One of the greatest privileges of my work has been getting to know hundreds of children and their families over the past twenty years. Every child brings a unique combination of strengths, challenges, interests, and ways of learning. Every family deserves a trusted partner to help them navigate the journey with confidence.
Over the years, I've learned that not every challenge requires immediate intervention. Sometimes children need more time, more practice, or a different approach. Other times, earlier support can make a meaningful difference. One of the most valuable things I can offer families is the judgment to help distinguish between those moments, so they can move forward with clarity and confidence rather than uncertainty.
Throughout my career, I've learned that no evaluation, assessment, or checklist can fully capture who a child is. Meaningful support begins by understanding the whole child and building on their strengths while thoughtfully addressing the areas where they need support. My goal is always to help children develop the skills they need while protecting something just as important: their confidence, curiosity, and love of learning.
Most recently, I served as the Lower School Director of Learning Resources at Shady Hill School in Cambridge, where I partnered with students, families, teachers, tutors, and specialists to coordinate educational support, interpret evaluations, guide learning plans, and collaborate with school teams. Before that, I spent nearly a decade as a special educator and learning specialist in Boston Public Schools, co-teaching in inclusive classrooms and supporting students with a wide range of learning strengths and needs. My work has also been shaped by a bachelor's degree with a double major in Elementary Education and Mathematics/Computer Science for Educators, a master's degree in Moderate Special Needs from Boston College, and the lessons I've learned from partnering with hundreds of children, families, and educators over more than twenty years. Together, these experiences have reinforced my belief that meaningful progress happens when children are truly understood and the important adults in their lives work together with shared understanding and purpose.
Families often come to me carrying questions that don't have simple answers. They may be wondering whether to pursue an evaluation, trying to understand assessment results, deciding if tutoring is the right next step, or navigating conversations with their child's school. I understand how much trust it takes to invite someone into your child's educational journey, and I never take that responsibility lightly. You don't have to carry those questions alone. I consider it a privilege to partner with families, helping them make sense of what they're seeing, offering honest guidance, and creating a thoughtful plan that supports both their child and their family.
My goal is for families to leave our work together with a clear plan, greater confidence in understanding and advocating for their child, and the reassurance that they no longer have to navigate their child's learning journey alone. Whether I'm collaborating with parents, teachers, outside specialists, or tutors, I strive to build relationships rooted in trust, open communication, and shared goals.
I believe every child deserves to be known, understood, and given the opportunity to thrive.