I am an experienced secondary educator specializing in social studies, academic writing, research, study skills, and college readiness. I hold a Bachelor of Arts in History with a minor in Environmental Studies from the University of Nebraska–Lincoln and a Master of Education in Instruction and Planning for Secondary Education from the University of Nebraska at Kearney. I am also pursuing a Doctor of Education in Educational Leadership at the University of Nebraska at Omaha, where I maintain...
I am an experienced secondary educator specializing in social studies, academic writing, research, study skills, and college readiness. I hold a Bachelor of Arts in History with a minor in Environmental Studies from the University of Nebraska–Lincoln and a Master of Education in Instruction and Planning for Secondary Education from the University of Nebraska at Kearney. I am also pursuing a Doctor of Education in Educational Leadership at the University of Nebraska at Omaha, where I maintain a 4.0 GPA. My graduate studies have strengthened my expertise in curriculum development, instructional leadership, education policy, assessment, and effective teaching practices.
For more than five years, I have taught and supported high school students in classroom, small-group, and one-on-one settings. My experience includes teaching history, geography, economics, research, academic writing, and college-preparatory coursework. I currently design and deliver instruction for students in grades 9–12, including project-based learning units, research projects, capstone experiences, and individualized academic support. I regularly help students develop research questions, locate credible sources, organize information, strengthen arguments, revise written work, manage long-term assignments, and prepare presentations.
My tutoring approach begins by identifying what a student understands, where the student is getting stuck, and what type of explanation or structure will help the student move forward. I break complex tasks into manageable steps, model the process clearly, provide guided practice, and gradually help students work more independently. As a teacher and coach, I am patient, encouraging, direct, and skilled at building productive relationships with adolescents. My goal is not simply to help students finish an assignment, but to develop the confidence, organization, and academic skills they can apply independently.
