Curiosity before assumptions.
An error is information. I look at the task, the learner’s reasoning, and the conditions before deciding what the difficulty means.
Meet Qari Booth
A curious mind.
A practical approach.
I’m an Educational Specialist based in Albuquerque, New Mexico. I work where the details of learning meet the real decisions people need to make.
M.Ed. in Educational Psychology
B.S. with an interdisciplinary foundation in biology, psychology, and special education.
Connecting the learner,
the teaching,
and the system.
My work includes direct instruction, interpreting assessments, designing individualized interventions, supporting tutors, adapting curriculum, developing training, and designing the evidence and workflows that help programs function.
That range has a common purpose: translate a complicated situation into a useful next step. Sometimes that means a better question during a tutoring session. Sometimes it means changing how a team reviews progress or hands off information.
Through my Educational Specialist work with Tutor Doctor Albuquerque and my individual instructional practice, I have developed the approaches and tools reflected in these services.
See examples from the workValues in action
What guides the work.
Dignity in the process.
Learners bring strengths, preferences, priorities, and their own experience. Support is developed with that person in view.
Independence as a direction.
A scaffold should make the next move more possible. As learning develops, we test what support can be reduced and what the learner can take over.
Evidence with honesty.
A test score, a prompted answer, and an independent response tell us different things. Clear interpretation includes saying what is still unknown.
Practicality matters.
A beautiful plan is only useful if people can carry it out. Materials, routines, and expectations need to fit actual teaching conditions.
Room to revise.
Plans are working ideas. New evidence can change an interpretation, shift a priority, or show that a different approach is needed.
A responsive process
Understand. Try. Learn. Adjust.
Start with context
What matters to the learner or team? What is happening now, and what has already been tried?
Choose a useful focus
Identify the first meaningful difficulty and a goal that will guide the work.
Put support into practice
Use a teaching routine, resource, consultation, or process suited to the need.
Review the response
Look for understanding, retention, independence, and implementation. Adjust the next step.
A conversation is a good beginning
You don’t need to have
it all figured out.
Tell me what’s hard, what matters, and what you’d like to change.
We’ll work out a useful next step together.