Beloved former AJA teacher, returning to AJA to teach middle school science and engineering.

Can you share a bit about your background—what drew you to teaching, and specifically to science and engineering?

I actually came to teaching in a very organic way. While I was earning my degree in psychology, I spent a lot of time substitute teaching and felt a strong pull toward education. That interest really deepened after I had my son. When he was two, I began working part-time at the ECP, and I absolutely loved it—it confirmed for me that this was the path I wanted to pursue. I went back to UT to earn my education degree and soon after began teaching kindergarten at AJA.

A few years later, I moved into fourth grade, and that’s where my passion for science education really took off. I saw firsthand how naturally curiosity about the world—and the engineering design process—can drive engagement across all subject areas. After four years, I transitioned into middle school science, went back to school for my master’s in middle school science education, and truly found my calling.

What has your professional journey looked like since your earlier time at AJA, and how has it shaped your approach to teaching today?

Having taught students from kindergarten through eighth grade—and often seeing the same students grow over time—gave me a unique perspective on child development. I’ve seen how students evolve intellectually, socially, and emotionally, and that has deeply shaped how I teach.

It’s also helped me guide families. What may feel like a big challenge in elementary school often looks very different by middle school. That long-view perspective allows me to meet students where they are, while still holding a vision for who they can become.

What excites you most about working at the intersection of science, engineering, and hands-on learning?

This is where the magic happens. Students learn best when they are actively engaged, collaborating, and solving real problems. Middle schoolers, especially, are wired for social learning, so engineering and hands-on science tap directly into that.

It also makes learning incredibly relevant. When students are working on real-world challenges—especially those connected to their community or to causes they care about—they feel a sense of purpose. That’s when you see the deepest engagement and the most meaningful learning.

You’ve had such a meaningful connection with AJA in the past—what made this community feel like the right place to return to?

AJA is home for me. I’ve been part of this community for over 20 years, including as a parent. Some of my closest friends are families and colleagues from AJA, and many of my former students are now graduating from college.

There’s something incredibly special about being part of a community where relationships are so strong and long-lasting. I can’t imagine teaching anywhere else.

Looking back on your time teaching fifth grade in 2024–25, what were some standout moments or projects that really captured what you love about teaching?

I had an incredible group of students and families last year. Two experiences really stand out.

First, the students took on the challenge of rebuilding our gardens and greenhouse, which had been neglected. They worked for months, and it was amazing to see their ownership, teamwork, and pride as the space transformed.

Second, we did a 40 Book Challenge that completely took off—some students read close to 100 books. That project evolved into a service initiative where we raised over $5,000 for a school in North Carolina whose library had been destroyed by a hurricane. At the end of the year, we met with those students over Zoom, and my class was able to see the real impact of their efforts. That combination of literacy, service, and connection was incredibly powerful.

AJA places a strong emphasis on project-based learning. How do you see that approach enhancing science and engineering education for students?

Project-based learning makes science and engineering meaningful. Instead of learning concepts in isolation, students apply them in real contexts—designing, testing, iterating, and solving problems.

It builds not just content knowledge, but critical thinking, collaboration, and resilience. Students learn that failure is part of the process and that persistence leads to better solutions. It also allows for deeper integration across subjects, making learning more cohesive and relevant.

As the Project Lead The Way (PLTW) coordinator for grades 1–8, what is your vision for building a cohesive and inspiring engineering program across all grade levels?

I helped bring PLTW to AJA over a decade ago, and I’ve always believed in its potential to create a strong, vertically aligned program.

My vision is to ensure that students build skills progressively from year to year—starting with curiosity and exploration in the early grades, and moving toward more complex problem-solving and innovation in middle school. I also want to ensure teachers feel confident and supported, with the training and resources they need to fully implement the program.

Ultimately, I want students to see themselves as thinkers, designers, and problem-solvers—and to leave AJA with both the skills and the confidence to tackle real-world challenges.

What skills—academic and beyond—do you hope students will develop through PLTW and your middle school science classes?

Of course, I want students to develop a strong foundation in scientific thinking and engineering principles. But just as important are the transferable skills: collaboration, communication, critical thinking, and resilience.

I want them to learn how to approach complex problems, work through challenges, and iterate on their ideas. I also want them to develop confidence in their ability to think creatively and take intellectual risks.

Middle school is often when students start to form their identities as learners. How do you help students build confidence and curiosity in STEM during those years?

Middle school is such a pivotal time. My goal is to create a classroom environment where students feel safe to take risks and where curiosity is celebrated.

I focus on growth over perfection—helping students see that struggle is part of learning. I also make sure all students have opportunities to contribute, so they begin to see themselves as capable scientists and engineers. Representation, encouragement, and meaningful success experiences all play a big role.

How do you make engineering concepts accessible and exciting for younger students, especially those who may not initially see themselves as “science kids”?

I start by making it relatable. Engineering is really just problem-solving, and every student can connect to that.

I use hands-on, collaborative challenges that allow students to enter at different levels and find success. When students see their ideas come to life—when something they designed actually works—it builds confidence quickly.

It’s also important to highlight that there isn’t one “right” way to be a science student. Creativity, persistence, and curiosity are just as important as technical skill.

On a personal level, what keeps you inspired—whether in the classroom or outside of school?

My colleagues inspire me every day. Their creativity, dedication, and willingness to try new things push me to grow and improve.

I also find inspiration in my students—their curiosity, their energy, and their ability to see the world in fresh ways.

As you return to help reshape and rebuild the middle school program, what are you most excited to create or reimagine?

One of the things we did really well in the past was giving students meaningful leadership opportunities and empowering them to create positive change within the school and the broader community.

I’m excited to build on that—to tap into students’ interests and passions and guide them toward becoming changemakers. Whether through engineering projects, service initiatives, or leadership roles, I want them to feel that they have a voice and the ability to make an impact.