About Me:

 

As a proud alumna of the West New York School District, I have a deep appreciation for the community I now have the privilege of serving as District Master Teacher of Mathematics. I attended Public School No. 1 from kindergarten through eighth grade and graduated from Memorial High School before continuing my education at Rutgers University in New Brunswick.

 

At Rutgers, I completed a five-year program, earning a Bachelor of Arts in Psychology followed by a Master of Education in Elementary Education with a specialization in Mathematics from the Rutgers Graduate School of Education. After graduating, I returned to West New York to begin my career as an educator, teaching mathematics at both the elementary and middle school levels.

 

As my career evolved, so did my curiosity about teaching, learning, and how we can use information to better support students. I went on to earn a second Master of Education in Measurement, Evaluation, Statistics, and Assessment from the University of Illinois Chicago and later served as the district's Statistician Master Teacher. In that role, I had the opportunity to support schools and educators through data analysis, program evaluation, assessment, research, and professional learning.

 

Nearly two decades after beginning my journey in education, I am excited to return to a role centered on mathematics and to begin this new chapter as District Master Teacher of Mathematics. I see this position as an opportunity to bring together the different parts of my professional journey while continuing to learn alongside our educators. I look forward to supporting engaging mathematics instruction and helping create opportunities for students to reason, problem-solve, make connections, communicate their thinking, and grow in confidence as mathematicians.

 

Math Beyond the Classroom:

 

One of the things I love most about mathematics is that it is EVERYWHERE. Many of my personal interests have given me opportunities to experience mathematics in ways that extend far beyond a textbook.

 

I see it in the Fibonacci patterns found throughout nature; in the relationships among aperture, shutter speed, and ISO when practicing photography; and in the ratios, proportions, measurements, and conversions involved in cooking. My interest in investing has strengthened my appreciation for percentages, growth, probability, statistics, and using data to make informed decisions. Even my study of astrology has led me to engage with mathematical ideas through planetary cycles, degrees, angles, geometric relationships, and patterns across time.

 

These connections continually remind me that mathematics is much more than a collection of procedures and formulas. It is a way of recognizing patterns, asking questions, analyzing information, solving problems, and making sense of the world around us.

 

I hope to bring that same spirit of curiosity to my work with teachers and students and to help create learning experiences that encourage students to notice mathematics in unexpected places, make connections to their own interests, and discover that mathematical thinking is something they already encounter every day.