My work in and outside of the classroom has been informed by the principles of practitioner inquiry, which encourages professionals to engage in an ongoing cycle of reflection, revision, and evaluation. Any time I introduce a new text, lesson idea, or assessment strategy in the classroom, I ask: is this working? Is it working for everyone? How could it be improved? My curriculum constantly evolves based on the interests, talents, and goals of the students I encounter each year. For example, when students wanted more room in the curriculum for discussions of race, class, and gender, I created an elective, Literature and Social Justice, in which students study and create texts that confront injustice and imagine a more equitable world. I've applied this passionate curiosity to work outside of the classroom as well. As a research intern at Boston College, I helped to design studies and evaluation tools that informed departmental decisions on assessment methods and curriculum design. I conducted literature reviews and analyzed public discourse to better understand the origins and evaluate the impact of new educational trends. In both high school and college settings, I have guided students through the research process, providing intensive support to each student from the question development phase to the final reflection. I want my students to be aware of opportunities for learning and growth in their own lives, and I try to embody that spirit of lifelong learning in my professional and personal endeavors.