Working with Early Childhood Students, Pre-Service, and In-Service Educators In-Person in Michigan and Virtually Across the United States
Do you think your pre-service teachers benefit from learning directly from someone actively working in today’s classrooms—navigating real-time challenges and applying inclusive, evidence-based practices?
Do you see a disconnect in your program in bridging the gap between theory and authentic, classroom-tested practice?
Would your students benefit from being prepared by an educator who model the collaboration, adaptability, and equity-driven mindset we expect of them in the field?
With over a decade of experience in early childhood and special education, I offer collegiate instruction and curriculum consulting that centers inclusive, equity-driven, and developmentally responsive practice. My work supports future and current educators in building strong foundations in early childhood, early childhood special education, and childhood special education.
I bring firsthand classroom experience and a deep passion for collaboration and reflective teaching. At the collegiate level, I’ve had the privilege of teaching courses such as EDI 317: Collaborating with Families and Other Professionals, where we explore meaningful partnership strategies, and SPE 557: Early Childhood Special Education Clinical Experience, which supports pre-service educators in connecting theory to practice through immersive, mentored fieldwork.
Whether you’re seeking support in designing coursework, refining syllabi, or delivering impactful professional development, I’m here to help you grow as an intentional, inclusive educator. Let’s build your toolbox and expand your impact together.
You're doing meaningful work. Let’s make it even stronger—together.
What Happens When Pre-Service Teachers Are Taught By In-Service Instructors?
When pre-service teachers are taught by current, in-service educators, the learning experience becomes more relevant, dynamic, and grounded in the realities of today’s classrooms. These instructors bring a fresh, real-time lens to teacher preparation, offering insights that go beyond textbooks—sharing current practices, lived challenges, and authentic solutions rooted in equity and responsiveness (Zeichner, 2010).
Pre-service teachers benefit from firsthand stories, evolving strategies, and immediate applications of inclusive pedagogy, behavior supports, family engagement, and curriculum design. In-service instructors bridge theory and practice by modeling reflective teaching, current collaboration methods with families and colleagues, and approaches to navigating policy shifts, cultural responsiveness, and technology integration (Grossman, Hammerness, & McDonald, 2009).
Perhaps most importantly, in-service educators serve as powerful mentors—demonstrating what it means to teach with empathy, adaptability, and intention. Their presence in teacher preparation programs not only enriches course content but also strengthens the connection between higher education and the field it serves (Cochran-Smith, 2005).
My Teaching Approach
Practice-Driven Pedagogy
I ground instruction in real-world classroom experience, using current, evidence-based practices to bridge theory and practice. This allows pre-service teachers to connect what they’re learning with what’s actually happening in inclusive and diverse early childhood and special education settings today.
Reflective and Equity-Centered Teaching
I encourage pre-service teachers to critically reflect on their identities, biases, and beliefs as they develop their teaching voice. My approach emphasizes the importance of creating justice-oriented classrooms that honor each child’s lived experience, neurodiversity, and cultural background.
Active, Process-Based Learning
I model and facilitate hands-on, inquiry-driven learning rooted in collaboration—with peers, families, and communities. Whether exploring co-teaching models, designing inclusive curriculum, or engaging in activities they can add to their toolbox of classroom practice, I help pre-service teachers build the skills they need to create responsive, child- centered classrooms.
References
Cochran-Smith, M. (2005). Teacher educators as researchers: Multiple perspectives. Teaching and Teacher Education, 21(2), 219–225.
Grossman, P., Hammerness, K., & McDonald, M. (2009). Redefining teaching, re‐imagining teacher education. Teachers and Teaching, 15(2), 273–289.
Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college- and university-based teacher education. Journal of Teacher Education, 61(1-2), 89–99.
