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I have always struggled with “conventional” learning. As a student I was always treading water, but never felt like I was advancing or even able to attend like my friends and peers. When I graduated high school in 2001 I was planning on a military career, but life had other plans. A friend suggested I apply to be a paraeducator in our school district while I await my summer deployment. I had worked with children since I was old enough to be safe sitter certified, and knew that I wanted to do something more than the kitchen work I was doing at a local college. 

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When I began exploring the postings within our district I came across one for a 1:1 intensive needs para working with an individual who had cerebral palsy and was in a wheelchair. It felt like it was meant to be as I had grown up in a home with an older sister with that very same disability. I had known nothing different. In our home, disability was embraced and we found ways to include Amie in everything we did. Amusement parks, camping trips, boat rides, family vacations- they always included my sister. So, I applied, I interviewed, and I began working in the IDEALS program on October 1, 2001. Little did I know that this “intended to be temporary” position would change the entire trajectory of my career plan.

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Now, twenty four years later, I have found no greater joy than teaching. Not long after I began working in the school I found myself excited to go to work. I looked forward to the students. I was eager to help them, to see them learn and grow. To witness them tap into their own, unique passions and learning styles.  In 2002 I decided I was no longer going into the military, and enrolled in college courses to begin a degree in education. I continued my education while also working with children in the IDEALS setting, and eventually earned my Master’s degree in special education. I realized quickly that I related to a lot of children who struggled in education, and I wanted to help individualize their learning and provide multiple entry points. Not everyone learns in the same way or at the same pace, and special education seemed to be the bridge I needed to cross in individualizing learning plans. Sadly, it wasn't long into my career as a special educator that I realized it was more about meetings and paperwork than it truly was about teaching, so, I stepped out of special education and into general education in an inclusive environment. I began my teaching career at a time when the curriculum was also starting to shift. Initially, I had a lot of say in what I taught and how I taught it. I spent a lot of time personalizing learning plans and creating meaningful lessons that were tailored to my individual student needs and abilities. Lessons were multi-sensory, inviting, kinesthetic, movement oriented, and interesting. Unfortunately, curricular shifts led to canned programming with little to no room for creativity or individualization. Students were expected to progress at the same accelerated pace, all being exposed to the same content. Over the years I worked hard to adapt to these changes, and to find meaningful ways to still meet my students' needs as learners, but it became more evident that this cookie cutter approach toward teaching was becoming more and more universally expected and accepted. Teaching to the test was a reality I was finding harder and harder to accept, and I found it harder and harder to meet students where they were at while also adhering to state and district demands. 

It was my desire to transform curriculum that led me to work with the district curriculum departments, and pursue my administrator’s endorsement. In 2024 I finished the coursework for k-12 administration.

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However, watching my youngest son struggle with the demands at a kindergarten level to the point where he developed anxiety was the motivation I needed to start searching for an educational alternative. The rigor and demand of common core and state assessment leave no room for children to be children.  I began sharing this quest with friends and family and I was even open with colleagues and parents of our school community. It was that openness that made this connection. A family that I've worked with for years told me about Jericho Valley and suggested I inquire. I instantly fell in love the moment I pulled into the property. The possibilities here are endless. 

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I am so excited to work with this learning community to help families design a plan that allows them the freedom to continue learning and growing and shaping a future that aligns with their interests, beliefs, talents, and desires. As educators, that’s exactly what we are doing- shaping the future, and we want it to be one that thrives from passion, talent, drive, skill, and so much more!

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