I am a New York State certified teacher (K-6) with a bachelor’s degree in Early Childhood and Childhood Education from SUNY New Paltz and a master’s degree in Curriculum and Instruction from SUNY Empire State University, where I graduated with a 4.0 GPA.
I earned mastery-level results on the edTPA, and my master’s thesis examined how fractions understanding affects middle school students’ math outcomes.
For about a decade, I have worked exclusively with elementary students who...
I am a New York State certified teacher (K-6) with a bachelor’s degree in Early Childhood and Childhood Education from SUNY New Paltz and a master’s degree in Curriculum and Instruction from SUNY Empire State University, where I graduated with a 4.0 GPA.
I earned mastery-level results on the edTPA, and my master’s thesis examined how fractions understanding affects middle school students’ math outcomes.
For about a decade, I have worked exclusively with elementary students who struggle in math. As a math intervention teacher, I worked one on one and in small groups with elementary students, using concrete materials, visual models, and number talks to pinpoint exactly where understanding broke down, and then rebuilding from that point.
During the 2020-2021 school year, I taught math remotely to all of the third and fourth graders at my school, about 90 students a day, many of them moving in and out of online learning. I also taught online exclusively from 2017 to 2019, so I am very comfortable keeping young learners engaged through a screen.
My approach is simple: find the gap, then close it. Most students who struggle are not behind in everything.
They are missing one or two key foundations, often place value, fractions, or fact fluency, and everything built on top feels shaky.
I diagnose first, teach patiently, and make sure students feel successful along the way, because confidence matters as much as skill.
