Interview edited for length and clarity.
What inspired you to go into teaching?
I've always been driven by a deep desire to help others and share my knowledge. Giving back to the community has long been a guiding principle in my life. Yet, I knew early on that the traditional classroom setting wasn’t the right fit for me. I wanted to make a meaningful impact in a different way, and working at the New England Center for Children (NECC), followed by discovering the Simmons program in partnership with NECC, was the perfect path forward.
From the moment I joined NECC, I knew I had found something special. I witnessed firsthand the difference my colleagues and I were making in the lives of our students and their families. That sense of purpose was, and remains, deeply fulfilling. Each day gives me a reason to wake up with intention, to connect with children, and to contribute to something greater than myself.
My education has broadened my perspective and deepened my appreciation for the richness and diversity of life. It taught me the value of empathy, of always considering the needs of others, because at our core, we all strive to build the best possible life for ourselves and those we love and care for.
How was the transition from teaching in the US to teaching in Abu Dhabi?
When I moved back to Abu Dhabi from the US, I stepped into the role of Lead Therapist. In the US, I had been a Level 2 teacher, but I knew it was time to evolve professionally. The knowledge and experience I had gained, especially through hands-on classroom work, had prepared me to take on a more advanced and impactful role.
Being a lead therapist in Abu Dhabi is a uniquely dynamic experience. It demands versatility and competence across many areas. One moment, I might be managing a significant behavioral challenge; the next, I’m leading an IEP meeting. It requires more than just skill; it takes purpose, resilience, and a deep sense of motivation to stay ahead.
I thrive in that fast-paced environment. I’m fully aware of the level of commitment I bring to my students, and I embrace it wholeheartedly. I believe that excellence requires sacrifice, and I’m willing to go the extra mile to ensure my students succeed. If I want my classroom to truly flourish, I must consistently go above and beyond, and that’s a challenge I welcome every day.
What part of your Simmons education stood out as impactful or challenging?
Lesson planning was one of the most challenging aspects of my coursework, largely because my undergraduate education offered limited exposure to it. Before enrolling at Simmons, I was accustomed to creating brief, checklist-style lesson plans that lacked depth and intentional structure.
The master’s program, however, introduced a far more comprehensive and thoughtful approach. I learned how to craft lessons that truly engage all students, starting with an attention-grabbing opener, incorporating checkpoints throughout, and concluding with a meaningful recap. This framework introduced me to systems thinking in a way I had never experienced before, fundamentally transforming my approach to teaching.
I continue to apply those lessons every day. I think critically about how to break down tasks into manageable steps and how to analyze and synthesize materials effectively. These skills have extended beyond the classroom and into my personal life, especially in my writing. The principles I learned in lesson planning laid a strong foundation, and my doctoral studies added another layer of depth through technical writing. With growing confidence in structured, purposeful expression, I stepped out of my comfort zone and self-published my personal work, an achievement that reflects both my academic growth and creative evolution.
Are you still in touch with peer alumnae/i or professors?
Yes, I’m still connected with Chris Evans; she’s a remarkable force who keeps many NECC teachers connected across the years. She supported me throughout my academic journey and continues to be a trusted mentor, whether I’m seeking guidance on work-related matters or sharing personal projects, like my books.
When I published my first two books, I needed someone strong-minded enough to offer honest, constructive feedback without dimming my aspirations. Chris was that person. She helped me proofread my writing and thoughtfully pointed out areas for improvement, always encouraging me to grow without compromising my voice.
I also had the unique experience of being part of both Simmons UAE Cohort 1 and the US Simmons Class of 2024. That dual perspective gave me a rich, global academic experience, and I’m still connected with many peers from both communities. No matter where I am in the world, those relationships continue to support and inspire me.
What advice would you offer students beginning the education master’s program?
I would say that any higher education program is not a sprint; it’s a marathon. Understanding your own pace is essential. While it’s important to keep your end goal in sight, it’s even more important not to get overwhelmed by everything that lies between where you are and where you want to be. Focus on the immediate task in front of you. Set short-term goals and take small, consistent steps toward the bigger picture. It’s when you start looking too far ahead that time and energy can be lost, and it normally manifests as anxiety. But if you commit to making small gains each week, you will be amazed by how much ground you have covered before you even realize it.
Another piece of advice I would offer is this: time will pass regardless of whether you use it productively or not. That’s why it’s so important to make your time work for you, to be intentional and impactful in how you spend it. This mindset applies not only to the master’s program, but to life in general.
Simmons' Master of Education program teaches more than just how to support children with varying degrees of disabilities. It also teaches us how to support ourselves, how to grow, reflect, and thrive both personally and professionally.