I've worked in adult education since 2003, first as a classroom teacher, then as a trainer, and for the last several years, both at once, because I really believe the two make each other stronger. Ten years in the classroom, then about eight years focused on training, and eventually I realized I didn't want to choose. Teaching keeps my trainings honest, and training keeps my teaching sharp.

Over the years I've trained educators in around fifteen states, plus international work with the U.S. State Department. I spent two years as an English Language Fellow and was recruited to lead four projects as an English Language Specialist, including the largest project of its kind in 2020, helping teachers in Malaysia adapt their instruction during the pandemic.

My trainings are built for the classroom, not the conference room. Teachers tell me they leave with concrete activities they can actually use on Monday morning, whether that's a broader session on multilevel or healing-centered teaching, or something more targeted like pronunciation, listening, reading, or writing instruction. I try to be creative without losing sight of the reality adult educators are actually working in. As a teacher myself, I want to leave training session with something that I can immediately apply in my classroom, and that’s my goal with all of my trainings.

I'm a former president of LESLLA (Literacy Education and Second Language Learning for Adults), the field's international organization, serving from 2020 to 2022. In 2023, I received the Harold B. Allen Award from MinneTESOL/MELEd for lifetime contributions to English language teaching in Minnesota, and in 2013 I was named Adult Education Teacher of the Year. I've written on pronunciation instruction for both CATESOL and LESLLA publications.