A teacher first, and a lifelong learner

I am a world language educator, bilingual communicator, entrepreneur, and doctoral candidate in Educational Technology Leadership at Kean University. I was born in Ecuador and came to the United States as a child. After arriving, I attended bilingual and English as a Second Language classes while learning English and adjusting to a new school system and culture. Those experiences shaped my understanding of language, identity, confidence, belonging, and educational access.

My background influences how I teach and connect with students and families. I understand the uncertainty students often experience when learning a new language or entering an unfamiliar environment. I also understand the importance of educators who recognize students' strengths, cultures, and experiences. This perspective guides my commitment to creating learning environments where students feel supported, respected, and confident enough to participate.

I hold a master's degree in Urban Education with a specialization in World Language Education. I am currently a doctoral candidate in Educational Technology Leadership at Kean University.

My doctoral studies allow me to examine how educational leadership, research, and technology support stronger learning experiences.

I currently teach Spanish to elementary students and have worked with learners across several grade levels. My professional experience includes world language instruction, prior ESL teaching experience, curriculum development, student programs, committee work, and communication with Spanish-speaking families.

Through these roles, I have developed skills in collaboration, cultural responsiveness, instructional planning, family engagement, and the thoughtful use of digital tools.

World language teaching is the center of my professional practice. I work to build learning environments where students use the language purposefully, take risks, and see their own progress. My interests include language acquisition, comprehensible input, instructional continuity, and curriculum that grows with students across grade levels.

I attended bilingual and English as a Second Language classes as a child, and I have prior ESL teaching experience. That combination shapes how I read a classroom: I look for the student who understands more than they can yet say, and for the family that needs information in a language they use at home.

This perspective informs how I plan lessons, communicate with Spanish-speaking families, and think about equitable access to instruction.

I develop curriculum with attention to sequence, accessibility, and the realities of the classrooms where it will be used. My work includes instructional planning, materials development, and alignment between what is taught, what is practiced, and what is assessed.

My interest in educational technology is practical. I look for tools that reduce friction for teachers, extend meaningful language practice for students, and support instructional continuity when circumstances change. I am equally interested in the leadership decisions behind those tools: how they are selected, funded, supported, and evaluated.

Outside of education, I own and manage private-label brands. This work has given me experience in branding, marketing, product development, digital platforms, team coordination, and problem-solving. Entrepreneurship has strengthened my creativity, adaptability, organization, and ability to move an idea from planning to implementation.

I approach leadership through service, collaboration, respect, and continued reflection. My goal is to grow as an educator, researcher, curriculum leader, and educational technology leader while supporting learning experiences where students and families feel seen, understood, and prepared to succeed.

My long-term goal is to develop an elementary world language curriculum that combines educational technology with comprehensible input. I also seek to grow into a curriculum leadership role supporting world languages and ESL.