VIDBE-Q 2026 Volume 71 Issue 1
for working with students who are blind or have low vision, including students
who are Deafblind.
Across all of my roles, my focus has remained the same: ensuring that
students with visual impairments have access to meaningful instruction, high-
quality teachers, and systems that support their long-term success. Through this
work, I have also come to understand the importance of leadership within vision
services. Effective programs require leaders who are grounded in instruction,
invested in students, and knowledgeable about the unique needs of learners with
visual impairments. The strong mentors and leaders I have had throughout my
career have been instrumental in encouraging me to pursue and step into leadership
roles myself.
I am currently pursuing a doctorate in Educational Leadership at Boston
College, with the goal of strengthening leadership practices in the field of vision
education and expanding my impact on students, educators, and families. My hope
is to help build and sustain systems that support high-quality instruction for
students, provide meaningful support for TSVIs and COMS, and intentionally
develop and retain professionals within the field.
Reflecting on my pathway into this field and the experiences I have had
throughout my career, several implications emerge not only for preparation
programs, but also for districts and organizations that support vision services.
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