As an educator and curriculum specialist, working with the Sustainable Schools Project as well as many of Shelburne Farms’ other educational programs, Emily provides support to educators, conducts professional development workshops, writes curriculum, and serves as a consulting teacher.  

Before coming to Shelburne Farms, Emily taught sixth grade literacy at the Paul Cuffee School (PCS), a charter school in Providence, RI. There she served as Literacy Department Chair for two years, and acted as a teaching mentor. At PCS she also taught mini-courses on mindfulness, yoga, and knitting. Emily is fluent in the Developmental Designs (Responsive Classroom for Middle School) classroom management and curriculum practices, and has conducted informational workshops on this set of practices for other educators. Prior to working at PCS, she worked in administration at both a non-profit family research group and a high tech start-up, and entertained children as a Mad Scientist. She began informally educating children on the wonders of the natural world while pursuing undergraduate studies on Vancouver Island in British Columbia.

Teaching experience: Emily is a certified teacher who most recently worked teaching sixth grade literacy at a charter school in Providence, Rhode Island. Prior to that Emily completed her student teaching in public and private schools in Cambridge, Massachusetts, focusing on humanities and natural sciences. She has also taught science and environmental education in less formal educational settings for the past 10 years.

 Education: Emily received her K-12 education in the Champlain Valley of Vermont. She completed her undergraduate studies in Canada, receiving a Bachelor of Science degree in Geography from the University of Victoria in British Columbia. Emily also holds a Masters in Education with a concentration in Administration, Planning and Social Policy from Harvard University, and she completed her teacher education through the Shady Hill School Teacher Training Course in Cambridge, Massachusetts.

 Guiding perspective: Emily believes in the transformative power of education, and that educators are graced with the opportunity to shape the future. She feels that harmonious personal relationships, positive expectations and passionate facilitation of learning are essential to educational success, and that as adults we must model our vision for a sustainable community. Students must both master academic skills while simultaneously understanding our connections to our place and our community.