Education is both a catalyst for transformation and a reflection of society’s values. As an early childhood educator, scholar, and advocate, I view education as the foundation for equity, agency, and belonging. My philosophy of teaching is grounded in the belief that every child, regardless of race, background, or circumstance, deserves access to high-quality, culturally affirming early learning experiences that honor their identities and nurture their potential.

I believe that teaching and learning are reciprocal processes. As educators, we must view ourselves as learners first: curious, reflective, and responsive to the diverse needs of our students and communities. Grounded in constructivist theory and culturally relevant pedagogy, my approach emphasizes the social nature of learning and the importance of connecting instruction to the lived experiences of children and families. I strive to create environments where children’s voices are valued, where families are authentic partners in the educational process, and where educators are equipped to recognize and disrupt inequities that limit potential.

My philosophy is also shaped by my advocacy efforts. I believe educators have both the privilege and the responsibility to use their voices for systemic improvement. Whether meeting with congressional leaders to advocate for child care funding or mentoring emerging teachers, I view leadership as service rooted in empathy, evidence, and action.

Ultimately, my philosophy centers on the idea that early childhood education is not merely the beginning of academic learning; it is the cornerstone of human development and social progress. By investing in children, supporting educators, and advancing equitable policies, we invest in a more just and thriving future for all.

Courses Taught

ACA 122: College Transfer Success

This course provides information and strategies necessary to develop clear academic and professional goals beyond the community college experience. Topics include the CAA, college policies and culture, career exploration, gathering information on senior institutions, strategic planning, critical thinking, and communications skills for a successful academic transition.

EDU 119: Introduction to Early Childhood Education

This course introduces the foundations of culturally responsive, equitable and inclusive early childhood education, planning intentional developmentally appropriate experiences, learning activities, and teaching strategies for indoor and outdoor environments for all young children, guidance techniques, and professionalism.

EDU 131: Child, Family, and Community

This course covers the development of partnerships among culturally, linguistically and ability diverse families, children, schools and communities through the use of evidence-based strategies. Emphasis is placed on developing skills and identifying benefits for establishing and supporting respectful relationships between diverse families, programs/schools, and community agencies/resources reflective of the NAEYC Code of Ethical Conduct and the Code of Ethics for North Carolina Educators.

EDU 144: Child Development I

This course includes the theories of child development, observation and assessment, milestones, and factors that influence development, from conception through approximately 36 months. Emphasis is placed on knowledge, observation and assessment of developmental sequences in approaches to play/learning, emotional/social, health/physical, language/communication and cognitive domains.

EDU 145: Child Development II

This course includes the theories of child development, observation and assessment, milestones, and factors that influence development, from preschool through middle childhood. Emphasis is placed on knowledge, observation and assessment of developmental sequences in approaches to play/learning, emotional/social, health/physical, language/communication and cognitive domains.

EDU 146: Child Guidance

This course introduces evidence-based strategies to build nurturing relationships with each child by applying principles and practical techniques to facilitate developmentally appropriate guidance. Topics include designing responsive/supportive learning environments, cultural, linguistic and socio-economic influences on behavior, appropriate expectations, the importance of communication with children/families including using technology and the use of formative assessments in establishing intentional strategies for children with unique needs.

EDU 153: Health, Safety and Nutrition

This course covers promoting and maintaining the health and well-being of every child. Topics include health and nutritional guidelines, common childhood illnesses, maintaining safe and healthy learning environments, health benefits of active play, recognition and reporting of abuse/neglect, and state regulations.

EDU 221: Children With Exceptionalities

This course covers atypical patterns of child development, inclusive/diverse settings, evidenced-based educational/family plans, differentiated instruction, adaptive materials, and assistive technology. Emphasis is placed on the characteristics of exceptionalities and delays, early intervention/special education, transitions, observation, developmental screening, formative assessment of children, and collaborating with families and community partners.

EDU 234: Infants, Toddlers, and Twos

This course covers the development of high-quality, individualized, responsive/engaging relationships and experiences for infants, toddlers, and twos. Emphasis is placed on typical and atypical child development, working with diverse families to provide positive, supportive, and engaging early learning activities and interactions through field experiences and the application of the NC Foundations for Early Learning and Development.

EDU 261: Early Childhood Administration I

This course introduces principles and practices essential to preparing and supporting child care administrators. Topics include program philosophy, policies and procedures, NC Child Care Law and Rules, business planning, personnel and fiscal management, and NAEYC Code of Ethical Conduct Supplement for Early Childhood Program Administration.

EDU 262: Early Childhood Administration II

This course focuses on advocacy/leadership, public relations/community outreach and program quality/evaluation for diverse early childhood programs. Topics include program evaluation/accreditation, involvement in early childhood professional organizations, leadership/mentoring, family, volunteer and community involvement and early childhood advocacy.