Welcome! My name is Rhea. I am an educator and school because I believe that education has the potential and the power to create equitable access to opportunity. I am particularly interested in understanding how progressive pedagogy and social-emotional learning can impact student learning outcomes, as well as examining culturally-responsive pedagogy and equitable discipline practices.
I grew up in rural central Wisconsin, and as a child, was an avid reader and equestrian. I moved to Massachusetts at the age of 18 intending to study English at Wellesley College, in hopes of someday becoming an editor; however, during my first semester, I took an astronomy class that opened my eyes to the beauty of the universe, and decided to switch my major to astrophysics. As I continued to take classes in physics, math, and astronomy, I began to understand that teachers have immense power to create- or destroy- their students' passion for a subject. I took an education class on teaching STEM subjects at Olin College of Engineering to find out how teachers could help students to see and appreciate the beauty of science, as my first astronomy professor had for me. After taking another education course on social and emotional learning, I realized that I had a passion for education, so I spent the rest of my time at Wellesley interning, volunteering, and student teaching in math and science classrooms ranging from grades 5-12 throughout the Boston area while working toward my teaching credential for middle school general science. I taught middle school science and led a school-wide project-based learning initiative for Framingham Public Schools before moving to San Diego. After arriving in San Diego, I completed a master’s program in school leadership at High Tech High, where I focused on restorative practices and project-based learning. My research examined the school-to-prison pipeline and looked at using a constructivist approach to restorative justice as a means of reducing racial disparities in school discipline.
I strongly believe that all students deserve access to a rich, engaging, and fulfilling education. I am committed to increasing all students' opportunities for learning experiences that help them prepare for the challenges and demands of the 21st century. My belief that all students can become avid lifelong learners has led me to think deeply about the aspects of educational environments that nurture social, emotional, and academic growth and development. I am passionate about systemic practices that support the whole child, including restorative practices and project-based learning, and am committed to reducing inequities and systemic racism in education.
I am proud to be a school leader of a new learning community that is grounded in social justice, where all aspects of our school are intentionally designed to uplift, nurture, and empower all of our students by keeping equity, culturally responsive teaching practices, and anti-bias and anti-racism at the heart of our work.