Meghan is passionate in developing tangible structures for cultivating efficacy in all aspects of the school setting as a key to empowering learners. She believes that prioritizing clarity, connections, and collaboration is essential to a student-centered community.
In Meghan’s almost decade in the high school math classroom, she focused on inquiry practices. Her unwavering belief that there are no limits when students’ own their learning grew from personal experiences supporting students to embrace productive struggle to seize success. She also pioneered Common Core for her district including curriculum adoption and implementation, communication with stakeholders outside of the school building, and development of district level common assessments.
As a building administrator, Meghan cultivates a community of leaders and learners rooted in a vision of academic success for all students. She led a building through implementation of Impact Teams and creating collaborative structures on a district level. Her work in clarity includes establishing a common language of learning, aligning learning intentions and success criteria to standards, co-construction of criteria, providing clear avenues for student feedback, and district-wide implementation of Standards-Based Grading.
Meghan’s commitment to clarity and student agency extends into her work with Trauma-Invested Practices. She led school wide implementation practices supporting staff and student growth in areas of self-care, regulation, mindfulness, productive struggle, and efficacy. Meghan advocates a key tenet is providing time and space for educators to explore and refine personal beliefs and practices prior to the development of collective agreements and implementation with students.
Meghan served as a member of the Governance Task Force, Strategic Planning Team and Wellness Task Force for her district. She is a member of the ROOT (Researching Order of Teaching) Advisory Board for a multi-year grant through the National Science Foundation, focused on improving grades 6-8 students’ mathematics achievement in modeling and problem solving through effective sequencing of instructional practices. Meghan was spotlighted in Idaho for implementation of Trauma-Informed Practices and often speaks on the implementation process.