There were years in the classroom where I wasn’t sure if I was doing it right. I had to relearn the math. I had to figure out how to reach kids who didn’t believe in themselves because honestly, I wasn’t always sure I believed in myself either.

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Everything changed in 2013 when I attended a Solution Tree RTI at

Work conference. That’s when I realized I had been teaching and

testing, but I wasn’t growing students. I didn’t understand the

lesson cycle. I wasn’t intervening. I wasn’t differentiating in ways

that actually met their needs.

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So I changed. I started giving learning style surveys. I started

listening more. Not because a framework told me to, but because

my students needed something different. That’s when I realized this

work isn’t just about math. It’s about how we feel when we teach it.

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Since then, I’ve worked to become the kind of educator who leads from that place. I started as a classroom teacher, teaching all three middle school grade levels. I became an interventionist focused on helping students build confidence through small-group instruction. I moved into the role of instructional coach, supporting eight teachers and more than 1,000 students with lesson planning, student engagement, and conceptual understanding.

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As a district math specialist, I led math HQIM curriculum implementation and teacher support across nine middle schools, reaching over 7,000 students. Today, I serve as a director of secondary math, where I coach campus leaders, support focus schools, and make sure the work always comes back to one thing - teacher efficacy.

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How we feel about math matters more than any curriculum. Our confidence becomes their confidence. And that belief is what MathEd Efficacy is built on.