The system is the strategy.

What it is:
A framework for understanding how systems of oppression—such as racism, patriarchy, ableism, and capitalism—shape daily life in schools. Critical consciousness involves recognizing these forces, analyzing our own social positioning, and using that awareness to interrogate and disrupt structural inequity through education.

What it looks like in action:
I support school communities in developing the language, tools, and shared habits of reflection to name structural inequity, understand its impact on students and educators, and design strategies that shift practice.

What it is: A framework for leading equity work that treats Diversity, Equity, Inclusion, Belonging, Justice, and Accessibility (DEIBJA) as distinct yet interconnected levers for institutional change.

What it looks like in action: I support schools in grounding their equity initiatives in this holistic framing—asking who is in the room and who’s missing (Diversity); whether systems are creating equal opportunities for all learners (Equity); if curriculum, pedagogy, and programming uplift all voices (Inclusion); whether each learner feels free to show up as their authentic self (Belonging); how the most marginalized voices are centered in decision-making (Justice); and whether the system is designed to support the full continuum of learner needs (Accessibility).

What it is: A lens for understanding how different parts of a school’s ecosystem interact, adapt, and influence one another over time.

What it looks like in action: I help school teams identify patterns, feedback loops, and unintended consequences that shape their current reality. This work is essential when designing sustainable solutions that account for complexity, rather than quick fixes.

What it is: A structured way of looking across the ecosystem of a school to understand how power, people, policy, and practices interact.

What it looks like in action: In strategic planning or institutional change efforts, I facilitate sessions that allow leadership teams to surface misalignments, clarify priorities, and identify leverage points for systemic transformation. These tools are especially helpful in identifying why a promising initiative may be stalling or where a system is unintentionally reinforcing undesirable outcomes.

What it is: A creative, human-centered approach to problem solving that centers empathy, experimentation, and iteration.

What it looks like in action: I train leadership teams and educators to use empathy interviews, ideation, and prototyping to explore stakeholder needs and generate solutions that are bold, responsive, and aligned with the school’s mission. This method is especially powerful when we want to shift culture, reimagine systems, or create more inclusive learning environments.

What it is: A method of conducting classroom observations that surfaces patterns in student learning across a school or team.

What it looks like in action: I support teams in conducting classroom visits, student shadow days, or learning walks to gather qualitative data around how students are experiencing their learning. These observations help us move beyond assumptions and center student experience in instructional decision-making.

What it is: An instructional approach that affirms students’ identities, centers their lived experiences, and bridges academic learning with cultural competence.

What it looks like in action: I help educators and instructional leaders build classroom environments where students' backgrounds are seen as assets. We explore how content, pedagogy, and assessment can be redesigned to reflect and respond to the cultural wealth students bring.

What it is: A relational approach to community building and conflict resolution that centers accountability, healing, and repair.

What it looks like in action: Whether through community or restorative circles or systems design, I support schools in using restorative tools to build trust, navigate harm, and strengthen belonging.