First and foremost, I believe learning is never finished. Therefore, educational philosophies can and should be flexible as educators continue to self-evaluate, grow as practitioners. The following philosophy is simply an overview about the way I approach my teaching and learning spaces.

I prioritize the celebration of individuality and the recognition of the unique strengths and perspectives that each learner brings to the table. My approach to teaching is deeply rooted in authenticity, intentional inclusion, and the conscious integration of identity and belonging into learning spaces. Understanding that diversity is more than just a buzzword, I embrace the principles of intersectionality, recognizing the interconnected nature of the many layers of identity. Leveraging principles behind intersectionality, I develop a sense of community and belonging in my learning spaces - those spaces that exist for multiple years, or just a few hours. I strive to create an inclusive environment that values and respects the rich tapestry of backgrounds, experiences, and identities present in my learners, clients, and myself.

Utilizing brain-based learning theory and the principles of culturally responsive teaching, I tailor my instructional strategies to accommodate both adult and school-age learners. I see neurodiversity as a superpower, and my strong background in understanding neurodiversity informs my approach to creating accessible and supportive learning environments for all, wherein the level of support is complimented by rigor and high expectations.

Arts integration and project-based learning are foundational to my teaching methodology. These approaches, deeply rooted in learning theory, have proven to be successful in engaging learners and fostering a holistic understanding of concepts. They provide avenues for individuals to express their knowledge acquisition in diverse and creative ways, recognizing that each person has a unique way of comprehending and demonstrating understanding. Arts infusion and arts integration methodologies encourage curiosity, underscore the iterative nature of learning, and shift the narrative around making mistakes. By valuing multimodality approaches to learning acquisition and demonstration of knowledge, I cultivate spaces wherein all learners are able to express themselves and their learning processes.

While I devalue the reliance on multiple-choice and "traditional" testing, I understand the societal prevalence of such assessments. Therefore, I include traditional assessments in my learning environments but approach them with a critical lens. I instruct test-taking not only as a measure of knowledge but as a skill in and of itself, emphasizing its real-world applications.

In summary, my teaching philosophy revolves around acknowledging and celebrating the individual, cultivating community, embracing intersectionality, leveraging brain-based learning theory and neurodiversity as strengths, and integrating arts and project-based learning to foster meaningful and authentic comprehension. By doing so, I aim to create learning environments that empower and inspire each learner to feel they belong, and to reach their fullest potential.