“My entire career has been at BOCES. I graduated with a degree in psychology, but I struggled in college and changed my major multiple times. When I finished, I realized that degree didn’t really qualify me to do much on its own.

I started working in civil service at Livingston County, helping dislocated workers find jobs. When a position opened at BOCES as a work experience coordinator, it felt familiar — I was already doing that work. Once I started, I realized how much I loved being in a school setting. I loved the energy. I loved working with students.

That’s when I knew I wanted to go back to school for school counseling. When tuition reimbursement became available, I took the leap. I earned my master’s in school counseling and eventually moved into student services, then administration. Every step helped shape who I am as a leader.

I never had CTE when I was in high school — I didn’t even know it existed. So when I came to BOCES and saw students thriving in hands-on, career-focused programs, it was powerful.

I loved watching students who didn’t always have great experiences in traditional schools find success and confidence here. That’s what drew me to this work — creating spaces where students feel valued and capable.

This program is the kind of school I wish I had. Small groups. Strong relationships. Clear purpose. A place where students can see a future for themselves and start building it early.

When I stepped into this role, the program looked very different. There were limited pathways, and students who realized a pathway wasn’t right for them often left.

We changed the model so students could explore a wider range of college pathways at GCC. Now, even if there isn’t a direct program for a student’s exact goal, we can build an individualized plan that prepares them for what’s next.

Every student’s schedule looks different. Every path is personal. It’s challenging to manage — but from a student perspective, it’s a game changer. They’re getting a truly individualized high school experience.

There were moments when this program could have quietly faded away. Enrollment was dropping. The easy choice would have been to let it go.

But I couldn’t do that. I didn’t want to end my career being responsible for a program that closed when I left. I wanted to build something that lasted — something meaningful.

We focused on creating a culture where students feel safe, included, and challenged. We built traditions. We emphasized service, relationships, and real-world skills. We added support systems so students didn’t just earn college credits, but learned how to succeed in college and life.

This program is alive. It’s growing. And it’s built on the belief that when you invest in students — really invest — they rise to the challenge.”