My Why?

My life has always been rooted in service. Long before I became an educator or a school leader, I was shaped by watching my mother serve as both an educator and a pastor. From an early age, I saw what it meant to pour into people—helping them grow, become confident, and succeed. That example planted something in me that has never left: a deep belief that my purpose is to build others.

Throughout my life and career, I’ve consistently been placed in leadership roles—not because of a title, but because of my ability to motivate, organize, and elevate people. Whether in management or education, I’ve always been the one others looked to for direction, encouragement, and solutions. Along the way, I made my share of mistakes. Those experiences didn’t break me—they clarified my calling. I realized I was meant to help others avoid unnecessary pitfalls and give them the tools, mindset, and strategies to reach success faster and with confidence.

My journey into education wasn’t easy. As a middle grades education major, I faced challenges, self-doubt, and moments where I lacked the support system I needed. I know firsthand what it feels like to have potential but not enough guidance. That’s why I am so passionate about mentorship, coaching, and leadership development today—because support builds confidence, and confidence changes lives.

Before entering education full time, I spent six years as a General Manager. Ironically, my favorite part of that role wasn’t business—it was being in schools. I found myself sitting on classroom carpets talking to students, motivating them, and giving them small lessons that stuck with them. That’s where Major Impact was born—my first formal mentoring initiative. Principals I built relationships with saw what I was doing and pushed me toward the classroom, telling me what I already knew deep down: this is the work you were called to do.

When I became a teacher, my experience was different from most. While others focused on the challenges, I focused on the opportunity. In my first year, I was selected as a mentor teacher and quickly became part of the school’s leadership team. My principal recognized not just my instructional skill, but my ability to build people, culture, and systems. I helped shape mission and vision, strengthen teacher practice, and—most importantly—improve teacher retention. I believe deeply that students can only thrive when teachers feel supported, confident, and valued. By equipping teachers with practical, research-based strategies and consistent encouragement, we built a culture where people wanted to stay and grow.

Today, as an Assistant Principal, instructional leader, and systems builder, my impact has expanded. I support ELA instruction, lead schoolwide initiatives, build mentorship programs like FELLAS, drive culture and climate work, and create structures that help both students and adults succeed. Whether it’s improving literacy outcomes, strengthening PBIS and MTSS systems, developing leaders, or building school culture, my work is always centered on one thing: people.

My “why” continues to evolve, but at its core it remains the same:

I exist to build people—students, teachers, and leaders—so they can become more than they ever thought possible.

My mission is to be part of organizations and schools that share a clear vision, hold high expectations, build trust, and prepare students for a global society. I bring energy, optimism, strategy, and relentless belief in people—because I know that when you build people, everything else follows.

This isn’t just what I do.
This is who I am.