There’s a moment in my life that changed everything for me, and it occurred very early in my childhood. It was during the economic decline of the early ’80s when we were forced to leave Lorain, Ohio. My mother, who was newly separated, faced the harsh reality that even working full-time as a single mom couldn’t secure livable wages. My mother, my older brother Kevin, and I found ourselves homeless, seeking temporary refuge with my mom’s childhood friend Sissy, her husband, and their three children. Despite this sudden change to our lives, my mom fought desperately to rebuild our foundation.

There were so many nights I overheard my mom cry about bills and broken vehicles, while still mustering the strength to come to read to me every night—fairytales, books of the Bible, and of course, my beloved book series The Berenstain Bears. She was determined that her daughter would have every opportunity she never had. That image burns bright in my memory: in that moment, she was a woman who had lost everything except her unwavering faith and her belief that education could rewrite our story.

Today, as I reflect on our journey—from the car ride from Lorain to Columbus with all our clothes packed in bags—I understand that my mother’s quiet determination planted the seed of my life’s mission: literacy is not just a skill—it’s a civil right. It is the master key that unlocks every door of opportunity. My mother taught and modeled this. This is my “why," and it is important to me that I continue her legacy.

Growing up in poverty taught me that zip codes shouldn't determine destinies. It was my mother—and then, invaluable teachers—who saw potential where others saw problems. Those educators taught me to dream beyond my circumstances. They set the bar high because they understood a fundamental truth: when we expect excellence, we achieve excellence.

This personal experience became my professional compass. Every struggling reader I encounter—whom I refer to as a striving reader, because it requires extreme effort to “break the code”—carries echoes of my four-year-old self. Every breakthrough moment reminds me why this work matters so deeply.

Here’s what I know to be true: “When we lift the voices of students and empower teachers to lead, we don’t just change outcomes—we change lives.”

Advocacy isn’t about speaking for students—it’s about first seeing them, then creating space for them to be heard, to lead, and to help reshape the very systems designed to serve them. The student’s voice must be the most important one in every room where decisions about their future are made. This is exactly how I lead.

My approach to educational leadership is rooted in what I learned first as a teacher in Columbus, and later as a principal at Beechwood Elementary and Kae Avenue Early Literacy Campus in Whitehall. No matter the challenge, when you lead with belief, resilience, and unwavering integrity, there is always a path forward—to advocate and to overcome.

So, ask yourself: How does your presence transform the system around you?
This is the question every educator must ask.

This is the question that guides my daily passion for the work. As Lead District Reading Coordinator, I helped architect a system-wide transformation that increased third-grade reading promotion rates from 42% to 90% in just two years during Ohio’s Third Grade Reading Guarantee implementation. We built a sustainable infrastructure through evidence-based professional development, data-driven professional learning communities, and differentiated coaching—teacher leadership that met educators exactly where they were.

As a first-year principal, we transformed our K–3 Literacy rating from an F to a C and increased the percentage of students eligible for fourth-grade promotion from 72% to 92%. This wasn’t just the magic of collective efficacy—it was the methodical application of research-based interventions, relentless progress monitoring, and an unwavering belief that every child could succeed. We continued this approach the following year when my front office team, several teachers from my previous building, and I opened an innovative campus. At Kae Avenue, we implemented the same methodology and moved 70% of the 90% of students who entered kindergarten off-track to on-track by the beginning of first grade—a major accomplishment, considering Whitehall has the lowest Kindergarten readiness scores in Franklin County.

The data tells a compelling story of what’s possible when we combine high expectations with targeted support. While individual schools show remarkable progress, the real power emerges when we scale these successes districtwide. This systems' progress is driven by visionary leadership grounded in practical action and strengthened through open, two-way communication.

Our most vulnerable learners made exceptional gains. The leadership exhibited by our English Learner division has helped to accelerate growth even through tumultuous times. Our English Learners didn’t just meet expectations—they shattered them, achieving growth scores of 4.5 or more, where the state target was 2.0. This growth more than doubled the expected outcomes in both reading and math (7.3 and 4.5, respectively).

Additionally, our team received recognition from the Ohio Department of Education and Workforce for special needs services during our transition back to in-person instruction—with zero corrective actions. This stands as a testament to what happens when entire systems align around student success.

My commitment to quality extends even beyond K–12. I’m particularly proud that, through the hiring of an outstanding early childhood leader and her vision, all 65 Pre-K locations and 18 latchkey sites earned Ohio’s Gold Star Rating. This proves that excellence can—and must—be the standard from the very beginning of a child’s educational journey.

Hiring and retaining excellent leadership is key in systems change. When the right leaders are placed where their strengths meet the greatest needs, they ignite hope, drive progress, and create spaces where students and educators thrive. They lead with vision, compassion, and a deep belief in what’s possible.

What moves me most is that our work is always about children. Behind every percentage point is a child’s “aha!”, “yes!”, or even “I am safe here.” The kindergartener who raised his hand for the first time. The reluctant reader who devoured her first chapter book. The middle schooler who found the courage to read aloud.

At the end of the day, this work transcends data points and achievement scores. A 5% literacy gain represents dozens of students discovering that reading isn’t a chore—it’s a doorway to infinite worlds. Improved attendance reflects students who feel safe, valued, and excited to learn. Every statistic tells a human story of transformation.

I’ve learned that educational leadership isn’t about having all the answers. It’s about asking the right questions, amplifying the right voices, and never losing sight of the child behind every number.

The four-year-old girl who left Lorain with nothing but hope could never have imagined she’d one day lead initiatives impacting tens of thousands of students. But that’s the power of education: it doesn’t just change individual lives—it creates ripple effects across generations.

This is my why.
This is why I do this work: to ensure that every child, regardless of their starting point, has access to the transformative power of literacy and the boundless possibilities it creates.

Because when we get this right—when we combine high expectations with unwavering support, when we listen to student voices and empower teacher leadership—we don’t just improve test scores.