Teacher fellows

Before moving to a position as an Instructional Specialist for Distance Learning, I spent 19 years as a secondary social studies teacher in Virginia Beach Public Schools. I focused mainly on Modern World and Advanced Placement European History, and I served as a sponsor for a Model UN club and a reader for the AP European History exam. Since 2018, I have also served as a member of the National Faculty for the College Board’s Pre-AP World History and Geography program, facilitating professional learning for educators throughout the U.S.

My interest in seeing events from multiple perspectives was fostered at the University of Virginia, where I earned my undergraduate degrees in both History and Art History, followed by a master’s degree in Curriculum and Instruction at Old Dominion University. In addition to fostering a student-led classroom, I’m looking forward to providing students with a rich body of sources to allow students to dig into historical questions as apprentices in the discipline of historical thinking. I am excited to contribute to Parallel Histories to support educators who want to help build their students’ capacity for evidence-based academic conversation. I believe this practice is paramount to engaging in civil discourse, and debating historical issues gives students and teachers resources to foster this skill.

Before moving to a position as an Instructional Specialist for Distance Learning, I spent 19 years as a secondary social studies teacher in Virginia Beach Public Schools. I focused mainly on Modern World and Advanced Placement European History, and I served as a sponsor for a Model UN club and a reader for the AP European History exam. Since 2018, I have also served as a member of the National Faculty for the College Board’s Pre-AP World History and Geography program, facilitating professional learning for educators throughout the U.S.

My interest in seeing events from multiple perspectives was fostered at the University of Virginia, where I earned my undergraduate degrees in both History and Art History, followed by a master’s degree in Curriculum and Instruction at Old Dominion University. In addition to fostering a student-led classroom, I’m looking forward to providing students with a rich body of sources to allow students to dig into historical questions as apprentices in the discipline of historical thinking. I am excited to contribute to Parallel Histories to support educators who want to help build their students’ capacity for evidence-based academic conversation. I believe this practice is paramount to engaging in civil discourse, and debating historical issues gives students and teachers resources to foster this skill.