As a literacy coach, I want to support teachers in advocacy for students and collaboration. We are so much stronger together. Some of my focuses, in general, are on mastery-based grading, supporting student efficacy as a means to support teacher efficacy, continuous evaluation of various positions and practices to best meet the needs of all of our students, and streamlining the ever-growing and changing education world for the reduction in stress for educators, students, and the community. More recently, I have worked to study the effects of purposeful movement in classroom protocols to support engagement and to offer real-world learning experiences. This work, with my math coach counterpart, has been rejuvenating teachers in all teaching positions, offering more formative assessment opportunities, and thus far has shown a decrease in student behavior concerns. Another area of focus and growth comes from my work with another literacy coach to readdress instructional coaching best practices in 2024. Together, through a partnership, we have been delving into all of the research, resources, and support to pull out what we know has always been important, and meshing it with the new realities of teaching. This work has not only encouraged us to improve our practices, but it has shown beneficial to teachers by being in the moment, student-centered, and providing an immediate lift to their practice. We, as coaches, have felt rejuvenated and challenged, while teachers have felt seen, heard, and validated. Before coaching, I spent 10 years in the classroom. I loved working with students as they explored the world of literature and became more confident in their reading, writing, and speaking skills. I worked with general seventh-grade students and gifted 8th-grade students. When I was not teaching, I was a member of our leadership team and was the Language Arts department leader for over five years. I also advised the National Junior Honor Society.