Classroom roots
Chicago Public Schools, 2006-2015
High school social studies teacher, lead teacher, and department chair, including alternative education and credit recovery.
Selected evidence
Explore highlights across the work.
Professional summary
Leadership at the intersection of infrastructure, pedagogy, and public purpose.
My work spans district technology operations, responsible AI adoption, curriculum leadership, professional learning, social studies and civic education, and research-informed writing. The thread across the work is practical technoskepticism: building systems that expand access and capacity while preserving student privacy, educator judgment, and meaningful learning.
The part of this work I care most about is district leadership of teaching and learning, where curriculum, professional learning, assessment, and technology decisions are made together.
Instructional leadership
Curriculum, teaching, and the conditions for deep learning.
I connect curriculum design, educator learning, assessment, and advocacy across classroom, school, and district roles. My writing and doctoral study ask how schools can preserve student thinking, agency, and meaningful learning as educational tools and policies change.
School and district leadership
Melrose Park and District 89
Assistant principal and teacher evaluator, then district coordinator for K-8 social studies and instructional technology.
Doctorate in progress
Curriculum, Advocacy, and Policy
Ed.D. candidate, National Louis University. Expected completion: 2027.
Curriculum coherence and civic learning
- Managed and developed K-8 social studies curriculum, with professional learning focused on literacy in social studies and civics.
- Oversaw instructional technology coaches supporting digital citizenship and digital literacies for students and teachers.
Developing educator practice
- Mentored new teachers and facilitated professional development as a CPS lead teacher.
- Coached, co-taught, and modeled instruction with grades 6-8 teachers, aligning technology use with curricular goals.
- Designed district professional learning for 320 educators and taught methods courses in university teacher preparation.
Evaluation, assessment, and learning conditions
- Evaluated teacher performance in a K-5 school of about 870 students, 53% of them English learners.
- Collaborated with district leaders to align curricular and assessment objectives across grade levels.
- Co-led PBIS and completed Illinois teacher evaluator retraining in May 2026.
Educator voice in policy and practice
- Led a working-group policy project on peer review in CPS teacher evaluation, including a survey of 376 teachers.
- Served on a congressional briefing panel on ESEA reauthorization and published four op-eds.
Experience
A career arc from classroom practice to district systems leadership.
Filter the timeline by domain to see how leadership, curriculum, policy, and technology work connect across roles.
Evidence map
What the resume points toward.
Live portfolio map
Interactive applications, GitHub Pages sites, and source repositories.
These links connect the resume to live public artifacts: visual applications, static research resources, and the source repositories behind them.
Public scholarship
Writing, publications, speaking, and research themes.
Credentials