I am interested in using my skill set to make an impact in education because I believe unflinchingly that there is no profession more vital to the sustainability of the global economy than education, as it fully embraces and progressively nurtures the human experience. The culmination of my fundamental discontent toward the presence of disorder, injustice, mediocrity and the status quo, fused with my unique classroom and school leader experiences, initiated my desire to positively impact more students, parents, teachers and community stakeholders through strong, effective, innovative, enthusiastic pedagogical leadership. My overarching vision always entailed applying my useable intellect to pull humanity out of life’s blazing inferno of catastrophic circumstances.

My childhood background and 15 years of service as an urban educator in Washington, D.C., coupled with my involvement in mentoring new teachers, and most recently, leading charter schools as an Assistant Principal and Principal, have widened my skill set in positively impacting student achievement and public education. During my adolescent years, my parents and grandparents—life-long public school teacher practitioners, principals and executive clinicians, themselves—fostered my desire to be an educator. Leading by example, my parents and grandparents instilled and empowered me to love all people, hope relentlessly, live with high expectations, work hard, and cure the unknowns and misfortunes of the world through education.

In harmony with my spiritual calling and charged with my parents and grandparents’ forward-thinking ideals, I moved to Washington, DC, after completing my undergraduate degree, to pursue a career in urban, public school education. Then, I enrolled in an alternate route teacher certification program at American University, Washington, DC, and agreed to teach underserved children in an impacted community for three school years. The opportunity was a Utopian fit, as I was already working at a high-performing elementary school that served low-income Latino and African-American students. Simultaneously, I was privileged—mentored by two, accomplished, Latino school leaders, both with doctoral credentials and over 50 years of teaching and administrative experiences combined— with two school leader mentors: one mentor was my principal, the other my American University Professor and clinical supervisor/instructional coach. Later, after seven years of teaching, I enrolled at Trinity University to pursue a Master's degree in Educational Administration and decided that I wanted to be a principal. I completed my school leader/assistant principal internship at the same school where I was initially employed. After completing my internship, I went on to be a Director at an education think-tank, a Principal of an arts-based charter school, and, subsequently, an Assistant Principal of Instruction at a renowned character education charter school. Currently, I am the Founding Principal of Imagine Me Leadership Charter School, an all boys school in East New York Brooklyn.