9-12 Representative

I am eager to serve on the CSTA Board to advocate for equitable and inclusive CS education, ensuring that all students, especially those from underrepresented backgrounds, have access to high-quality learning opportunities. As an educator working with a diverse student population, I aim to contribute my experience in broadening participation, supporting teacher professional development, and strengthening CS pathways. My goals align with CSTA’s mission to empower CS educators and its strategic priorities of equity, community, and professional learning. By serving on the Board, I hope to amplify teacher voices, foster collaboration, and drive initiative that remove barriers to CS education, ultimately making the field more accessible and representative of all learners.

I bring leadership skills in advocacy, collaboration, and strategic planning, developed through my roles as a teacher, CSTA Equity Fellow, and leader in CS education in my home state. My experience designing inclusive curricula, mentoring educators, and serving on advisory boards has strengthened my ability to foster diverse perspectives and drive meaningful change. As a public school teacher navigating complex systems, I excel at problem-solving, building partnerships, and amplifying teacher and student voices. These skills align with CSTA’s mission, enabling me to support educators, expand access to CS education, and contribute to Board initiatives that advance equity, professional growth, and community building. At the state level, I have been involved in curriculum development and implementation and at the national level, with CSTA, have engaged in standards review workgroups and conference planning.

My commitment to equitable participation in computing is grounded in ensuring access, diversity, and inclusion in CS education. As highlighted in Moving Towards a Vision of Equitable Computer Science, access disparities persist, particularly for students from underrepresented backgrounds. In my role, I have actively worked to address these gaps by advocating for early exposure to CS, integrating culturally relevant pedagogy, and supporting professional development for teachers to build inclusive classrooms. For example, I launched initiatives to engage diverse students in cybersecurity and digital media pathways, ensuring enrollment reflected school demographics. By prioritizing identity-inclusive curriculum and dismantling barriers to participation, I strive to align my work with CSTA’s mission of empowering all students to succeed in CS.

My involvement with CSTA has been deeply meaningful and multifaceted. As a CSTA Equity Fellow, I have worked to advance equitable CS education by advocating for inclusive practices and broadening participation. I recently was a speaker in the February Equity in Action webinars. I also contributed to the ‘Identifying AI Priorities for All K-12’ workgroup, helping shape discussions on integrating AI into CS curricula. Currently, as the Posters Chair for the upcoming CSTA Summer Conference in Cleveland, I am dedicated to fostering a platform for educators to showcase innovative practices. Additionally, I founded a CS Honor Society on my campus to elevate student engagement and leadership in computing, and am a CSTA Chapter Leader in my home state. These experiences have reinforced my commitment to CSTA’s mission, and I look forward to continuing to serve and contribute to the community.

My desire to serve on the CSTA board stems from a deep sense of gratitude and obligation to the organization. When I began teaching six years ago, I had a business degree and a background in sales and finance, I was unexpectedly thrust into the world of computer science. Like many others in similar situations, I felt lost and uncertain about how to navigate this new terrain.I vividly recall the feeling of isolation during those early days, a sentiment perfectly captured by the “Melhouse playing by himself” slide often used in CSTA presentations. It was CSTA that provided me with the lifeline I desperately needed. The member benefits were instrumental in my professional development. But perhaps even more importantly, CSTA gave me a sense of belonging, connecting me with a community of peers who shared my experiences and understood my challenges. CSTA embodies ‘Teachers First” and “Every Teacher Belongs.” I owe my career to these values.

As Vice President of the Mississippi chapter of CSTA, I have spearheaded numerous initiatives to enhance our chapter’s functionality and sustainability. I have successfully drafted and implemented new by-laws, ensuring a strong organizational foundation. Additionally, I actively facilitate meetings for both general members and chapter leaders, fostering collaboration and communication. I also play a key role in statewide professional development by regularly facilitating sessions and workshops. Furthermore, I spearhead membership recruitment efforts and oversee the management of various chapter leader projects. I have an bachelor’s degree in business administration, and a background in sales and finance. I understand financial statements, budgets, and have some knowledge of the Generally Accepted Accounting Principals for non-profit entities.

