Provider Bio

My international teaching journey began over a decade ago as a short-term aid project worker in East Timor. I homeschooled two kindergarten students using the Calvert Homeschool Curriculum and volunteered as an English teacher in local villages. Through our Tetum (the co-official language of East Timor) tutor, I learned about the Portuguese and Indonesian influences on their culture, and the tumultuous history of one of the youngest countries in the world. Living in East Timor expanded my awareness from a primarily monocultural perspective toward a more intercultural mindset of acceptance and adaptation. This transformative experience inspired me to pursue a master’s in education at Boston College.

After 14 months in East Timor, I relocated to Boston to complete a full-time, 180-day student teaching placement in a second-grade full-inclusion classroom at a Boston Public School. During this time, I gained experience with DIBELS, Wilson's Fundations, UDL, and effective classroom management strategies. Upon graduating from Boston College, I was hired as a Title 1 Teacher. I implemented data-based Tier 2 interventions primarily in the early childhood grades. I gained experience with boxed curricula like My Sidewalks On, LLI, Bridges, and Number Worlds. I was mentored by Friar Brother Greg, a 30-year Reading Recovery teacher, and supervised by Marie, a reading specialist. Between 2015-2018, Marie secured funding for us to complete two trainings at Lesley University in Leveled Literacy Intervention (K-12).

After five years in cold Massachusetts, I moved to sunny California to take on a new role as a reading specialist. I was hired to help raise our school's low reading scores and facilitate the STAR assessments in grades K-8. With support from our PTA, we purchased a research-based intervention curriculum and began implementing interventions in the early childhood grades. From teaching these interventions with fidelity to coordinating them at a school-wide level, this experience helped me understand the importance of strong interpersonal skills, staying current with reading research, and presenting data effectively. After ten short months in this role, I resigned due to personal loss and moved to South Korea.

My wife and I relocated from Seoul to Bangkok during the pandemic. I took on a new role as a K-1 learning support associate at International School Bangkok where my skills and knowledge of evidence-based practices grew exponentially. I worked closely with masterful special education teachers, early childhood specialists, EAL teachers, and interventionists well-versed in MTSS, RTI, and educational best practices. After gaining excellent experience at ISB for two years, I eagerly transitioned into a kindergarten homeroom teacher role at Ruamrudee International School, ready to make an impact—which I did, as evidenced by norm-referenced data. Towards the end of my second year at RISR, I was hired by the school to be a literacy coach & specialist for K-5.

I am seeking to continue teaching and growing professionally at an international school that prioritizes MTSS and RTI. I am especially interested in environments that protect instructional time, allocate time for tiered interventions, engage in data within PLCs, and foster a robust community of like-minded, curious teachers. Outside of teaching, I help run my wife’s Korean fried chicken business, play basketball, practice Korean with family, and create Structured Literacy content on TikTok!