I work in the space between what gets decided and what actually happens.

I orchestrate efforts across every group that touches literacy: school leaders, central office, reading teachers, special education teachers, and classroom teachers. The goal is that everyone is aligned and working from the same page.

Classroom work sits at the core of it. Educators engage in focused learning. They step into a classroom and see it modeled. Then they take part themselves while I coach and give feedback

The other half is what happens between sessions. I ask teachers and leaders to come with data in hand, so we plan around the actual students in front of us, not around theory.

One good day of PD Produces one good day.

People sometimes ask how literacy work and AI work fit together. To me, they have never been separate.

On the literacy side, my work is grounded in the Science of Reading. I am formally trained as a specialist in supporting students with reading achievement gaps and dyslexia.

On the AI side, the question is the same one literacy has always asked: what protects the integrity of student thinking? AI can take real work off a teacher’s plate. It can also quietly do the thinking students needed to do themselves.

Knowing the difference is a literacyt problem before it is a technology problem

I have worked with schools in more than 15 states and 12 countries, including large urban districts in New York, California, Wisconsin, and Illinois, and international schools in Taipei, Dubai, and Bahrain.

Districts are isolated by design. You see your own data, your own curriculum, your own board, and it is hard to know whether the problem in front of you is your problem or everyone’s problem. I have been in enough rooms in enough places to know which ones are unique to us.

Education should be one of the most ever-evolving fields we have. We expect medicine to change as the research changes. Learning matters at least that much

I believe in PLCs. I believe in assessment. I believe in curriculum. And I believe none of those are worth much unless we ask the harder questions underneath: are we doing this in a way that is actually best for teachers and best for students?

The work only moves at the speed of the relationships behind it

I have worked with teachers in their first year and teachers in their thirteenth. That is where I start.

I started as a classroom teacher and the literacy team lead for six years I served as a Senior Staff Developmer at Columbia University’s Teachers College Reading and Writing Project. The research has moved since then, and so have I. That transition is one I have lived, which is part of why I am useful to districts living it now

I have been consulting since 2012 and founded my own practice in 2019. I am coauthor of The Artifical Intelligence Playbook, now in its second edition, and Teaching Students to Use AI Ethically and Responsibly, both from Corwin. I write for Educational Leadership, Edutopia, and NCTE publications.