Which classes do you teach online?
Gifted Education: SD 850; SD 851; SD 852; SD 864, SD 865
Curriculum and Instruction: ED 885
What types of projects can your students expect in these courses?
One of the
highlights of the program is the projects that can be transferred into your own
school and classroom, including an intervention to help gifted underachievers with
organizational, social or executive functioning goals; and a professional
development video presentation about twice-exceptional learners.
What would you like students to take away from your classes?
I want my
graduate students to feel confident designing meaningful, challenging learning
experiences for gifted students. They should also understand how complex
identification and assessment can be and be ready to advocate for
high-potential students and their needs. Most of all, I hope my graduate
students see the importance of supporting the whole child, including social and
emotional development, creativity and career interests.
What advice would you give to those considering this online program?
| Think about your needs and your unique schedule as a teacher and plan your courses in a way that supports — not overwhelms — your work. Try to choose courses that naturally connect to what you’re already doing in the classroom, so they feel like an extension of your practice. It’s also best to save the practicum for the end of the program, when you’ve built a strong foundation and can focus on applying your knowledge in the field. |
What is the value of this degree?
Many gifted learners go unidentified, but that does not mean they don’t need or deserve appropriately challenging instruction and support. A concentration in gifted education will prepare you to meet these students’ needs while also playing an important role in formally identifying and advocating for them.
Why did you start teaching?
I became a teacher because I’ve always been fascinated by how people learn. As a lifelong learner myself, I wanted to help others take ownership of their learning journey and discover what works for them. I began as a second language teacher, where effective instruction felt especially visible, and later transitioned to supporting learners with unique needs.
What is one book you think everyone should read?
“Look Me in the Eye” by John Elder Robinson — a memoir of a gifted mind navigating life before his neurodivergent diagnosis. While some terminology has evolved, the book is still a powerful, often humorous window into giftedness, neurodivergence and creativity.
Tell us something that your students might find interesting about you.
In my spare time, I enjoy reading and playing the piano, and I recently began a formal piano training program to keep myself accountable. I am also supporting one student in her music studies, which has deepened my understanding of creative expressions of giftedness — which in turn enriches my class content at ESU.
