Who am I anyway?

Teaching Experience

With over a decade of experience, I have worked as a teacher supporting students with visual impairments across many settings and all age groups - from PreK to young adults - with diverse needs - Braille readers, students with low vision, and those with cortical visual impairment (CVI).

My teaching also includes early intervention work, where I have worked with little ones and their families to support their development.

Additionally, before becoming a vision teacher, I was a general education classroom teacher, where I implemented innovative practices to boost student engagement and achievement. I frequently tap into this experience in my work with learners with visual impairment.

Coaching and Advocacy

Beyond teaching students with visual impairment directly, I have experience advocating for students’ rights, facilitating IEP meetings, conducting vision assessments, and family and team coaching.

I am dedicated to coaching and mentoring educators to enhance their work with students with visual impairments. I provide guidance on implementing effective, evidence-based strategies and adapting instruction to meet the unique needs of students. I strive to empower educators to create meaningful learning experiences for their students.

Advocacy is a central part of my work, as I collaborate with families, schools, and administrators to ensure students with visual impairments receive equitable access to education. I work to promote inclusive practices, secure necessary accommodations, and raise awareness about the unique needs of students with visual impairment. Through these efforts, I aim to build stronger support systems that enable students to thrive both academically and personally.

Publications and Awards

Throughout my career, I have contributed to advancing the field of education for students with visual impairments through research and writing. My publications focus on innovative teaching strategies, including the use of constant time delay to support Braille literacy and communication for students transitioning from print to braille or with dual sensory impairments.

  • Using Constant Time Delay to Teach Braille and the Nemeth Code for Mathematics and Science Notation to Students Making the Transition from Print to Braille - Journal of Visual Impairment and Blindness (2014).

  • Using Constant Time Delay to Teach Braille Word Recognition - Journal of Visual Impairment and Blindness (2014).

  • Using the Picture Exchange Communication System with Students with Visual Impairments - Journal of Visual Impairment and Blindness (2015).

Additionally, I am honored to have received the 2020 Teacher of the Year award from the Braille Institute and the Ann Range Children’s Award from NYS AER, recognizing my dedication to the education and empowerment of students with visual impairments.

My Life Outside of Teaching

When I’m not working with students, I’m all about exploring new ways to challenge myself and have fun. I grew up on a horse farm in Tennessee, and now I live in Brooklyn with my husband, Daryl, and our two French bulldogs, Sophie and Louie. I love cycling, weightlifting, swimming, and just hanging out on our patio.

Lately, I’ve been learning pottery and snowboarding—which, honestly, haven’t come easy. But that’s the fun of it! Figuring things out, making mistakes, and slowly improving reminds me what it’s like to be a student. It keeps me curious, humble, and excited to keep trying new things. Whether I’m in the kitchen experimenting with a recipe, hitting the slopes, or throwing clay on a wheel, I’m always up for an adventure.