​I’m happiest when I’m learning by doing—getting my hands dirty, building, creating, and discovering something new. My passions include art, design, technology, and—most recently—gardening. I have a background in teaching, school leadership, and facilitation, and I’ve worked with children and educators in Montessori schools, public schools, and independent schools since 2008. I hold a B.A. in psychology and a Master of Education in Learning Design and Technology from the University of Houston.

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I started The Wildflower School with a vision: to blend meaningful parts of different educational philosophies into a learning environment rooted in relevance, inquiry, and care. I’m drawn to Maria Montessori’s respect for the child, the Reggio Emilia approach to listening and responding to children’s questions and movements, and the deep sense of purpose and engagement that emerges through project-based learning.​

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I strive to design learning experiences that feel joyful, real, and connected to the world around us. I believe young children learn best when they’re encouraged to follow their curiosity, cross traditional disciplinary boundaries, and co-create their learning alongside the grownups who guide them. When that happens, learning becomes organic, authentic, and deeply engaging—something I hope every child experiences with us as we take these first steps together.

Learning is most meaningful to me when I can use all my senses to engage in a topic and make direct connections to my world. I bring over a decade of experience working with children across early childhood and early elementary settings, with a focus on play, inquiry, and land-based learning. I see the farm as a place for wonder, stewardship, and joyful discovery, and I’m excited to be part of a program where young children can experience learning as an embodied, hands-on process.

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As both a general and special educator, I approach teaching through a neurodiversity-affirming lens—recognizing behavior not simply as communication, but as an expression of deeper needs. I believe that young children thrive when they are trusted as capable learners and offered the time and space to build relationships—with themselves, each other, and the natural world. It is important to me that learning experiences be grounded in developmental understanding, child-led inquiry, and a deep respect for the wisdom of the land. I center relationships in my work by building inclusive and supportive environments where all children feel seen, respected, and free to be themselves.

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Alongside what I’ve learned from children and families, I’ve also studied at Wellesley College and earned a dual Master’s in Early Childhood and Special Education from Teachers College, Columbia University. When not at the farm, I’m likely learning about the brain, delighting in plant life, or on a quest for a tasty snack!