Emily came to the classroom through a nontraditional route of social work and has always integrated the skills of both the teacher and the social worker into her practice. After earning her Masters of Social Work from Florida State University, she began her career in education in the South Bronx, NYC, working with high-needs students in a public school. She went on to earn a Masters in Special Education from St. John’s University while teaching. She fell in love with the process of meeting all learners where they are, academically and emotionally.
Emily believes professional development for teachers should be approached the same way: teacher-led introspection of their practice and a self-identified problem of practice. The work of supporting teachers during this process is where her passion lives now. If teachers are treated as professionals and given the opportunity to develop their practices, they will.
“Improvement is not random innovation in a few classrooms or schools. It does not focus on changing processes or structures, disconnected from content pedagogy. And it is not a single-shot episode. Improvement is a discipline, a practice that requires focus, knowledge, persistence, and consistency over time.” – Richard Elmore, 2007