Over the past two decades, my journey as an educator has traversed the diverse landscapes of K-12 classrooms, college lecture halls, and university seminar rooms. Each stage of my career has deepened my understanding of teaching as a dynamic and transformative process. Yet, transitioning from these familiar roles to that of a teaching and learning specialist, an educational developer, challenged me to reimagine my identity as an educator and redefine my purpose.
At the heart of my teaching philosophy lies the belief that education is a collaborative endeavor rooted in empathy, curiosity, and growth. Whether guiding young learners in foundational skills, mentoring college students navigating their academic and personal identities, or supporting faculty in refining their pedagogical practices, my goal has always been to foster environments where learners feel seen, valued, and empowered. This belief has been my compass through the shifting landscapes of my career.
My transition to educational development was accompanied by an unexpected struggle. Leaving the direct act of teaching felt, at first, like a departure from my sense of purpose. I questioned whether I could still impact learners without standing at the front of a classroom. However, as I began facilitating workshops, coaching instructors, and designing onboarding programs for new faculty, I discovered a renewed sense of purpose. I came to see my role as amplifying the ripple effect of teaching, empowering educators to create meaningful learning experiences for their students.
In this new role, I learned to navigate the tension between expertise and humility. Facilitating workshops required me to shift from being the “sage on the stage” to a collaborator and guide. It demanded vulnerability and a willingness to acknowledge that the answers to teaching challenges are rarely singular or straightforward. By embracing this mindset, I not only found my voice again but also developed a deeper appreciation for the diversity of teaching contexts and the creativity of the educators I support.
Today, my teaching philosophy is grounded in three core principles:
- Lifelong Learning: I believe that teaching and learning are reciprocal processes. Every interaction with learners, whether they are students or faculty, offers an opportunity to grow and adapt. My work as an educational developer reflects this commitment to continuous learning, as I seek to integrate emerging pedagogical practices, technologies, and research into my work.
- Purposeful Design: Effective teaching begins with intentional planning. Whether designing a single lesson or an entire course, I emphasize the importance of aligning learning outcomes, instructional strategies, and assessments. This principle guides my work in developing onboarding resources for new instructors, ensuring that they are equipped to make deliberate and impactful choices in their teaching.
- Community and Connection: Learning is most powerful when it is relational. My experiences across K-12, higher education, and professional development have taught me that fostering a sense of belonging and collaboration is essential for engagement and success. I strive to create spaces, whether in classrooms, workshops, or online courses, where participants feel supported and inspired to contribute.
As I continue to grow in my role as an educational developer, I remain committed to the transformative power of teaching. My journey has taught me that the essence of education lies not in a specific setting or title but in the shared pursuit of understanding, growth, and possibility. It is this belief that propels me forward, as I work to support educators in shaping the future of learning.