I teach computer science at a Title 1 school, where I serve a minority population that is severely underrepresented in the field. I’m passionate about ensuring that all people have representation in new technologies. Computers are essential tools in our lives, and diversity and representation are vital for anyone who wants to use these tools to solve problems they’re familiar with. People don’t solve problems they aren’t familiar with. As I often tell my students, nobody in Silicon Valley is writing a program to fix potholes in the city of Jackson. This is why it’s so important to have diverse voices in the tech industry – so that the problems faced by all communities can be addressed. I am an advocate of CSforEL, supporting ELL scholars and teachers in Computer Science. I presented “engaging strategies for ELLs in the CS classroom” at the Mississippi Educational Computing Association’s conference in Jackson.

I have served as Vice President of the Mississippi chapter since 2022. I have attended 2 CSTA conferences, one in-person and one virtual. Many of my contributions to the organization have been discussed or mentioned in answers to the previous questions. I only hope that my meaningful contributions to this organization are just beginning.

My journey with CSTA, particularly as an Equity Fellow, has been transformative in shaping my understanding of how policy, leadership, and advocacy intersect to create meaningful change in computer science education. Serving on the Board would allow me to contribute to CSTA’s mission by ensuring that teachers—especially those in Title I schools—have the resources, mentorship, and professional development necessary to expand equitable CS opportunities. My current experience on the Board has given me firsthand experience in governance and oversight, reinforcing how essential a strong, forward-thinking board is to an organization’s longevity. I hope to leverage this experience to help CSTA navigate challenges, grow its impact, and continue fostering inclusive pathways in computing. As a champion for strategic initiatives, outreach, and policy advocacy, I will aim to support CSTA’s efforts in making computer science accessible to all students and broadening participation.

As a Mathematics Department Chair, I lead by empowering teachers to reach their full potential, ensuring they have opportunities to teach advanced courses, attend meaningful professional development, and grow in their craft. This philosophy of mentorship and strategic leadership extends to my work as a CS Instructional Coach and Facilitator for the CSforEL program, where I support educators in navigating challenges and implementing CS effectively. Not to mention, my Board experience has deepened my understanding of organizational governance, long-term planning, and the critical role of oversight in sustaining impactful programs. My leadership style is rooted in collaboration, advocacy, and strategic problem-solving, all of which align with CSTA’s mission of supporting educators. I bring a deep understanding of teacher needs, a passion for equity, and a commitment to ensuring CSTA continues to serve as a guiding force in CS education.

My commitment to equity in computing is driven by my experience teaching in a Title I school, where I have worked to ensure that all students—especially those historically underrepresented in STEM—have access to high-quality CS education. After attending a CS professional development workshop, I saw an opportunity to bring AP Computer Science to my school, a course that had never been offered before. This decision opened doors for many students, both male and female, who now see themselves pursuing STEM careers. Beyond the classroom, my role in CSforEL has allowed me to mentor and support teachers in creating inclusive CS environments, ensuring that equity is not just a talking point but an actionable priority. My work as a CSTA Equity Fellow reinforced my belief that systemic change requires intentional leadership, and I am committed to making computing truly accessible to all students, regardless of background.

My journey with CSTA has been deeply impactful, both for my professional growth and for the work I have been able to do within my school and broader community. As a CSTA Equity Fellow, I collaborated with educators nationwide to address barriers in CS education, working on initiatives that promote inclusive teaching practices. Through this experience, I developed a deeper understanding of CSTA’s operations and the critical role the Board plays in ensuring the organization’s sustainability. Additionally, my work as a CS Instructional Coach and Facilitator in the CSforEL program has aligned with CSTA’s mission by supporting educators in their journey to make CS accessible. I have also contributed to professional development opportunities, helping teachers refine their skills and implement CS effectively. I am eager to bring these experiences to the Board, ensuring that CSTA continues to grow, innovate, and champion equitable access to CS education for all.