About Hilary
Guiding Principles
Student-Centered Instruction
Quality Time Outdoors
Intentional Technology Use
Collaborative Group Work
Sense of Connectedness and Community
Stewardship
My Story
My journey as an educator started at a nature camp in Beaverton, Oregon. I was hired for the summer as an Environmental Educator. Having earned my bachelor's degree in Environmental Politics, fostering a fascination and connection with nature seemed like an appropriate cause. It was an excellent fit, and led me down the professional path that I am still on.
Before teaching at the nature park, I yearned for a career that would help people connect with nature, and help build an interest in stewardship. That summer, I realized that being an educator was about more than brainwashing kids into behaving the way I wanted them to. It gave me opportunities to inspire and to nourish curiosity, while also helping young people learn how to care for each other and the natural world.
For the year following my time at the nature camp, I worked as a technology lab assistant at an elementary school in southeast Portland. I wanted to be sure that teaching was a good fit before committing to something as serious as a graduate program. As a specials teacher, I was able to explore the benefits of intentional technology use, and the drawbacks of screen overindulgence. I had my own sort of classroom space, and was able to really consider whether this was the type of thing I wanted to do for the rest of my life.
As you may have already deduced, I felt at home in my unofficial classroom and at the end of the school year I decided to apply to Pacific University's graduate program.
As a teacher, my goal is to help students build confidence and a sense of independence. I also want them to feel comfortable using technology, and exploring the world around them.