While student teaching, I designed an original unit that was far too difficult and incorporated almost every pedagogy we had learned in 401 creating no cohesion throughout the unit. That failure in the classroom, however, gave me an incredible opportunity to reflect on my shortcomings as a teacher, clarify my educational philosophy, and grow as a holistic educator. As such, my biggest piece of advice to current TPP students is to try out as many things as possible in the classroom, because the TPP community is so positive in helping you reflect and grow from all these experiences.

Quite simply, I would not be where I am today without the impact of TPP where I was pushed to grow in such a supportive environment that allowed me to find my identity as an educator. Beyond the experience in the classroom, I really do need to thank Dr. Klugman who encouraged me to take a class on Race and Ethnicity at Berkley the summer going into my junior year. Through his encouragement, I was able to broaden my horizon, understanding the role race has played, and continues to play, in our educational system and beyond. This past year, the students at Loomis Chaffee awarded me a Kente Stole for my work with Diversity, Equity, and Inclusion, which would not have happened if Dr. Klugman did not push me to see beyond my bubble. There is more I need to learn to be an impactful educator in this regard, but I thank Dr. Klugman for giving me that first nudge.

The first day I walked into Educational Psychology, the professor, Dr. Glat, said that the best way to serve your students is to "know them." This is one of the reasons I sought to work at a boarding school because I get to know my students beyond the classroom. I see students on the sports field, in the dorm, in the dining hall, and all over campus. Students also see me as more than a teacher. I'm a coach, a dorm parent, relationship counselor, financial advisor, spiritual advisor, and even their bus driver. You can build incredible relationships in this boarding school environment, which allows me to amplify the impact I can have in a student's life.  I have been incredibly lucky to have built some tremendous relationships with students throughout my time at Loomis Chaffee. Seeing those students grow into young men and women, supporting them beyond my classroom, is one of the great joys of the work I do. I have also discovered a tremendous passion for financial literacy. Empowering individuals to take ownership of their financial lives is work that I think can make a dramatic impact in our world. Knowing that I am doing something that can make such a big impact keeps me motivated day in and day out.

After graduating from TPP, while I still had housing in Princeton, I took a position coaching baseball at the Lawrenceville School just down the street from campus. During that spring, I was hired by the Loomis Chaffee School in Windsor, CT as an Economics Fellow as part of the University of Pennsylvania's Boarding School Teaching Residency Program. For two years, in addition to being a full time teacher at Loomis, teaching economics, coaching, and living in the dorm, I was also pursuing my Masters in the Science of Education. After two years, Loomis hired me to be a full time teacher and my role on campus has steadily grown.

The pandemic, while challenging for all educators, brought about an amazing opportunity for my students to connect with our school's alumni throughout the world via Zoom. Helping these students prepare for life beyond education, thinking about building a resume, cover letter, and networking are all skills necessary in the working world, but are hardly ever taught. Every spring, students in my economics classes research a profession they'd like to have after graduating college, then make a budget based on an entry level salary. This year, I paired each student up with an alum who works in the industry they were researching. Students, throughout the spring, had 30-45 minute Zoom calls with their alum, who shared their professional experience. One student even landed an internship this summer with their alum! Helping students uncover that passion, seeing them find that intersection of identity and calling, is one of the most rewarding things about the work I do.

While I am officially an Economics teacher, here are some of the other hats I wear on campus: Varsity Football Coach, Varsity Squash Coach, Varsity Baseball Coach, Dorm Parent, Advisor, Leader of School's Bible Study, Leader of School's Financial Literacy Initiative, and Bus Driver.

I was awarded Teacher of the Year by the student body for the 2020-2021 school year. I was also awarded the Austin Wicke prize by the school's faculty, which recognizes outstanding contributions to a faculty member with less than 10 years of services for the 2020-2021 school year. I mentioned this above, but I also received a Kente Stole for my work with Diversity, Equity, and Inclusion for the 2020-2021 school year.