You have been deeply involved in early childhood education for many years. What originally inspired you to pursue this work, and how has that motivation evolved throughout your career?

My inspiration came from witnessing how powerful early relationships can be in shaping a child’s sense of safety, curiosity, and belonging. Over the years, my motivation has evolved from simply wanting to teach, to wanting to build systems that truly support children, families, and educators. Today, I’m driven by ensuring that high-quality care is accessible, that educators feel valued, and that families feel seen and supported. Most importantly in moments of crisis. My role has grown into being not just an educator, but a connector, advocate, and servant leader.

Much of your professional journey highlights a strong commitment to family engagement. How do you approach building meaningful relationships with families, especially in diverse communities across the District?

I approach family engagement with deep respect and transparency. DC’s families come from many backgrounds, and the foundation of authentic partnership is active listening. I ensure that communication is proactive and timely, even under pressure. I invest in building trust by being present, honoring each family’s unique story, and making sure they feel valued as partners in their child’s learning including facilitating interactions with their children’s classroom experiences in monthly engagement activities. Families know that when they walk into our center, they are entering a community, not just a program.

You have worked across program management, coaching, and direct classroom support. What have these different roles taught you about what educators need most to feel successful and valued?

Across every role, I have learned that educators need three things above all:
(1) clear communication,
(2) opportunities for growth, and
(3) genuine appreciation.

Whether I’m coaching a teacher through a new developmental practice or preparing a team for a congressional visit, the message is the same: you matter, and your work matters. I have seen how retention and morale rise when teachers feel supported, heard, and equipped to do their best work.

In your experience, what are the most effective strategies for supporting early childhood teams as they navigate changing expectations, limited resources, and the pressures of workforce retention?

I rely on what I call the 3 E Practice:

• Empower educators by giving them ownership and leadership in their daily work—helping them understand not just what they do, but why it matters.

• Educate through ongoing professional development, coaching, and opportunities to build leadership and confident decision-making.

• Engage by staying connected to their needs, supporting their well-being, and implementing meaningful retention practices.

This approach builds a strong, resilient team that feels valued, supported, and equipped to thrive even in challenging environments.

You have led initiatives that strengthen quality improvement in early learning settings. When you think about program quality today, what areas feel most urgent for investment and attention?

I believe the most urgent investment in program quality is strengthening equitable compensation through initiatives like DC’s Equity Pay Grant, ensuring educators receive fair pay while families maintain access to affordable tuition. At our center, we elevate quality by fostering a culture of appreciation and shared leadership: hosting monthly teacher appreciation days with families, involving educators directly in professional development presentations, and ensuring they play an active role in our monthly family engagement events. We also build internal leadership pathways through roles like Health and Safety Coordinators, who manage safety checklists and drills to maintain high standards of safety and preparedness. Together, these efforts strengthen retention, build educator confidence, and create a high-quality environment where children, families, and teachers thrive.

Collaboration is a central part of your work. Can you share an example of a partnership, community effort, or cross-organizational initiative that made a lasting impact on children or educators you served?

A recent example was the collaboration with Idaeyc, United Way of Southeastern Idaho, and national leaders during the USDA National World Childcare Forum in DC. Their impromptu visit to our center affirmed the strong culture of engagement and teacher retention we’ve built. That experience led to being invited to represent USDA KinderCare at the White House. Partnerships like these amplify educator voices and highlight the critical work being done on the ground every day. In addition, our ongoing partnerships with OSSE and DCAEYC (particularly through leadership-focused professional development) have strengthened our educators’ skills, elevated their voices, and reinforced a shared commitment to high-quality early learning. These collaborations create lasting impact by bringing visibility, resources, and collective momentum to the critical work happening in our classrooms every day.

Many educators talk about the emotional and physical demands of the field. What practices or habits have helped you sustain your energy, leadership, and commitment over time?

I lean on reflection, faith, community, and intentional pauses. I check in with myself just as I check in with my team. I also protect time with my family, especially during moments of crisis or heavy workload. And I believe strongly in celebrating small victories and positive recognitions during our chat with leadership with families and director’s meetings. Those moments of gratitude and connection refill my cup and remind me why this work is important.

Looking ahead, what opportunities do you see for elevating the voices of early childhood professionals in policy discussions and community decision-making in DC?

DC has a powerful opportunity to elevate educator voices by:

• Embedding teachers in policy advisory groups such as DC Action and Under3 Coallition

• Increasing pathways for educators to participate in statewide forums such as DC Men in ECE Conferences and more

• Ensuring public events include representation from center-based leadership, not just advocacy organizations

• Strengthening collaboration between federal centers and DC initiatives

Educators deserve to help shape the policies that shape their daily lives.

For emerging leaders in early childhood education who are just beginning their journey, what guidance would you offer based on what you have learned about advocacy, mentorship, and professional growth?

Lead with heart and clarity. Respect families. Protect your staff. Build relationships before systems. And find mentors who challenge you, not just comfort you. Advocacy isn’t always loud, it’s often consistent, patient, well-documented, and driven by integrity. Every leader in this field has the power to create a culture of safety, joy, and belonging.

 

Read the interview in Voices of Early Learning Magazine here!