I received my formal education in Australia and have a degree in Early Childhood and Lower Primary Education. I have been fortunate to have lived and taught in Australia, the United Kingdom and the United States. Over the course of my teaching career I have headed early years programmes in both private and local authority schools, ran independent toddler programs and playgroups, and taught in primary schools as well as high schools. Within schools I have established immigrant family support groups and new parent support groups, as well as working with “at risk“ young children and their family and “at risk“ teens, including pregnant teenagers and teenaged mothers.
Already residing in the area, it was a wonderful opportunity to be offered a position at the British International School of Boston. The experience to be part of a developing British educational initiative in a region known for educational excellence was a unique opportunity not to be missed. The mission and core values of the school, plus the rich international community of students and staff, added to my decision to join and to continue at the school.
I like old movies, getting together with friends from near and far, and great food and wine. I have always enjoyed construction projects since childhood days, hammering nails into offcuts of wood in my father’s workshop and, so far, have renovated homes in three countries. When I have the opportunity during the summer, I spend time on Cape Cod clamming with friends - then transforming my catch into “chowdah” and “stuffies”. My husband and I have two grown sons, a great daughter-in-law and a wonderful new granddaughter.
what students say about me
"You are a star teacher. You make my body glow with excitement."
“I like learning fractions with you.”
“I like you telling us about interesting things in Australia. My favourite things are all the animals that live there.”
What makes this school different
The concept of students actively involved in their learning and having input and ownership to the process makes for an exciting classroom. To see children so engaged, talking about their learning with each other or to adults is to understand first hand how they are learning and what they have taken away from lessons.
It is wonderful to have children not only talk about their successes but to be able to talk with authority about areas of work they found difficult or needed additional support. This outcome stems from our well-planned curriculum embracing the idea of children as individual learners with different learning styles. Our students know and understand how they learn and are able to articulate their individual learning styles. I believe to be able to think critically about the process of learning is as important as the curriculum we deliver to our students.