I believe effective educational leadership is rooted in service, stewardship, and shared responsibility. Leadership is not defined by position, but by the ability to create conditions in which students, educators, and communities can thrive. At its best, leadership balances clarity with empathy, innovation with consistency, and vision with disciplined execution. I view leadership as both relational and instructional, recognizing that the quality of adult learning and faculty development directly shapes student experience and outcomes.

While my current work is global and systems-focused through my role at College Board, it remains grounded in direct partnership with schools and educators. In this capacity, I aim to clarify expectations, strengthen instructional coherence, and support responsible implementation of curriculum and assessment. This vantage point has deepened my understanding of how leadership decisions—policies, structures, communication, and pacing of change—directly affect teaching practice and student learning across varied school contexts.

In practice, I lead by listening carefully, developing shared understanding, and translating vision into clear, actionable systems. Strong relationships are foundational to my leadership, but they are sustained through transparent decision-making, consistent processes, and shared accountability. I believe people are most successful when expectations are clear, support is intentional, and decision-making is aligned with mission and values. My goal is always to build trust while maintaining momentum, particularly during periods of transition or change.

Supporting adults is central to my leadership philosophy. Just as effective teachers create environments where students feel known, challenged, and supported, education leaders must do the same for educators and staff. I prioritize faculty development by supporting structures for reflection, feedback, and shared practice that strengthen instructional quality over time. I believe improvement depends on both support and accountability focused on growth, clarity, and institutional strength.

My leadership is informed by systems thinking and improvement science. I approach schools and organizations as interconnected systems, focusing on aligning mission, curriculum, and daily practice so improvement efforts are coherent and sustainable. This means identifying leverage points, using data thoughtfully, and pacing change in ways that respect culture while moving work forward. I strive to balance innovation with stability, ensuring new initiatives reinforce trust, support faculty, and contribute to long-term institutional health rather than short-term solutions.

I believe deeply in educating the whole child and fostering strong, inclusive communities. Schools thrive when students are genuinely understood, adults feel supported and challenged, and families are engaged as partners in learning. Leadership plays a critical role in shaping this culture by modeling integrity, empathy, and responsibility while maintaining high standards for care, learning, and professionalism. I believe leadership must also extend beyond the classroom, strengthening relationships with families and community partners through clear communication and shared purpose.

Ultimately, I see leadership as an act of stewardship: caring for people, protecting institutional values, and strengthening systems so schools can serve both present and future generations well. Whether supporting schools through system-level work or partnering directly with faculty and leadership teams, I aim to lead with clarity, empathy, and purpose—ensuring stability, coherence, and trust in service of student learning and community well-being.

Values

To lead with integrity, transparency, and ethical judgment—building trust, fostering collaboration, and supporting the growth of individuals and institutions.

Purpose

To cultivate inclusive, sustainable systems that strengthen teaching, learning, and community through clear, collaborative leadership.