I believe in cultivating inquiring, reflective, and compassionate learners prepared to engage with complex global challenges. As a science educator, I design inquiry-driven classrooms where students connect key and related concepts to authentic contexts, developing both scientific understanding and transferable skills. Grounded in the MYP framework, I use transparent, criterion-related assessment to support student growth from recalling knowledge to interpreting data and evaluating methods.

My teaching emphasizes inclusion and differentiation, ensuring that students of diverse language backgrounds and learning needs can access the curriculum and succeed. Having been educated within the Common Core in the United States and taught in Cambridge and IB frameworks, I bring the ability to adapt and respond flexibly to new curricula while maintaining high standards of rigor and relevance. At the heart of my practice are the “ah-hah” moments—when students make meaningful connections and their understanding truly clicks—because these experiences drive curiosity, confidence, and a lifelong love of learning.
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I am guided by the IB learner profile, striving to nurture knowledgeable, principled, and globally minded students. By combining inquiry, reflection, and action, I aim to develop lifelong learners who are prepared to contribute meaningfully as responsible global citizens.