About Me
THe path began in an eleventh grade english classroom…
I began my career in education over 20 years ago as a high school English teacher. After nine years, a change in circumstance put me on a path that would lead from Birmingham to New York City and back, through a variety of schools, and with kids of all ages.
Since that first job I have worked with students from ages 8-18 who cut across every socio-economic demographic. I have taught in elementary, middle, and high schools; public, private, and charter schools; Montessori and traditional schools; religious and secular schools; suburban and urban schools; large (2,000 students) and small (150 students) schools. I’ve taught classes with eight students, some with thirty, and some in which 80% of students had IEPs. I’ve also taught alone and with co-teachers. For one small period, I left the classroom to work in marketing, but I ended up teaching there too—it was an educational technology company, and I trained our clients, who were special education teachers. The diversity of experience was never the plan, but it became an asset—I’ve been around the block a couple times, and I’ve grappled with how to meet diverse needs in diverse places.
As I’ve traveled around that block, the most important lesson I’ve learned has been to pay attention to the lenses through which I evaluate my students. I’ve come to believe fully that no matter what we see on the surface, every kid wants to do their best.
(A little secret… I believe this applies to us adults too).
I think every kid is trying their best in the best way they know how.
However, I’ve seen that schools aren’t always designed to bring out the best in students. When students are not supported, they don’t merely “get by”—they wither.
Additionally, students with ADHD or other executive function challenges need different kinds of support. Over time I realized that no amount of care, relationship building, or jazzing up the curriculum was going to help these students. They were already trying hard; they already wanted to succeed. They needed different kinds of support. That’s what led me to become certified as an ADHD educator, and the change in lenses has made a massive difference.
CBC Coaching was born out of a desire for all kids to flourish. I realized that through coaching, I could provide for students outside the classroom the things I didn’t always have time for inside the classroom. And as I continued training specifically related to ADHD, I learned that many adults have the same needs.
If you or your child aren’t thriving, reach out and let’s see if I can help you navigate the choppy waters so common in a life with executive function challenges.
