View Bus Tours Photos Here (Link)

Philosophy of Education

My philosophy of teaching is rooted in the belief that every student is capable of meaningful, high-level thinking when they are given purpose, challenge, and genuine human connection. I design learning experiences that mirror the authentic work of scientists and engineers—messy, inquiry-driven, problem-centered, and grounded in real-world relevance. Whether students are designing upcycled solar ovens for the Everest Solar Survival Challenge or tackling complex issues through engineering and scientific inquiry, my classroom is a place where learning is not hypothetical but applied. By connecting content to global and human-centered challenges, students begin to see themselves as problem-solvers who can use scientific principles to create sustainable, thoughtful solutions.

At the center of my practice are the Two R’s: Radical Rapport and Required Resilience. Radical Rapport is the intentional, daily decision to teach with energy, empathy, and authentic care. It is the foundation of trust that allows students to take intellectual risks and embrace rigorous expectations. Required Resilience reflects my commitment to designing learning that demands persistence and iteration. I ask students to view struggle not as an indicator of inadequacy but as an essential part of the engineering and scientific process. When an oven fails to reach temperature or a design falls short, I help students see the moment not as a setback, but as valuable data guiding their next attempt. When trust fuels rigor, students learn to persevere with confidence and purpose.

Ultimately, my philosophy centers on equity, empowerment, and opportunity. Learning should be accessible to every student—not through simplified expectations, but through intentional scaffolding, diverse entry points, and opportunities that invite all learners to engage deeply with STEM. Through authentic engineering experiences, inquiry-driven instruction, and an unwavering belief in each student’s potential, I strive to develop resilient, empathetic, scientifically literate young people who understand that the world’s most pressing problems belong to them—and that they have the creativity, knowledge, and determination to solve them.

What is your message to fellow educators?

The Two R's of Impact: Radical Rapport and Required Resilience

Good evening. To the Granite School District team, my colleagues, and the inspiring leaders in this room—thank you. Standing here is not a testament to one person, but to a collective belief in the transformative power of education, especially here in GSD.

If I could break apart the past few decades of my life in the classroom into one message, it would be this: Our greatest impact comes from consistently mastering the balance between The Two R's—Radical Rapport and Required Resilience.

This is the message of the intentional teacher—the one who understands that we must first win the heart before we can challenge the mind.
What Is the Message?

My message to every teacher in GSD is that Our Five Foundational Beliefs—teaching with love, having high expectations, embracing inquiry, valuing struggle, and being happy—are not separate ideas; they are the gears of our success. The mastery is in the execution:
Radical Rapport is the intentional, daily decision to teach with love and bring positivity and energy into the classroom. It’s the trust account we build by seeing students as complex humans, knowing their struggles, and showing them that we love them—individually—for who they are. This energy makes the classroom the best place to be.

Required Resilience is our commitment to hold high expectations and teach students to embrace struggle as the path to growth. We don’t lower the bar—we provide scaffolding, tools, and unwavering belief so they can rise to meet it. We ensure the struggle is productive by grounding it in inquiry and connection.

Radical Rapport is the engine that fuels Required Resilience. Without love and energy, any challenge feels punitive. With that foundation, challenge becomes an act of investment.

How Teachers Can Apply This Message
Applying these beliefs requires deliberate shifts in our daily practice:
Weaponize Positivity (Teach with Love & Be Happy):
Start each day with a genuine smile and consistent energy. Make time for rapport—ask about hobbies, remember a detail from their weekend. This small act of love is the most powerful classroom management tool you have. It sets the tone for the high-stakes work ahead.

Use Inquiry to Demand Rigor (Embrace Inquiry & High Expectations):
Ensure your high expectations are rooted in authentic, inquiry-based problems. Whether you teach history or science, connect content to global issues or real-world constraints—like we do in the Everest Solar Survival Challenge. When students see relevance, they engage willingly and understand the purpose behind the effort.

Mentor Through the Mess (Value the Struggle):
Stop viewing failure as an endpoint. Treat it as an indispensable data point. Ask students, “What did the struggle teach you? What will you change next?” Prioritizing resilience over perfection trains career-ready critical thinkers.

Institutionalize Celebration (High Expectations & Student Wins):
Create visible structures to celebrate student success—big and small. Just as we use the Rewards Day Program to honor semester-long effort, we must also recognize quiet triumphs. This positive reinforcement makes students brave enough to try again.
The Impact on Students
The impact of consistently balancing Radical Rapport and Required Resilience is transformative:
Cultivating Real Growth:
Students stop seeking easy answers and start seeking real growth. They learn that progress is iterative, not linear. This mindset prepares them to navigate the setbacks that define every successful career and life journey.

Increased Agency and Ownership:
In an environment of love and high expectations, students begin to own their education. They shift from asking, “What do I need to do to get a grade?” to “What do I need to do to solve this problem?” That shift is the foundation of future leadership and innovation.

Structural Equity and Opportunity:
Our commitment to love and energy ensures our high expectations are equitable. By opening pathways like the five new Engineering courses, we’re not just teaching science—we’re opening doors. We’re giving every student the chance to become a resilient, successful innovator.

Closing Message
My fellow GSD teachers, let us continue to be relentless in our care and resolute in our expectations. Let us commit every single day to the work of the heart and the work of the mind. That is the work of a GSD representative—and that is the work that changes the world.
Thank you.