I completed a Bachelor of Arts in Theatre at Laurentian University in Sudbury, Ontario, followed by a Bachelor of Education at Trent University, specializing in Theatre and Social Studies.

While at Trent, I became involved with Conference Services and created Trent Camps, serving as the university’s first Coordinator of Academic Camps. It was an early opportunity to take an idea, build the systems around it, and create a meaningful learning experience that brought together programming, people, operations, and community.

That combination of creativity, education, and organizational leadership became a defining feature of my career.

My international teaching journey began at Huamei Bond International College in Guangzhou, China, where I developed the school’s first Drama classes using the Ontario curriculum. Within two years, the programme had grown to more than four sections and established a foundation that continues to thrive today.

At Franconian International School in Germany, I became the school’s first high school Drama teacher. I introduced the IGCSE Drama programme and helped build the pathway that eventually led to Diploma Programme Theatre offerings that continue today.

At GEMS World Academy Dubai, I taught MYP Drama and served as the GEMS Network Leader for Drama educators. I founded and hosted the first GEMS Drama Festival in Dubai and facilitated Teachers Teaching Teachers, a one day professional learning experience created by teachers, for teachers.

These initiatives brought educators together to share expertise, strengthen practice, and build professional community across schools.

My work later expanded beyond individual schools through the Drama Teacher Academy, where I contributed to its podcast and developed and instructed courses including Google in the Drama Classroom and Technical Theatre for Non Technical Specialists.

At Shanghai American School, I served as Performing Arts Head of Department and led a period of significant growth, innovation, and curricular change.

During my time there, high school Drama enrolment more than tripled. I introduced the International Thespian Society, developed a Chinese Performance Academy through a strong relationship with the Shanghai Theatre Academy, and supported the transition from a school based curriculum to the United States National Core Arts Standards.

That transition required far more than rewriting curriculum documents. It required helping educators understand new expectations, recognize what they were already doing well, and confidently adapt their practice.

I designed and facilitated professional learning that helped colleagues move through that change with greater clarity, consistency, and confidence.

I also had the opportunity to learn from leading voices and organizations in education, including Jay McTighe, Solution Tree, and the Buck Institute for Education’s work in Project Based Learning. These experiences strengthened my expertise in backward design, assessment, curriculum development, collaborative leadership, and meaningful professional learning.

Through the International Schools Theatre Association, I have worked as a Teacher Workshop Leader, Drama Teacher Mentor, Ensemble Leader, Artist in Residence, and event host in cities including Beijing, Singapore, and Shanghai.

I developed professional learning focused on technology in the Drama classroom and published e Devising in the Zoom Based Drama Classroom during the global disruption of COVID.

I later completed a Master of Education in Teacher Leadership, with a focus on curriculum and coaching, through Walden University.

At Qingdao Amerasia International School, I served as both MYP Drama teacher and MYP Coordinator.

As a curriculum coordinator and member of the school’s pedagogical leadership team, I worked across grade levels and subject areas. I coached and mentored teachers, supported curriculum planning, facilitated professional learning, navigated difficult conversations, and worked with educators and families through complex moments of change.

This work gave me a deep understanding of what teachers and leaders often experience behind the scenes.

New expectations may look straightforward on paper, but putting them into practice can feel overwhelming. Teachers may be navigating curriculum changes, classroom challenges, professional relationships, competing priorities, or the quiet fear that they are supposed to already know what to do.

My approach to coaching is grounded in respect. I do not enter a conversation assuming that someone needs to be fixed. I help people recognize their strengths, clarify what is getting in the way, and build practical strategies they can genuinely use.

At St. John’s School in Vancouver, I developed the school’s first Fringe Festival, an interactive senior school production built around devised theatre and audience choice. It connected the entire senior school during a time of cohort based learning and helped rebuild enthusiasm for performance when Drama participation had been significantly affected by the pandemic.

Drama enrolment more than doubled.

I also led the Arts Department through the introduction of the International Baccalaureate’s revised MYP Arts subject guide, helping teachers interpret the new curriculum and translate it into coherent classroom practice.

I have also served as an International Baccalaureate Diploma Programme Theatre Examiner through the IB Educator Network.

I currently serve as the National Director of Partnerships and Outreach for the Theatrical Arts Education Association, known as TAEA.

In this role, I work to expand access, opportunity, and excellence in theatre education. I connect with drama educators, schools, universities, theatres, festivals, and professional organizations across Canada and around the world.

I build relationships, develop partnerships, and help create meaningful opportunities for students and teachers to learn, perform, collaborate, and grow.

Through this work, I remain closely connected to the realities facing today’s educators and arts leaders. I hear directly from teachers building programmes with limited resources, schools looking for stronger professional learning, theatres seeking deeper educational partnerships, and communities working to create more opportunities for young people.

That national and international perspective continues to shape my work through SteadyVoice. It keeps my coaching relevant, my professional learning practical, and my understanding of theatre education rooted in what schools and educators genuinely need now.

I launched SteadyVoice in 2026 to bring together more than fifteen years of experience in education, theatre, curriculum leadership, coaching, programme development, and organizational learning.

My work as an educator, department head, curriculum coordinator, international workshop leader, IB examiner, and National Director of Partnerships and Outreach for TAEA has given me a rare perspective.

I understand the classroom, the rehearsal room, the leadership table, and the wider systems in which teachers and organizations operate.

SteadyVoice supports teachers who want to strengthen their craft, Drama educators who need knowledgeable and practical guidance, and organizations that want professional learning created specifically for their people.

My work includes teacher coaching, Drama educator support, live professional development, curriculum development, onboarding, core competency training, and bespoke asynchronous learning modules.

For organizations, I research complex topics and transform them into clear, engaging, and practical learning experiences. The result is not a generic course with a new logo placed on top.

Each programme is shaped around the organization’s people, values, language, priorities, and real world responsibilities.

I do the research so leaders and teams do not have to. I take complex information, find the clearest pathway through it, and create learning that people can understand, remember, and apply.

For educators, I provide the kind of thoughtful, confidential, and practical support that can be difficult to access within a school.

I understand curriculum because I have written it, implemented it, examined it, and helped others navigate it.

I understand school leadership because I have led departments, coordinated programmes, mentored teachers, and worked across entire organizations.

I understand Drama education because I have spent my career building programmes from the ground up and helping them grow.

I understand professional learning because I have designed it, facilitated it, experienced it as a participant, and watched what happens when it is done well.

I have worked in public, independent, international, and organizational settings across Canada, China, Germany, the United Arab Emirates, and beyond. I have taught students, coached educators, advised leaders, developed programmes, facilitated change, and created learning experiences that continue long after my direct involvement has ended.

SteadyVoice is the culmination of that experience.

It is thoughtful support, credible expertise, and professional learning built with care.

Because people do not need more noise.

They need clarity. They need confidence. They need a steady voice.