Before becoming the Community Engagement Officer for the Rockford Area Arts Council, I spent twelve years teaching art. Most of my experience was teaching elementary and middle school aged students, but I also taught at the high school and university levels.
My work today involves artists, community organizations, youth programs, public events, and partnerships across Rockford. The settings have changed, but I still draw on what teaching taught me about helping people feel welcome, making room for different perspectives, and turning an idea into something people can participate in.
I often return to four lessons: listen carefully, consider access, plan thoughtfully, and invest in relationships.
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Listening should shape what happens next.
Teaching taught me to pay attention to how people respond. A lesson plan could make sense on paper and still need adjustment once students began working. Their questions, enthusiasm, and hesitation offered information I needed to notice.
That carries into community engagement. I can arrive with ideas, but I also need to understand what matters to the people in the room.
Through the Arts Council’s artist Round Tables, I connect with creatives working across visual arts, music, literature, performing arts, and digital media. Those conversations help me understand the opportunities people are looking for, the challenges they face, and where a connection might be useful.
The responsibility continues after the meeting. Sharing resources, making introductions, and following up give those conversations a purpose beyond the time we spend together. When someone shares an idea or concern, I want them to know it was heard and considered.

Access begins before someone walks through the door.
In an art classroom, students bring different experiences, abilities, and levels of confidence. Some are ready to experiment immediately. Others need more explanation, encouragement, or another way to begin.
That experience informs how I think about community programs. An invitation is only one part of making something accessible. The schedule, location, cost, clarity of information, and welcome people receive all affect whether they can participate comfortably.
In our SPARK! youth programs, my teaching background helps me think about the experience of the young person alongside the practical needs of artists and families. How will participants understand the activity? What support will instructors need? What information will help a family feel prepared?
These questions belong in the planning process. They help us create conditions where more people can take part.

Thoughtful planning makes room for flexibility.
Teaching art required balancing preparation with the unexpected. Materials, timing, instructions, and transitions needed attention, while students needed space to explore and make their own decisions.
I use that same approach when coordinating programs and events. ArtScene, for example, involves communication with venues, registration information, promotional materials, deadlines, and many details that visitors may never see.
Those details influence the experience. Clear information helps a venue prepare. Timely communication helps an artist participate. A well-organized process gives everyone more room to focus on the artwork and the people who come to see it.
I’ve learned to treat planning as a form of care for the people involved. It also gives me a foundation for responding when something changes.
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Relationships grow through consistency.
Teaching showed me how much trust depends on everyday interactions. Being prepared, responding to questions, following through, and treating people with respect all contribute to that trust over time.
Community partnerships require the same attention. Artists, educators, libraries, neighborhood organizations, and other partners bring their own expertise and responsibilities. Understanding those responsibilities helps us find a workable way forward together.
My role often involves connecting people, keeping communication moving, and helping clarify the next step. I value that work because a strong relationship can support more than one project. It can create opportunities we had not yet imagined when we first met.
Twelve years in education gave me a lasting interest in how people learn, participate, and find confidence in their own ideas. At the Arts Council, I bring that interest to a broader community.
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Whether I’m supporting a youth arts program, convening artists, or coordinating a public event, I want people to feel that their participation matters—and to have a clear way to contribute.
That is what continues to connect my work in the classroom with my work in Rockford.

It’s been a meaningful year, full of growth, creativity, and connection. Here are some highlights and lessons from the past year.

​As I head into 2026, I'm excited for what’s ahead: reaching more youth with meaningful arts programming, new public art projects, and fresh ways to make art more accessible to everyone. 
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Here’s to creating, connecting, and growing in the new year!