Teaching portfolio

A living record of practice & leadership.

Evidence of how I think, teach, and lead: the philosophy behind the work, what students make, and the systems that support them. Explore two leadership case studies: Representation as Structure and Room 401: Designing a Studio Students Can Run.

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01 — Teaching philosophy

“One hand wash the other, and both hands wash the face.”

The Grenadian principle at the core of my teaching: community, reciprocity, and the belief that when we lift each other, we all rise.

Read the full teaching statement →

01
Student as Artist
The creative process, not the finished product, is the primary artifact of learning.
02
Teacher as Agent of Change
From the classroom to the statehouse, from the personal to the political.
03
Belonging Before Learning
Students learn when they feel seen, valued, and loved.
04
Joy as Pedagogy
Laughter and play alongside rigorous academic growth.

02 — Sample lesson

Curriculum in action.

Lesson plan Visual Arts Grades 9–12 15 minutes

The Politics of Perception: Blind Contour Drawing

“We rarely see the world as it is; we see it as we expect it to be.”

Unit: The Political Agency of Design: Deconstructing the “Other” and the “Self”
Standards: NYS VA:Cr2.1.HSI · VA:Re7.1.HSI
Students will: Draw a peer and themselves without looking, then articulate how the constraint challenges “selfie culture” and visual bias.
Includes: Vocabulary, differentiation for fine-motor, social-emotional, and multilingual learners, anticipated misconceptions, and an exit ticket.

Read the full lesson plan → All lessons

03 — Student work

What students make.

Portraiture, printmaking, sculpture, color theory and paper exploration from the teaching archive. Paired views show different aspects of the same work.