I am an independent Educational Consultant, presenting workshops and professional development seminars in standards, assessment and curriculum for educators in the United States. As a teacher who uses constructivism, embedded assessment and other contemporary techniques in the classroom, I am uniquely positioned to share the message of educational reform: Teachers and administrators respond very positively to my combination of straightforward information and (for lack of a better term) cheerleading. I've created workshops for the following organizations:

I have served as Theatre Consultant to the Pennsylvania Department of Education and the State Collaborative on Assessment and Student Standards, a national consortium established to address the National Educational Standards. In the former role I assisted the development of state educational standards in the Arts and guided the creation of large-scale assessment exercises. In the latter I worked to refine exercise exemplars that could serve as guides for both classroom-embedded and large-scale assessments.

I served on the faculty of the Pennsylvania Arts Education Institute and on the founding faculty of both the Pennsylvania Governor's Institute for Arts Educators and the Pennsylvania Governor's Institute for Humanities Educators, two Department of Education initiatives designed to provide intensive, graduate-level professional development for teachers in the Commonwealth.

My particular expertise is as a theatre content specialist. My work in theatre education was recognized in 1994 by the Best Practices Project of the Pennsylvania Alliance for Arts Education. I worked with the School District of Philadelphia as a consulting participant in their effort to reform and refine district-wide curricula. This work included the design of a Curriculum Framework Document, the creation of discipline-specific and interdisciplinary teaching tools and the conducting of teacher-training institutes in drama.

This is an exciting time to be involved in education! The educational reform movement isn't just a fad -- it represents an entirely new comprehension of the learning process. We must come to recognize the trinity of Curriculum - Instruction - Assessment and celebrate the primacy of the learner. If we learn to support the interdisciplinary nature of human learning we will move beyond the confines of content and discover the transdisciplinary essence of all education. "Excellence in Education" is more than just a catch phrase: It's an attainable goal!