Available in Bellingham, WA and accepting clients nation-wide.

Full disclosure — my thinking about AI in education is constantly evolving. And I’d argue that’s exactly the right place to start.

AI is no longer coming — it’s already here. States across the country are mandating AI literacy in K–12 classrooms, districts are scrambling to build policies, and teachers are navigating tools their training never prepared them for. Boston Public Schools just made AI fluency a graduation requirement. New Jersey now requires ethical AI instruction across K–12. Idaho, Oklahoma, Utah, and Alabama have all passed AI education legislation in 2026 alone.

The urgency is real. But the gap isn’t technical training — edtech vendors have that covered. The gap is what schools actually need most: pedagogically grounded, equity-centered, human-first frameworks built by someone who knows how classrooms actually work.

AI pushes us into vulnerable cognitive territory. It forces educators, students, and institutions to get comfortable being rough around the edges — to sit with uncertainty, ask harder questions, and resist the urge to have all the answers before moving forward.

What I know to be true is this: AI, implemented purposefully, can save meaningful time for the people who need it most — teachers and students. It will push us to linger with bigger, more complicated ideas. And it will challenge all of us to better understand what we actually mean when we talk about ethics, integrity, and what it means to be human.

This work isn’t about fear. It isn’t about hype. It’s about building the frameworks, habits, and self-awareness that allow educators and students to engage with AI on their own terms — thoughtfully, critically, and with intention.

It would be naive to think our children’s futures won’t include AI. They already do. The question is whether we’re on the cutting edge of that — or just reacting to it.

At its core this work is focused on:
- Safety — creating a trusting environment where students and educators can learn and make mistakes together
- Self-awareness — examining existing habits and routines with technology before adding new ones
- Personal ethics — helping students and educators develop their own human framework for engaging with AI
- Collaboration — building shared language and shared agreements around AI use
- Innovation — using AI as a catalyst for deeper, more ambitious thinking rather than a shortcut around it

Who is this for?

- K–12 teachers navigating AI in their classrooms without a roadmap
- School and district leaders developing AI policies and frameworks
- Curriculum teams integrating or evaluating AI-assisted tools
- Nonprofits and education organizations building ethical AI guidelines
- Higher education faculty grappling with academic integrity in a generative AI landscape
- Any educator who wants to engage honestly and thoughtfully — rather than reactively

What can you expect?

This isn’t a one-size-fits-all training or a list of rules. It’s a facilitated process that meets your school or organization where you are.

Depending on your needs we can work together on:
- A single professional development session to open the conversation
- A multi-session series building toward a shared framework
- Curriculum integration support for specific grade levels or subject areas
- Policy development and stakeholder communication
- Ongoing coaching and consultation as the landscape evolves

Experience

- 15 years classroom experience — firsthand understanding of how technology shifts pedagogy and student behavior
- Curriculum design expertise across K–12 and higher education contexts including digital learning design and course development
- Professional Learning Specialist at Imagine Learning — deep experience supporting educators through significant technology transitions nationally
- Graduate training in learning theory, instructional design, and educational technology, University of Michigan School of Education
- Published curriculum through TED-Ed — experience designing for critical thinking, inquiry, and media literacy at scale
- Active practitioner navigating AI tools in consulting, curriculum design, and professional development contexts

A Note on Where I Stand
I’m not here to tell you AI is good or bad — I’m here to help you think more clearly about it. My ethics around AI are evolving, just like yours. What I bring is a structured, honest framework for that evolution — grounded in fifteen years of classroom experience, curriculum design, and a deep belief that educators deserve support that respects their intelligence and their time.

Great curriculum is the result of thoughtful decisions about sequence, challenge, and what it feels like to be a learner moving through the work. I've designed curriculum for national ed-tech partners, written lessons published on TED-Ed, and built inquiry-based frameworks for K–12 classrooms grounded in how people actually learn.

Whether you're building from scratch or refining what you have, I bring experience, care, and an eye for what's not quite working yet.

• Scope and sequence development

• Unit and lesson design

• Inquiry-based and project-based learning frameworks

• Digital course development

• Standards alignment and curriculum audits

• Curriculum review and gap analysis

Experience:

• Contributed to Traverse K–12 Social Studies curriculum (Imagine Learning) — used by districts nationwide

• Content writer for ASU Prep Digital — digital courses aligned to state standards

• Project-based curriculum for Washington State History (Educurious)

• Two TED-Ed lessons published — combined millions of views

I can sustain your mission over time. I write proposals that reflect the depth and integrity of the work you're doing — and I help organizations think strategically about funding as a system, not a series of isolated applications.

