Clients Who Have Worked with Momentum Consulting Firm
Students need more than content delivery—they need to become self-determined learners. You know this. But nobody's shown you what it actually looks and feels like to guide that journey, or how to release control without losing your professional footing.
There's a clear path through this evolution. You're already equipped for it.
Education has moved through predictable stages: from pedagogy (teacher-directed) to andragogy (adult learning principles). Now, in an era of constant disruption and infinite information, students need heutagogy—the ability to be self-determined learners who can navigate their own path.
Teacher-directed learning. The traditional classroom model.
Adult learning principles. Self-motivation and experience-based.
Self-determined learning. Students navigate their own path.
But here's what most professional development misses: Teachers can't guide students toward self-determined learning using pedagogy. You need to learn what it looks and feels like to teach heutagogically—to genuinely let go of being the Sage on the Stage while confidently stepping into Guide on the Side.
The Sage-Seeker's Journey gives you the structured pathway to make that transformation. This is the foundational framework that stabilizes the shifting ground beneath every teaching approach you use.
A methodology that synthesizes multiple carefully curated frameworks—including heutagogy, heuristic inquiry, emergent strategy, cognitive behavioral approaches, and process consulting methods—specifically designed for navigating what pedagogy can't hold.
Grounded in seventeen years of classroom practice and nearly a decade of research into how transformation in teaching and learning actually happens.
Founder, Momentum Consulting Firm
I was a reluctant teacher. Before I ever stepped into a classroom, I spent more than twenty years in the corporate and banking sectors. Coming from a family of educators, I'd seen the joys and the challenges and swore that I would never be a teacher. Fast-forward through the journeys of life, and to the realization that teaching was just in my blood, and that I was navigating there, even when I had no clue of the path that I was traveling. But trusting God and the processes of life to light the way, I followed the course right to the classroom.
I spent seventeen years as a secondary educator. Teaching. Designing curriculum. Mentoring and training new and in-service teachers. Leading programs. And always asking the questions that drove inquiry to depths that burrowed far beneath the surface.
The work I do now emerged from a specific frustration: I was creating something powerful in my classroom—students with genuine autonomy, investigating questions that mattered to them, becoming truly independent learners. It worked. But I had no framework, no language, no systematic structure to name what I was doing or replicate it with other teachers.
I started as a middle school English teacher. I became a STEM Academy Lead Teacher, earned a Master of Science in Educational Technology, and began to see the threads that would soon become the fabric for my teaching.
Then I transferred to a high school - the Critical Design and Gaming School. And that's where everything shifted.
I developed and piloted a high school English Language Arts course called Writing Games for Social Change as part of a teacher fellowship with the University of California Curriculum Integration program. This was where I started creating learning environments where students had real autonomy. They were investigating questions that genuinely mattered to them. Making choices that shaped their learning. Becoming independent in ways I'd never seen when I was conducting practice in the traditional fashion.
It worked, and as evidence of that, I started having students sneaking into my classroom - not out of the class. Students were thriving. But, aside from the game design theories I was becoming familiar with, I still had no theoretical framework that seemed a sufficient descriptor for the teaching and learning that was taking place.
That's what led me to doctoral studies in teacher education.
My dissertation examined how teacher education programs prepared new and veteran teachers to safeguard against anti-Blackness. How teachers used their own knowledge and lived experiences to shape their practices around something this complex, this deeply human, this resistant to traditional training approaches.
That question—"How does complex learning like this actually get operationalized?"—that became everything.
It led me to heuristic inquiry: a research methodology for investigating your own lived experience as the primary source of knowledge. Deep, systematic examination of what's actually happening, not what theory says should happen.
And something clicked.
Here was the framework I'd been missing. A way to name what I'd been creating. Structure it. Make it systematic and replicable.
Then I discovered heutagogy—self-determined learning where learners control what, when, and how they learn. I saw where it connected with heuristics. How they intersect and support each other. How together they create something pedagogy was never designed to accommodate.
I explored speculative methods—approaches that treat uncertainty as generative rather than threatening. Emergent strategies—understanding how small, consistent actions create systemic transformation.
I trained in Positive Intelligence directly with Shirzad Chamine, learning how awareness and self-command function as a developable skill.
Learning to work with leadership clients using a Process Consulting approach, strengthened my ability to walk beside clients on their journeys rather than prescribing solutions from outside their experience.
All of this work. All these lived experiences. All this investigation of how transformation actually happens—
It came together in what is now The Sage-Seeker's Journey™, which features the Heuta-Heuristic Teaching and Learning Framework™.
The Heuta-Heuristic Framework™ brings together approaches that have mostly stayed separate:
Heutagogy. Heuristic inquiry. Emergent strategy. Mental fitness. Critical pedagogy. Neuroscience. Cognitive behavioral approaches.
Not because synthesis sounds impressive. Because transformation isn't one-dimensional. Teachers need frameworks addressing cognitive shifts, emotional capacity, behavioral patterns, systemic constraints, and awareness development simultaneously.
The result is methodology specifically designed for what pedagogy can't accommodate: teaching when information is infinite, AI operates at any cognitive level instantly, and predetermined outcomes miss what matters.
Research that stays in journals doesn't transform classrooms.
Momentum Consulting Firm translates rigorous methodology into approaches that work in actual schools with real constraints.
We design professional development ensuring educators experience frameworks before facilitating them. We create conditions for genuine investigation of practice. We build capacity through sustained engagement, not one-time workshops.
The work centers on educators because that's where my foundation is. Seventeen years of practice. Research specifically about teacher transformation. Deep understanding of what teaching demands.
But the methodology extends beyond education. I work with leaders and teams in corporate, nonprofit, and mental health sectors when they're navigating similar territory—complexity, uncertainty, rapid change, need for capacity over competence.
Realistic about complexity.
Pragmatic about what actually works.
Unfiltered when truth-telling requires it.
Always focused on solutions grounded in how transformation happens—not how we wish it would.
I don't believe education is broken. I believe it's catching up.
And I believe educators, when given frameworks designed for the world they're actually teaching in, are capable of remarkable evolution.
That's what Momentum Consulting Firm provides.
Transform your practice. Transform how your students learn.