Head of School
Our Founding
Tailored Minds Academy began with a simple belief: every child deserves an education crafted with the same care and intention we would want for our own children. For me, that belief is deeply personal. I grew up with dyslexia at a time when support was limited, and many of my school memories reflect challenges I work hard to ensure my students never experience. I remember being singled out for spelling mistakes even when my writing met the assignment; walking across campus for reading support that felt isolating; and sitting through spelling bees and popcorn reading with knots in my stomach. I wanted to learn, but the environment often left me feeling exposed rather than supported.
Those early experiences shaped my path as an educator. For the past fifteen years, I have taught students with a wide range of learning differences, multilingual learners, and students with unique strengths and learning profiles who flourish when learning experiences are intentionally tailored to the way they learn best. I have served as a Head of School for a program dedicated to supporting diverse learners and have worked across public, charter, and private schools. I hold a bachelor’s degree in Health Sciences and a master’s degree in Educational Leadership, and I continue to pursue training in evidence-based instruction, child development, and neuroscience. These experiences, both personal and professional, form the lens through which I see children and fuel my commitment to creating environments where they feel understood, capable, and safe to take risks.
Over the years, parents have shared their own stories with me: their hopes for their children, their worries in traditional settings, and the remarkable things their children achieve when someone truly takes the time to understand them. Their voices became an essential part of the vision for Tailored Minds Academy. Together, they illuminated a need for a school where children are seen for who they are, where learning differences are recognized as strengths, and where education is intentionally built around each child.
Current research in neuroscience, child development, and evidence-based instruction guided the next step. I wanted to create a school where individualized learning is not a promise but a daily practice. A school where small classes, multi-age cohorts, and structured literacy are the norm; and where elements of Montessori nurture curiosity and independence while providing the structure many out-of-the-box thinkers rely on.
When my daughter reached school age, the vision became urgent. She thrives in small, supportive settings and mirrors so many of the bright, curious learners I have taught throughout my career. She gave me the final nudge to build the school I had always wished existed, a place where children can stretch into their strengths, grow confident in their challenges, and feel proud of the way their minds work.
Tailored Minds Academy is the result of all these threads woven together: lived experience, professional expertise, community partnership, and the unwavering belief that every child deserves a handcrafted education designed just for them. Here, students are known, supported, and challenged with intention. And here, they grow into confident, capable learners ready for high school and for the world beyond it.
Our Founding
Tailored Minds Academy began with a simple belief: every child deserves an education crafted with the same care and intention we would want for our own children. For me, that belief is deeply personal. I grew up with dyslexia at a time when support was limited, and many of my school memories reflect challenges I work hard to ensure my students never experience. I remember being singled out for spelling mistakes even when my writing met the assignment; walking across campus for reading support that felt isolating; and sitting through spelling bees and popcorn reading with knots in my stomach. I wanted to learn, but the environment often left me feeling exposed rather than supported.
Those early experiences shaped my path as an educator. For the past fifteen years, I have taught students with a wide range of learning differences, multilingual learners, and students with unique strengths and learning profiles who flourish when learning experiences are intentionally tailored to the way they learn best. I have served as a Head of School for a program dedicated to supporting diverse learners and have worked across public, charter, and private schools. I hold a bachelor’s degree in Health Sciences and a master’s degree in Educational Leadership, and I continue to pursue training in evidence-based instruction, child development, and neuroscience. These experiences, both personal and professional, form the lens through which I see children and fuel my commitment to creating environments where they feel understood, capable, and safe to take risks.