Administration

Educational Background: 

• Masters of Educational Leadership: August 4, 2017, University of Louisiana Lafayette
• Bachelor of General Studies, December 15, 2000, Northwestern State University
• Minor in Social Sciences
• Certification in Computer Literacy
• Teacher Certification 
• 2003 Louisiana College, Montessori Certification 
• 2003 Southwest Montessori Training Center

Years of Experience: 24

Awards & Distinctions: 

• 2013 KALB Golden Apple Award Winner
• 2014 - 2015 Peabody Montessori Teacher of the Year
• 2014 - 2015 Rapides Parish Elementary Teacher of the Year
• 2014 - 2015 Louisiana Believes Teacher of the Year Semi-Finalist

I have always held the belief that education is first and foremost about the learner.  I believe the following aspects greatly increase a child’s ability to learn: being taught by someone they trust, being fully engaged in meaningful, productive work, and understanding “why” and “how” the information being taught will increase their chances of being successful. As educators, it is our responsibility to bring each of these facets of learning into our schools and classrooms on a daily basis. We must help our students understand that knowledge, once obtained, will be with them forever and will allow them to lead successful lives. It is our goal, at Mabel Brasher Montessori, to create classrooms where students trust their teachers, are engaged in meaningful work and understand the importance of gaining knowledge on a daily basis.

Educational Background: 

• Doctor of Education in Educational Leadership with a Concentration in Curriculum Leadership, Expected May 2027
• Master's in Educational Leadership, Northwestern State University, May 2017
• Teacher Certification, Louisiana College
• Bachelor's of Science in Accounting, Louisiana College, May 1996

Years of Experience: 26

Collective Teacher Efficacy (CTE) has a 1.57 effect size on influencing student achievement according to John Hattie.  CTE is a staff's shared belief that through their collective action, they can positively influence student outcomes, including those who are disengaged or disadvantaged.  School culture is important for everyone involved.  School should be a safe place for students.  I genuinely believe we need to teach the whole child, which means we need to teach social, moral, and emotional behavior.  Although academics are important, we must start with behaviors.  School leaders play a key role in creating non-threatening environments.  I want to support school improvement in ways that positively influence teachers and thus promote student achievement.

Educational Background: 

Years of Experience: 

Collective Teacher Efficacy (CTE) has a 1.57 effect size on influencing student achievement according to John Hattie.  CTE is a staff's shared belief that through their collective action, they can positively influence student outcomes, including those who are disengaged or disadvantaged.  School culture is important for everyone involved.  School should be a safe place for students.  I genuinely believe we need to teach the whole child, which means we need to teach social, moral, and emotional behavior.  Although academics are important, we must start with behaviors.  School leaders play a key role in creating non-threatening environments.  I want to support school improvement in ways that positively influence teachers and thus promote student achievement.