction, I meet students where they are and create inclusive learning environments that support multiple ways of thinking, creating, and communicating.

Having taught in multilingual, multicultural, and inclusive school settings, I am committed to equity, empathy, and global citizenship through the arts. I view teaching as an ongoing practice of reflection and growth, and I strive to create joyful, meaningful art experiences that empower all students to see themselves as capable, creative individuals.

Adaptive Teaching

  • Scaffolded Approach
  • Visual Guides
  • Student-Centered

Flexibility is at the heart of my instruction. I utilize a scaffolded approach that breaks down complex techniques into manageable steps, ensuring success for learners at all levels. Whether modifying tools for motor skill challenges or offering visual guides for ELL students, I adapt my methods to meet the student where they are.

Special Education

  • UVM Dual Endorsement
  • Inclusive Design
  • Collaborative Support

Ensuring that every student can access and succeed in art is a core principle of my teaching practice. At the University of Vermont, I pursued a dual endorsement in special education, completing graduate-level coursework focused on differentiation, modification, and inclusive instructional design. I apply these strategies daily in the classroom by providing additional visual supports, adapting materials and techniques, and collaborating closely with special educators and support staff. Through these practices, I strive to create a welcoming, accessible art environment where all learners can grow, express themselves, and succeed.

Technology Integration

  • Modern Digital Media
  • Digital Portfolios
  • Future-Ready Skills

Technology has transformed the ways artists can create and express themselves, and it has similarly expanded the possibilities in the art room. Training as an art teacher during COVID-19 taught me to use digital tools such as Seesaw and Artsonia to keep students and communities connected even when learning remotely. These tools remained valuable after in-person learning resumed, and I continue to integrate technology to enhance creativity and engagement.

In my classroom, I have incorporated 3D printing, Canva, Tinkercad coding, and Glowforge laser-cutting to expand students’ digital art skills. I am also exploring animation in the upper elementary curriculum using programs like Procreate. As technology continues to evolve, I am committed to learning and adapting so that my students receive a cutting-edge, relevant, and inspiring arts education.

Curriculum Design

  • Studio Habits of Mind
  • Standards-Aligned
  • Cross-Curricular Skills

My visual arts curriculum is student-centered, flexible, and designed to meet the evolving needs of learners. I develop and implement lessons aligned with State Standards and Common Core Arts Standards, using clear rubrics inspired by Harvard University’s Studio Habits of Mind: Observe, Envision, Stretch & Explore, Engage & Persist, Develop Craft, Express, and Reflect. These habits guide students to think and work like artists, helping them navigate creative challenges while building transferable skills that support learning across all subjects.

After-School Programming

  • Community Building
  • Enrichment Design
  • Inclusive Mentorship

Afterschool programming has always held a special place in my heart, as it is where my career in education began. I spent five years working in afterschool programs in Burlington, Vermont and Cambridge, Massachusetts, where I developed strong skills in community building and curriculum design for multi-grade groups. These programs extended learning beyond the school day and provided meaningful opportunities for student connection and exploration.

I designed and facilitated a wide range of enrichment offerings, including yoga, chess, coding, and art clubs, creating inclusive spaces that fostered creativity, belonging, and collaboration. When I joined Greenview, I brought this experience to the district by founding an Art Club, which quickly attracted over 200 applicants interested in developing advanced art techniques and engaging with art in the community. I also initiated a lunchtime enrichment group for students identified as gifted in the arts, further expanding access to meaningful artistic opportunities beyond the classroom.

Classroom Management

  • Respect & Routine
  • Social-Emotional Learning
  • Safe Space Culture

A productive studio requires respect and routine. I establish clear expectations and consistent routines that maximize creative time. By fostering a 'safe space' culture based on social-emotional learning principles, I help students develop self-regulation skills, ensuring the classroom remains a positive environment for risk-taking.