I have deep experience with Washington State and federal funding streams, including DCYF, and I advise organizations on the longer-term groundwork required for capital campaigns.

• Grant research and prospecting

• Proposal writing and editing

• Washington State and federal funding including DCYF

• Capital campaign advising and case for support development

• Funder relationship strategy

• Funding infrastructure and sustainability planning

Experience:

• Washington State DCYF funding expertise

• Capital campaign advising for early childhood organizations

• Community fundraising leadership — James' Place Child Development Center (2025)

Online and hybrid learning is here to stay — but most digital courses are built for delivery, not for learning. I design digital courses and learning experiences that are pedagogically sound, engaging, and built around how people actually learn outside a physical classroom.

From LMS architecture to interactive lesson design, I bring instructional rigor to the digital environment — so your online course is an experience worth having, not just content to scroll through.

• LMS architecture and structure

• Interactive lesson and activity design

• Blended and hybrid learning models

• Accessibility and UDL compliance

• Asynchronous learning design

Experience

• Content writer and course developer at ASU Prep Digital

• E-learning course development at LearningMate

• Responsible for proof of concept delivery to potential clients

• Curriculum developer for digital-first Washington State History content (Educurious)

Before you build something new, it helps to understand what you already have. I conduct structured reviews of existing curriculum materials — assessing alignment to standards, coherence across grade levels, equity of representation, and quality of instructional design.

You'll walk away with a clear picture of what's working, what's missing, and where to invest. No jargon. No generic rubrics. A real, honest read of your curriculum and a concrete set of next steps.

• Standards alignment review

• Vertical coherence and scope/sequence analysis

• Equity and representation audit

• Instructional quality assessment

• Written findings report with prioritized recommendations

• Optional follow-on design support

Experience:

• Curriculum quality review and validation at ASU Prep Digital and LearningMate

• Scope and sequence development and review across multiple ed-tech projects

• Deep familiarity with national standards frameworks across social studies, history, and humanities

The first year in the classroom is the hardest — and most schools leave new teachers to figure it out alone. I design and facilitate onboarding experiences that give new educators practical tools, a coherent instructional framework, and a genuine support structure from day one.

Less sink or swim, more: “I got you and you got this.”

• New teacher onboarding program design

• Instructional framework development and communication

• Mentorship and coaching structure design

• First-year support systems and check-ins

• Facilitated orientation and cohort learning

• New teacher retention strategy

Experience:

• Strategic district partner with Imagine learning; facilitated teacher on-boarding with a new product that was critical to the company’s growth strategy

• Mentored and coached new and developing teachers through curriculum nationally

• 15 years of classroom experience — deep first-hand knowledge of what teachers actually need
  

Reading and writing in the content areas is one of the most undertaught skills in K–12 education — and one of the most impactful. I work with teachers and curriculum teams to embed disciplinary literacy practices into existing instruction, helping students read, write, and think like historians, scientists, and citizens.

This work is grounded in research on how experts in each field actually use language — and how to make those practices visible and teachable in any classroom.

• Disciplinary reading and writing strategy development

• Content-area literacy coaching for teachers

• Curriculum integration — embedding literacy into existing units

• Historical thinking and sourcing skills

• Text selection and scaffolding for complex texts

• Assessment design for disciplinary literacy

Experience

• Graduate Student Researcher — Middle School Writing Progressions in History, University of Michigan

• TED-Ed publications demonstrating accessible disciplinary writing for broad audiences

• Traverse K–12 curriculum is built explicitly around disciplinary inquiry and sourcing

• Nearly a decade teaching history — with a focus on historical thinking and literacy

Organizations doing meaningful work often struggle to translate vision into action. I facilitate strategic planning processes that are participatory, grounded in real capacity, and built to produce plans people actually use.

Whether you're launching a new initiative, navigating a transition, or rebuilding after a hard year — I help teams get clear, aligned, and moving.

• Strategic planning design and facilitation

• Stakeholder engagement and input processes

• Vision and priority setting

• Implementation planning and accountability structures

• Retreat design and facilitation

• Transition and change management support

Experience:

• Facilitated strategic planning with community partners including the Bellingham Mayor’s Office and the Opportunity Council on behalf of client

• Facilitated strategic visioning and planning work with early childhood organizations in Whatcom County

• Advocated for community to support fundraising efforts on KOMO News

• Fund raising support with James’ Place Child Development Center

• Strategic advising for mission driven non-profits navigating funding transitions and program growth

• Managed a complex portfolio of 1.5 million dollars of professional development assets for a strategic pilot in Wisconsin