I was  an elementary school teacher in San Pedro Sula, Honduras and Atlanta, Georgia. These experiences were foundational to my understanding of education as deeply inequitable but also hopeful, with spaces for change in between.   

As a teacher, I started to feel like my professionalism was being disregarded. Through the imposition of scripted curriculum, administrators and policymakers removed my agency and ability to craft curriculum for my students. I wanted to think and innovate instead of simply follow. This led to my doctoral studies at Teachers College.