As I transition into a K–12 instructional coaching role, I am eager to become more involved in supporting mathematics education across the state. I bring a unique perspective, splitting my time between teaching high school mathematics and working as a K–12 instructional coach, which allows me to understand both classroom realities and broader instructional needs across grade levels. I am passionate about strengthening math instruction, supporting teachers, and promoting equitable access for all students, and I would value the opportunity to contribute to professional learning, collaboration, and advocacy through the DCTM Board.