I am a true blue Sonoma County girl. I was born in Santa Rosa, and grew up in the beautiful, rolling hills of rural Sebastopol; I have a deep love for my community. I currently live in Santa Rosa with my wonderful husband of 26 years, and our bright and talented son. I take great pleasure in the outdoors, and recently took up kayaking. My family enjoys spending time together, exploring the beautiful coasts of California, and spending time at the family cabin in Lake Tahoe (The west side is the best side!). We are a bit spoiled with the skiing during the winter and the beach time in the summer.
Although I have been teaching full time for the last nineteen years, I am excited to have completed my Master's Degree from Sonoma State University, which continues to expand my teaching horizons. My MA degree is in Curriculum, Teaching, and Learning with an added certification in Reading. I also earned my Teaching Credential through Sonoma State University, with supplemental certifications in Mathematics and Science. I received my Bachelor's Degree in Biological Anthropology, which I earned through University of California at San Diego. I am also fortunate to be working as an Instructor and Practicum Supervisor for our newest teachers through the North Coast School of Education.
Although I have been teaching full time for the last nineteen years, I am excited to have completed my Master's Degree from Sonoma State University, which continues to expand my teaching horizons. My MA degree is in Curriculum, Teaching, and Learning with an added certification in Reading. I also earned my Teaching Credential through Sonoma State University, with supplemental certifications in Mathematics and Science. I received my Bachelor's Degree in Biological Anthropology, which I earned through University of California at San Diego. I am also fortunate to be working as an Instructor and Practicum Supervisor for our newest teachers through the North Coast School of Education.
My Philosophy on Critical Components of Literacy Instruction:
1. Provide a “scholarly” environment with high expectations of students as learners of literacy; be rigorous yet flexible (I refer
to my students as the “scholars” that they are). I encourage them to provide all evidence in full, scholarly sentences.
2. Students are actively involved in their own education; inspire them and empower them to do so.
3. Students are teachers of others, including me; give them the pride of ownership.
4. Shared inquiry approach: using several techniques, including the Junior Great Books training and materials, allow
students to discover multiple ways to hear, read, discuss, and question the material.
5. Collaboration; foster a collaborative environment where everyone is heard and respected for their individual gifts and
talents.
6. Give cross-curriculum literacy support wherever possible. As a core instructor, I must find ways to link language, social
studies, mathematics, and science; help the students to find those connections.
7. Offer a wide variety of materials to read and the time to explore them; keep my library updated and ever expanding.
8. Give a forum for discussion of what the students are reading, both academically and for pleasure; my “reader’s response”
page has become a hit with the new technological approach.
9. Recognize and encourage various areas of literacy; students who may not be great readers may be great speakers,
struggling writers may be great readers, etc.
10. Embrace an active learning environment through experts and fieldtrips; make literacy meaningful in context.
11. Supply a variety of instruction: direct, one-on-one, partner, small group, whole group, leading, and following.
12. Read aloud to students several times per week; choose something that is interesting to the students, but may allow for
academic or social growth conversations.
1. Provide a “scholarly” environment with high expectations of students as learners of literacy; be rigorous yet flexible (I refer
to my students as the “scholars” that they are). I encourage them to provide all evidence in full, scholarly sentences.
2. Students are actively involved in their own education; inspire them and empower them to do so.
3. Students are teachers of others, including me; give them the pride of ownership.
4. Shared inquiry approach: using several techniques, including the Junior Great Books training and materials, allow
students to discover multiple ways to hear, read, discuss, and question the material.
5. Collaboration; foster a collaborative environment where everyone is heard and respected for their individual gifts and
talents.
6. Give cross-curriculum literacy support wherever possible. As a core instructor, I must find ways to link language, social
studies, mathematics, and science; help the students to find those connections.
7. Offer a wide variety of materials to read and the time to explore them; keep my library updated and ever expanding.
8. Give a forum for discussion of what the students are reading, both academically and for pleasure; my “reader’s response”
page has become a hit with the new technological approach.
9. Recognize and encourage various areas of literacy; students who may not be great readers may be great speakers,
struggling writers may be great readers, etc.
10. Embrace an active learning environment through experts and fieldtrips; make literacy meaningful in context.
11. Supply a variety of instruction: direct, one-on-one, partner, small group, whole group, leading, and following.
12. Read aloud to students several times per week; choose something that is interesting to the students, but may allow for
academic or social growth conversations.