With me, non-believers become math-people.
What began as a passion for math evolved into something more. I've spent eighteen years turning kids who hate math into kids who trust it—not with tricks, not with shortcuts, but by building the kind of understanding that doesn't fall apart the moment the problem changes shape.
During three of these years, I worked directly with teachers as a mentor, guide and a teacher’s teacher. Their mindsets changed. Their test scores changed. Their passion changed.
When you Simply Powerful Math, you're not hiring theory.
You're hiring a successful eighteen-year math teacher and instructional coach.
You are hiring a framework built and tested on real struggling students.
You are hiring someone who spent her whole career doing the thing everyone said couldn't be done—then doing it again. With multiple years with test scores that have run double digits above the state average. This is not because I teach to the test. It is because I build a foundation in my students and teach math.
I was teacher of record in 6th-8th grade math classrooms for seven years, coteaching for one as a push-in special education teacher, I built an intervention program for grades 6th-8th while teaching these same students for four years, I built a highly successful HS math student success lab for two years, taught remedial math at the college level for three years, and an instructional coach for two years.
Struggling learners aren’t a problem I work around. They’re my wheelhouse. I built my career on the students other programs gave up on—the ones drowning in tricks that never connected to anything: keep-change-flip, PEMDAS, a new rule for every "new" type of problem. Tricks don't build a mathematical foundation. As an interventionist my first year, my principal’s goal for me was for 50% my students to pass their test on the first attempt. 94% did. We scaled the program across grade levels, then across schools.
I continued to build. I built something very different: four Power Paths. These are the progression that carry a student from kindergarten through Algebra I with nothing to memorize, just consistent strategies, tools and language. When a school commits to that kind of consistency, students stop relearning math from zero every year.
I have managed projects like this long before I ever stood in a classroom. In the 1980s, without a college degree, I was named a first-level officer at a large downtown Chicago bank—unheard of at the time. Three years later, I made Assistant Vice President—which was even more unheard of. I didn't get there by following the playbook. I got there because I saw the problems nobody else was solving, and I built the fix. I inherited multiple broken systems. I created multiple solutions.
When you hire me, you're not hiring theory. You're hiring eighteen years of success in the classroom, a framework built and tested on real struggling students, and someone who has spent her whole career doing the thing everyone said couldn't be done — then doing it again.
Contact me
708.737.7338
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