About MindBalance Learning
A thoughtful approach to learning and growth.
What I believe
Understanding comes before strategy.
Before choosing a tool or system, we need to understand the learner, the task, and the reason the current approach is not working.
More isn’t always better.
More time, more pressure, and more repetition don't automatically create better learning. Effective practice is targeted: knowing what to practice, why, and when it's time to change the approach.
Confidence grows through competence.
Confidence is not built through empty reassurance. t develops when students gain skills, experience meaningful success, and discover that they can do things that once felt difficult.
Independence is the goal.
I adore working with my students. But from the beginning, my goal is that they eventually become my students no longer. I want them to leave with skills and strategies they understand, can adapt, and know how to use on their own.
Experience & Credentials
For more than twenty years, my work has spanned private practice, public education, juvenile justice programs, educational leadership, literacy intervention, and individualized academic coaching. I've worked with students across a wide range of ages, abilities, and educational settings.
Education
M.A. Education (Educational Administration)
B.A. Linguistics
Educational Therapist Professional (ET/P)
Professional Experience
Educational Therapist
Learning Specialist
Executive Function Coach
Literacy & Reading Intervention
Educational Leadership
Individualized Academic Coaching
Outside of my work with students, you'll often find me at the barn with my horse, on a hiking trail, or with a good book in hand. Horses, in particular, have taught me many of the same lessons I bring to my work with students: patience, clear communication, curiosity, and responding thoughtfully rather than reacting quickly.
As a parent of two teenagers, I also understand that learning doesn't happen in isolation. School is only one part of a young person's life—and ultimately, the skills students develop need to serve them well beyond it.