My research agenda intersects Black leaders, Black teachers, K-12 education policy, and literacy and is guided by three questions: (1) In what ways do Black leaders shape school and district policies to create liberatory spaces for Black students in K-12 education?, (2) How do Black leaders conceptualize and implement educational policies that prioritize school improvement and fostering equitable, supportive learning environments for Black students, and (3) What strategies do Black leaders and teachers employ to cultivate what I term Black Joy Literacies for Black students?

I believe in the transformative power of education to heal, uplift, and affirm the brilliance of every child. I earned my Ph.D. in English (Literacy) Education from Columbia University, with a secondary concentration in Education Policy and Leadership. I also hold an Ed.M. in English (Literacy) Education and Education Leadership and Policy from Columbia University, as well as a B.A. in Curriculum, Teaching, and Secondary English Education from CUNY Hunter College School of Education.

Guided by a deep commitment to education and inquiry, I have served as a Research Fellow at The Edmund W. Gordon Institute for Advanced Study. As a certified Professional School District Leader and Secondary English Language Arts teacher, I have worked in public and charter schools across New York City, focusing on school improvement and fostering equitable, supportive learning environments.

Central to my work is the unwavering belief that Black teachers and leaders are champions of Black students’ excellence. They celebrate their achievements, nurture their brilliance, and create spaces where they can flourish and thrive.