About Me




*Extensive experience teaching, mentoring, and researching with an in-depth knowledge of teacher professional development in schools with diverse populations

*Accomplished educator who is a confident public speaker, able to establish rapport with audiences and key officials to convey information with clarity and enthusiasm.

* Expertise in educational technology, program development, participatory research, new teacher induction, school reform, and facilitating collaborative learning


  • Doctor of Philosophy, Curriculum and Instruction, December, 2011, University of Hawai‘i at Mānoa, Honolulu, Hawai‘i
  • Dissertation: New teacher induction: A case study of teachers’ perceptions of support in the first year
  • Master of Education- Curriculum Studies with a Literacy and Middle Level Emphasis, 2006, University of Hawai‘i at Mānoa, Honolulu, Hawai‘i
  • Middle Level Teacher Credential Program-2003, California State University San Marcos
  • Bachelor of Arts, Major: Liberal Studies, Emphasis on Human Development, Minor: Spanish, California State University San Marcos, December 2001


  • California Clear Credential-Multiple Subject K-8 with supplementary authorizations in English language arts and social studies
  • Hawai‘i State Teaching License; K-8 General and 5-9 English language arts
  • Certificate in Disability Studies, Teaching all Children Together, Jan 2004- Aug 2005. Center for Disability Studies, University of Hawaii at Mānoa


Research                                                                                               2013-present

University of San Diego

  • Lead team of researchers to evaluate use of mobile technology in a K-6 school district to determine next steps to support 21st century learning in all classrooms

University of Hawaii, Manoa                                                    2009-2010

  • Designed and conducted a year-long case study of secondary teachers’ perceptions of support in their first year. Qualitative data collection included in depth interviews, document analysis and participant surveys.

Ma’ili Elementary School                                                                                2011-2012

  • Facilitated action research in grade level teams to assess teaching practices and implement new strategies to improve student writing in a K-6 elementary school.
  • Facilitate teacher observations and utilized data from observations to improve teaching and learning in teacher collaboration

Professional Service and Affiliations

  • AVID site coordinator (Advancement Via Individual Determination)American Educational Research Association paper reviewer: Division K- Teaching and Teacher Education and Middle Level Educational Research SIG
  • Association of Middle Level Educators
  • Association of Supervision and Curriculum Development
  • Board member, Hawaii Council of Teachers of English (2006-2009)
  • Hawaii Association of Middle Schools
  • National Council of Teachers of English
  • International Society of Technology in Education
  • Computer Users in Education



Institute for Entrepreneurship in Education- Univerity of San Diego                 2013 Present

Associate Director of Professional Learning

  • Partner with school dsitricts to support transformational teaching and learning
  • Develop competency based professional learning systems to support teacher development
  • Provide professioanl learning for principals, teacher leaders and teachers to effectively integrate technology in K-12 calssrooms
  • Support and develop professional learning team

 Teach Plus                                                                                                       2012-2013

National Workgroup on Charter School Teacher Retention

  • Collaborate with teachers across the country on issues that impact teacher retention
  • Research and evaluate models of teacher leadership pathways in successful schools and organizations nationally and internationally
  • Actively developing a publication to inform charter schools on best practices to support and retain effective teachers

 Curriculum Coach/Mentor – Instructional Leadership Team

Leeward District Office, Maili Elementary School                                            2010-2012

  • Collaborate with state, district, and school level colleagues to implement reform initiatives including teacher performance contracts, extended school day and assessment literacy
  • Coordinate and facilitate weekly grade level teacher collaboration teams to implement Common Core State Standards and align instruction, curriculum and assessment practices
  • Observe, model and provide feedback for teachers to improve practice
  • Collect, analyze and support teachers use of data to inform instruction and guide next steps
  • Develop and deliver professional development based on curriculum, instruction and assessment needs.
  • Facilitate AVID program school implementation and data collection

 New Teacher Mentor Coordinator

Leeward District Office, Hawaii Department of Education                               2008-2010

  • Utilize Formative Assessment System (FAS) as a mentor through New Teacher Center including mentoring, coaching and observation, formative assessment, facilitation and differentiation.
  • Mentor new teachers K-12 through regular observations, analysis of student work, coaching, professional development, networking sessions
  • Teach new teacher professional development courses
  • Coordinate and facilitate new teacher mentor networking sessions across the district
  • Develop and implement new teacher mentor program for 1st and 2nd year teachers at the school level
  • Collaborate with school mentors, university mentors, state and district administrators, and the New Teacher Center to develop and align mentoring practices across the state

 Middle School Literacy Coach

Ilima Intermediate School                                                                                2006-2008

  • Develop and teach reading curriculum for academic intervention courses
  • Create, develop, and facilitate various staff development sessions related to English language arts instruction, reading and writing across the curriculum, middle level practices, and assessment strategies
  • Facilitate development of pacing guides for English courses aligned to state content standards
  • Create and adapt reading curriculum for special education and English language learners inclusion and support programs

 Na Kumu Alaka’i, Teacher Leader Academy

Hawai‘i Department of Education                                                                    2007-2008

  • Plan, implement and evaluate the creation of professional learning communities as a school wide initiative over the course of the program year
  • Improve collaboration and evaluation skills as a teacher leader
  • Develop language tools that engage and transform teachers’ practice
  • Hone coaching skills as a teacher leader
  • Implement strategies to engage teachers in active learning and collaboration
  • Collaborate and network with colleagues across the state of Hawai’i

 English Teacher- Grades 7,8

Ilima Intermediate School                                                                                2003-2006

  • Facilitate meetings, decision making, order and operational duties as department head and team leader
  • Successfully utilize technology, project based learning, contracts, choices, service learning, flexible grouping, collaboration to differentiate lessons 7th and 8th grade students in a Title 1, restructuring school
  • Work collaboratively with team members to design interdisciplinary lessons and align expectations to meet diverse students’ needs
  • Pilot inclusion model to change school practices and understanding of how to increase collaboration between general education and special education teachers


Award Recipient

  • National Council of Teachers of English: Hawai’i Affiliate Leadership Development Award Recipient, 2006
  • University of Hawai’i Graduate Student Scholarship Recipient, Campbell Foundation, 2007
  • Teaching all Children Together (TACT): Received grant for a two year (15 credit) certificated program to develop effective teaching practices to increase achievement of all children in an inclusive classroom

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