Working together begins with relationship, clarity, and trust. I approach academic coaching and college guidance as an educational partnership—one that respects students as developing thinkers and families as essential collaborators in the process.
I work with a limited number of students at a time in order to provide thoughtful, responsive, and individualized support.
How Support Is Structured
Support is tailored to each student’s needs and may include short-term coaching, ongoing guidance, or a combination of both. We begin by identifying where a student is now, what they are navigating, and what kind of support will be most helpful.
Depending on the student, our work may focus on:
- Academic planning and organization
- Writing development and reflective thinking
- College exploration and application planning
- Managing the demands of rigorous coursework
- Building confidence and self-advocacy
For IB students, support may also include guidance with:
- Extended Essay process and reflection
- TOK essays and exhibitions
- IA planning and rubric interpretation
- CAS mentoring
All work is conducted within clear ethical boundaries that honor school policies and assessment integrity.
The Role of the Student
Students are active participants in this process. My role is to guide, question, and support—not to direct every decision or produce work on a student’s behalf.
Students can expect to:
- Engage in thoughtful conversation and reflection
- Take ownership of their planning and writing
- Build skills that transfer beyond a single assignment or application
This approach helps students develop confidence, independence, and clarity.
The Role of Families
Families are important partners. I aim to provide parents and caregivers with:
- Clear explanations of process and timelines
- Context for academic and admissions decisions
- Reassurance during moments of uncertainty
- A calm, grounded perspective
While my primary work is with the student, I value open communication with families and believe transparency supports trust.
What I Do—and What I Don’t Do
I do:
- Teach skills and strategies
- Support planning and reflection
- Provide feedback that strengthens student thinking and voice
- Offer guidance grounded in experience and ethics
I do not:
- Write or rewrite student work
- Edit in ways that compromise authenticity
- Guarantee outcomes or rankings
- Promote pressure-driven or fear-based approaches
My goal is long-term growth, not short-term shortcuts.
A Good Fit
We are likely a good fit if you are seeking:
- Thoughtful, individualized guidance
- An ethical and transparent approach
- Support that prioritizes well-being and fit
- A mentor who values process as much as outcome