About me

K–12 has been my world for over a decade — first as a content strategist, then as a UX designer, and now as someone who thinks deeply about what it means to design for students, educators, and the systems that serve them. I didn't just stumble into education technology. I chose it, and I kept choosing it.

• Education:K–12 Ed-Tech
• Education:Content Strategy

In 2021 I made the move from content to UX — a transition I'd been building toward for years. But the shift that truly sharpened my design craft came later, when accessible design went from being something I cared about to something I was responsible for at a structural level.

The ADA Final Rule changed the landscape for everyone. For me, it crystallized something I'd been circling since 2019: that accessibility isn't a feature or a checklist. It's a design decision that ripples outward — into development cycles, into product roadmaps, into the daily experience of students and staff who rely on assistive technology to do their work. I've spent the last two years remediating a complex enterprise application, fundamentally rethinking what I owe to my product and development teams as their designer.

• Certification:CPAAC
• Certification:Trusted Tester
• Focus area:WCAG 2.1 AA
• Focus area:ADA Final Rule
• Focus area:Enterprise Remediation

I'm pensive by nature. When I notice a gap — in my skills, in a system, in a team — I don't sit with the discomfort for long. I invest in closing it. That's led me to deepen my expertise in project management, AI fluency, and emotional intelligence — each one an answer to a real question I was asking about how to do this work better.

I also believe strongly in bringing others along. Mentoring junior designers is one of the most energizing parts of my work — from 1:1 coffee chats and Figma jam sessions to mob training, book clubs, and working through real product problems together. There's something that gets me every time about watching someone move from uncertain and self-doubting to confident and capable.

• Certification:PMP
• Certification:AI Fluency
• Certification:EQ Leadership
• Community:Design Mentorship

As a parent of school-age children, I've watched firsthand how much the landscape has shifted — in reading, in math, in the social-emotional skills kids are still rebuilding after the pandemic. I think about what technology can and should do in that space. Done well, it meets students where they are, builds genuine engagement, and supports teachers without replacing the human judgment at the center of great instruction. Done poorly, it adds noise to an already overwhelmed system.

That line — between technology that serves learning and technology that just digitizes old problems — is exactly where I want to be working. I care about getting it right because I've seen what's at stake, up close, in my own home.

• Education:EdTech
• Education:Student Outcomes
• Focus area:Accessibility Training

My sense of responsibility doesn't stop at the edge of my organization. I've extended my accessibility advocacy into my local community — working with a municipality on a training gap that affects how residents who rely on assistive technology receive public information. It's slow, it's complex, and stakeholder dynamics in civic work are unlike anything I'd encountered in edtech or corporate environments. But it's real, and it's teaching me as much as I'm contributing.

• Community:Civic Advocacy
• Community:Community Impact
• Focus area:Accessibility Training