Mentors & Role Models

Tony Wagner's groundbreaking work on innovation, creativity, and the future of education has informed my work since 2008. His research in Creating Innovators and The Global Achievement Gap has shaped my belief that schools must move beyond standardized test scores to cultivate critical thinking, collaboration, and problem-solving skills—especially in rural districts where students need adaptable, future-ready skills.  Check out his 7 Skills talk here.

Brené Brown's groundbreaking work on vulnerability, courage, and leadership—all of which are essential in education and consulting, has had a profound impact on my life and work. Daring Leadership, her insights on shame resilience, and her Call to Courage special on Netflix is a powerful reminder that bravery isn’t about avoiding discomfort, but embracing it—a lesson I apply daily in my work.

John Spencer's transformative approach to student-centered learning, creativity, and innovation in education continuously informs my methodology. His work on design thinking and project-based learning has deeply influenced my coaching strategies, helping educators move beyond rote instruction to create engaging, hands-on learning experiences—especially in rural and multi-grade classrooms.

John Hattie's evidence-based approach to what truly impacts student achievement. His Visible Learning research, one of the largest meta-analyses in education, has profoundly shaped my work by emphasizing high-impact teaching strategies that lead to measurable student growth. By focusing on impactful teaching over superficial interventions, I help educators apply Hattie’s research to maximize student success in any learning environment.

The author of Curriculum 21: Essential Education for a Changing World is an important voice in the world of educational innovation.  I particularly enjoy how she has declared war on the #2 pencil.  Jacobs challenges educators to move beyond outdated models by integrating interdisciplinary learning, digital tools, and global perspectives—critical for rural districts striving to provide students with 21st-century skills. Her work on curriculum mapping has influenced how I help schools design cohesive, student-centered learning experiences that prioritize relevance, engagement, and adaptability. 

Catlin Tucker's innovative work in blended learning, student agency, and teacher sustainability has inspired and guided my approach to teaching and coaching. Her approach in Balance with Blended Learning has deeply influenced my belief that technology should empower—not overwhelm—educators and students. Tucker’s station rotation model and strategies for personalized learning have been invaluable in helping rural districts maximize limited resources, increase engagement, and differentiate instruction effectively.

 Angela Duckworth's groundbreaking research on grit, resilience, and long-term success—qualities that are critical for both educators and students, has helped me support the growth and resilience of colleagues and students. Her work in Grit: The Power of Passion and Perseverance has reinforced my belief that effort and persistence matter more than raw talent, a philosophy I integrate into my coaching, curriculum design, and student empowerment strategies. Duckworth’s research at Character Lab provides actionable insights into how mindset, habits, and motivation drive achievement, especially in rural and under-resourced schools where students need extra support to overcome systemic barriers. 

Jal Mehta's Free Range Humans podcast introduced me to his visionary work in rethinking school systems, instructional leadership, and deep learning. His research in In Search of Deeper Learning has profoundly influenced my approach to student-centered education, authentic assessment, and multi-age instructional models. Mehta argues that schools must move beyond rigid, compliance-driven structures to foster true intellectual engagement, a perspective that aligns with my work in project-based learning, AI-resistant assessments, and identity-driven goal setting.

 AJ Juliani's passionate advocacy for student-driven learning, innovation, and creativity in education inspired me to bravely step into best practice, even as a first year teacher. His work in Empower: What Happens When Students Own Their Learning (co-authored with John Spencer) aligns with my belief that students learn best when they have autonomy, purpose, and opportunities to solve real-world problems. Juliani’s focus on design thinking in education and project-based learning directly supports my work in curriculum design, instructional coaching, and rural education transformation. 

Dr. David Rose's groundbreaking work in Universal Design for Learning (UDL) and accessible education has a profound impact on my work on almost a daily basis. As the founder of CAST (Center for Applied Special Technology), Rose pioneered the idea that learning environments should be designed from the start to support all students—not retrofitted with accommodations after the fact. His work in Universal Design for Learning: Theory & Practice has deeply influenced my approach to curriculum design, instructional coaching, and supporting neurodivergent learners.

Susan Cain's transformative work on introversion, deep thinking, and quiet leadership inspired me to rethink my own personality from an asset perspective. Her book, Quiet: The Power of Introverts in a World That Can’t Stop Talking, has profoundly influenced my approach to student-centered learning, instructional coaching, and leadership development. Cain’s research highlights how traditional classroom and workplace structures often overlook the strengths of reflective, deep-processing thinkers—a perspective that aligns with my commitment to inclusive education, identity-based goal setting, and neurodivergent learning strategies.