With a Dual M.S. in General and Special Education and over a decade in the classroom, Andrew teaches content to mastery while developing students’ attentional faculties explicitly.

After a few years in the classroom, Andrew began researching how learning occurs in the brain. He tailored his practice and implemented strategies that elevated his practice. When he learned about the reasons for why attention was essential to learning, he was struck by a realization that seemed both obvious and profound: if we ask students to pay attention all day but never teach them how, we are assessing our students unethically. This was the catalyst for Andrew teaching students about attention and how to train it.

As an AP Reader for the College Board and a research presenter, Andrew’s work is grounded in the convergence of Cognitive Load Theory and Mindfulness. By treating attention as a trainable literacy rather than a fixed trait or deficit, he has helped hundreds of students achieve their goals, led over 200 students to a 93% AP Literature pass rate. He believes that our expectations of student outcomes can be maximized when students know how to attend to learning.