About

I have spent more than twenty-five years working in schools, first as a teacher, then as a curriculum leader and consultant, and now as a principal. Over that time, I have come to believe something both simple and profound: when people are treated with respect, honesty, and compassion, they give the best of themselves. That belief has shaped not only how I lead, but how I understand the purpose of schools themselves.

Schools are extraordinary places. They are places where young people are in the process of becoming who they will be, and where adults accept the responsibility of helping guide that process with care and intention. At the same time, schools are themselves always becoming something. They are shaped over time by the habits they cultivate, the relationships they nurture, and the vision that guides their work. My role, and my deepest commitment, has always been to help schools grow into places that are worthy of the people inside them. Places where students feel known and challenged, where teachers feel trusted and supported, and where leadership is grounded in purpose and guided by compassion.

My work has taken place in public and independent schools, both in the United States and internationally, and has included roles as a classroom teacher, curriculum coordinator, educational consultant, and principal. Each of these experiences has deepened my understanding that meaningful school improvement is never the result of a single initiative or moment, but of small, consistent commitments made over time by people who care deeply about their work and about one another.

At the heart of this work is a set of beliefs that continue to guide me. I believe leadership begins with a clear and compelling sense of why. I believe compassion is the foundation upon which trust and growth are built. I believe schools should cultivate curiosity, creativity, and courage, helping students see themselves not only as learners, but as contributors capable of shaping the world around them. And I believe that service and entrepreneurial learning play a vital role in that process, because they teach students that their ideas, their empathy, and their actions all have the power to make a difference.

Garrenteed Learning exists as an extension of these beliefs and this work. It is a place where I share reflections on leadership and learning, and where I partner with schools and educators who are committed to helping their communities grow. More than anything, it is grounded in the hope that with thoughtful leadership, strong relationships, and a clear sense of purpose, every school can continue becoming its best, favorite self.