I became a teacher in an unconventional way: accidentally but with absolutely zero regrets. From QuestBridge Scholar to obtaining my Neuroscience degree from Trinity College, to moving to NYC with the hopes of medical school while doing Type II Diabetes research at Weill Cornell Medical College, I somehow ended up in a high school Biology classroom eight years ago, and I've never left.

I've taught across a range of schools and contexts: from a high-performing charter network to a newer independent charter school in the the South Bronx, and what's stayed consistent across all of it is a belief that curiosity matters more than compliance, and that the best thing a classroom can do is make a student feel like their mind is worth something. I care deeply about inquiry-based learning, culturally responsive teaching, and designing curriculum that actually reflects the students sitting in front of me.

I'm also a Math for America Teaching Fellow and a current M.S. candidate in Adolescent Education at Hunter College, where my graduate work has pushed me to examine the ways testing culture, labeling, and systemic pressure shape how students see themselves, and what teachers, like myself, can do about it.

I don't have it all figured out. I've restructured curriculum to chase pass rates, run lessons that didn't land, and finished school years internalizing test scores instead of celebrating growth. That's part of it too.

What keeps me coming back is the part that works: a student who finally gets it, a class that surprises itself, a question that no one saw coming.