Research-informed. Practice-tested. Student support systems built to work
Most school leaders I work with didn't get a handbook when they stepped into their role. They got a calendar, an org chart, and a lot of goodwill from their teams. The rest — the systems, the policies, the judgment calls — they figured out as they went. That's the work I'm here for.
The background
I started my career as a special educator in public schools — environments where clear frameworks existed for identifying student needs, making decisions, and catching inequities before they compounded. Those systems weren't perfect, but they gave educators something to stand on.
When I moved into independent schools, I saw what happened without them. Thoughtful, dedicated leaders making decisions by trial and error. Reacting to each situation as it arose instead of getting ahead of it. Time lost reinventing the wheel. And sometimes — despite real care for their students — arriving at outcomes that weren't as equitable as they meant them to be.
I spent more than a decade building those missing systems from the ground up in Bay Area independent schools — policies, protocols, team processes, support frameworks — in communities where none existed or needed significant updating.
That experience is what I bring to every engagement. Not theory. Not a template. 20+ years of knowing what these systems actually take to build — and what makes them work.
The practice
My doctoral work deepened what practice had already taught me. My dissertation focused on bridging the research-to-practice gap — because I'd seen firsthand how much good evidence existed that never made it into schools, and how much harm that distance caused for students with learning differences.
Today my practice brings together educational consulting and coaching in a way I haven't found elsewhere. I bring expert-level knowledge of student support, program evaluation, and research methods — and I deliver it through a coaching approach that is responsive, personalized, and grounded in your specific school and role.
The goal isn't a deliverable you file away. It's understanding you can act on, systems you'll actually sustain, and the clarity to lead your team with confidence.
20+
Years in Educational Practice
Ed.D.
University of Hawai‘i at Mānoa
10+
Years in Bay Area independent schools
Doctoral expertise in program evaluation, research methods, educational systems & student support
Doctoral expertise in program evaluation, research methods, educational systems & student support
Doctoral expertise in program evaluation, research methods, educational systems & student support
Doctoral expertise in program evaluation, research methods, educational systems & student support