Monique Boone brings two decades of experience in education and educational leadership, having served in diverse roles across K–12 school systems in Texas. Monique taught middle school English for 10 years, and she has worked in multiple roles in leadership for 10 years. Most recently, she held the position of Senior Director of Curriculum & Instruction, where she led district-wide efforts to strengthen instructional practices. She has supported multilingual learners, facilitated teacher and leader development, and contributed to systemic change initiatives focused on closing technology and postsecondary achievement gaps in public schools, both locally and nationally. In 2022, Monique received the Mercedes Bonner Leadership Award from the Texas Council of Teachers of English Language Arts (TCTELA) for her contributions to multicultural education.
In addition to her leadership in curriculum and instruction, Monique has worked extensively to advance educational equity. She has led the development of teachers and leaders through professional learning, coached instructional leaders across various school districts, and worked across the nation implementing strategic instructional planning and execution. Her work has emphasized integrating technology, literacy instruction, and aligning classroom practice with cognitive and culturally responsive approaches that meet the diverse needs of today’s students.
Monique earned a Bachelor of Arts in Education with a focus on the Science of Teaching Reading and a Master of Education with a concentration in Foundational Literacy, both from Stephen F. Austin State University. She is currently pursuing a Doctor of Philosophy in Psychology with an emphasis in Cognition and Instruction at Grand Canyon University. As a qualitative researcher, Monique is interested in the intersection of cognitive psychology, instructional design, and educational equity. Her research centers on developing digital tools that support neurodivergent students in K–12 and higher education settings. She is especially focused on how learning environments can be designed to reflect and honor cognitive diversity.
Monique’s future goals include teaching at the collegiate level, conducting research that advances the field of cognition and instruction, and working with educational technology companies to design inclusive digital tools. Her long-term vision is to build a theory or framework that guides future research and practice to better serve neurodivergent learners. Monique approaches her doctoral studies with passion and a deep sense of purpose. She aims to contribute meaningfully to scholarship that transforms educational systems and outcomes for all students around the world.