Professional Background
I am a high school science educator with nearly twenty years of experience teaching in public and private schools across multiple states. My classroom experience spans physics, chemistry, mathematics, astronomy, and English as a Second Language, and my work has focused consistently on instructional quality, classroom management, and school culture.
I hold a Doctorate of Education (EdD) in K–12 Leadership, with formal training in both quantitative and qualitative research methods. My doctoral research examined the relationship between students’ perceived value of education and high school dropout rates in an East Tennessee school district, using a mixed-methods design that included surveys, interviews, and statistical analysis.
In addition to K–12 teaching, I have served in higher education as an associate instructor at the University of Utah and as a dissertation committee member at Carson-Newman University. These roles strengthened my engagement with academic research, data interpretation, and scholarly writing while remaining grounded in practical educational environments.
Before entering education, I served six years in the United States Army, including active duty as a Military Police officer. That experience continues to inform my perspective on institutional order, behavioral expectations, and the importance of clear authority structures—particularly as they relate to schools and student behavior.
Across my career, I have worked in diverse school contexts, including high-poverty communities and multilingual classrooms. My professional interests center on how structure, consistency, and adult authority interact with student motivation, engagement, and long-term outcomes. I write and speak on these topics from the dual perspective of a classroom practitioner and trained researcher.
Education
Professional Experience (Selected)
Research and Writing Interests
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