Faculty and Staff Profiles
Individuals of talent, achievement, and passion comprise the Potomac School faculty, a group intensely committed to educating young people. Potomac teachers are life-long learners and continue to set individual goals to improve their learning and teaching. Distinctive to our school are the deep, enduring bonds that develop between students and their teachers and coaches—bonds that often last decades beyond graduation. Read below about some of our great faculty and staff.
Katherine Hannon, Upper School Science Teacher
I love teaching. I enjoy the challenge of creating a learning environment that is both fun and challenging. My goal is to have my students develop an appreciation for and fascination with science, even if they pursue other areas in the future. Science is so relevant to everyday life; I strive to help my students make the connections from what we’re doing in class to their lives outside of school. My biggest reward as a teacher comes at the end of the year when my students that had never thought of themselves as “science students” tell me how much they looked forward to coming to class every day.
The school at which I taught previously was a very small, all-girls boarding school in rural Massachusetts, so coming to Potomac has been a real change for me. I was drawn to Potomac by the sense of community, the collegiality, and the mission of the school. I was also impressed by the caliber of the students and faculty. The students at Potomac are great; I enjoy working with them so much, and they’re very appreciative of the faculty. I feel that they really value our efforts to help them learn.
I graduated from the University of Illinois with a bachelors degree in chemistry, and I also have a masters degree in biology from Caltech and a masters of theological studies from Harvard Divinity School. Courses I have taught in the past include Biology, AP Biology, Bioethics and Introduction to World Religions. This year I’ll be teaching Chemistry and Chemistry-Quantitative Analysis.
I’m enjoying having our daughter Antonia in kindergarten at Potomac this year. When I’m not teaching or spending time with my family, you can usually find me running. I’ve run several half-marathons and hope to run a full marathon soon.
Dr. Janet Dewey, Chair of English Department and English Teacher
Reading is my passion, and thus I naturally became an English major in college. After graduating from Furman University and working briefly in the banking industry, I returned to graduate school, earning a Ph.D. from the University of South Carolina. I wrote my dissertation on six Victorian novels, focusing on gender issues in “sensation fiction”—a form of mystery novel popular in the 1860s.
I would describe myself as low risk and somewhat conventional, but there is something very alluring about detection and mysteries. I like the puzzle along the way and the resolution at the end. It’s my roller coaster ride.
After teaching English and Women Studies at the college level, I decided to relocate near family on the East Coast and try a new educational arena. Since then I’ve taught 9th -and 12th-grade English at The Potomac School, as well as coached JV and varsity cross country.
My newest challenge this year is chairing the English and Language Arts Department. The university and independent school environments differ tremendously, but I am thrilled to be where I am now, interacting with and challenging Potomac Upper School students. Working with them is never predictable, always exciting, and immensely rewarding.
Meghan Emilio, Upper School Computer Science and Math
I grew up north of Boston and graduated from Trinity College (CT) with a Bachelor’s in Computer Science and Mathematics, achieving honors in both general scholarship and computer science. During my time at Trinity I was inducted into Phi Beta Kappa as well as the Honorary National Mathematics Society Pi Mu Epsilon.
With a background in gymnastics, I found my niche as a diver on the Trinity swim team. In my spare time I still enjoy diving and coaching gymnastics.
After graduating I took a job as a software developer in the DC area. Not too long after I decided that the corporate world was not right for me and began to pursue a career in teaching. At Potomac I have been given an amazing opportunity to share my enthusiasm for both math and computer science, and I have enjoyed every moment of it. Currently, I am also attending American University working towards a Masters in Math.
Cort Morgan, Upper School Art Teacher & Director of Outdoor Education
I spent one half of my childhood in Philadelphia, and the other half in my imagination. I was the product of benign neglect by my parents, who trustingly let me explore, climb trees, crawl into caves, carve, draw, design, read, write, and just fool around as I saw fit.
In addition to two tolerant parents, I had a number of remarkable teachers who understood me better than I did myself. All were fascinating examples of curiosity in action, each following intense personal interests, while masterfully guiding students. The great teachers never ordered students around; instead they made subtle suggestions and allowed us to grow at our own pace.
Miss Crawford gave us an art studio to experiment in, and explained Jungian archetypes. Mr. Walker took us leaf-collecting in the autumn and inspired us to memorize poetry. Mr. Boyhan served us strong tea, taught us portraiture, and talked about medieval frescoes. Professor Hay led us through the quiet storm of Chinese ink painting. Professor Sekler made us at home in the palace of Knossos. While I cannot claim to equal the insight and sensitivity of my teachers, they continue to whisper advice to my inner ear.
I attended Chestnut Hill Academy in Philadelphia for 10 years, St, Mark's School in Southborough, Massachusetts, for three years, and Harvard University for four years. My studies were varied, but they always included studio arts and art history. Uncles, aunts, two siblings, and a variety of friends serve as examples and mentors. I began teaching at Potomac in 1984.
I now live half in Arlington and half in my imagination. Over the last 25 years, I have traveled on five continents to see for myself what beautiful things we have inherited from our ancestors. When I am not teaching, and sometimes when I am, I climb trees, crawl into caves, trek through mountains, learn languages, carve, draw, design, read, and write as I see fit.
Sarah Coste, LS Mathematics Resource Teacher
My students often inspire me as they learn to become self-aware, caring and connected to others, and responsible decision-makers. I’ve found it immensely rewarding to assist in this growth and to work together with the children to create a place where everyone feels a sense of belonging – a place where all students can thrive in a true community of learning.
I love sharing with my students my enthusiasm for the study of cultures, particularly ancient Egypt. As part of a professional development grant I had the good fortune to travel to Egypt in summer 2005; a real highlight of that experience was bringing my adventures and photos back to the classroom.
This is my fifth year teaching at Potomac. I grew up in Philadelphia, went to boarding school in New England, Washington College in Maryland, and received a Masters in Education from Lesley University in Cambridge, Mass. I enjoy sharing my passion for tennis, lacrosse, and squash with Middle School students during lunchtime clubs.
Tina Krause, Lower School Librarian
I remember the excitement of receiving my very first public library card at the age of five, and visiting our small town library each Saturday with my father. I still feel that excitement today whenever I am surrounded by books. I have always loved libraries, and have been fortunate to have had wonderful librarians who have guided my choices and passed their passion for reading on to me.
It didn’t occur to me, at first, to allow this passion to determine my career path. I earned an undergraduate degree in Art History, and then a Masters in American Art and Architecture, before volunteering in my daughters’ school libraries. The light dawned, and I made plans to pursue a Masters in Library Science.
I think I have found the best of all worlds. Each school day I am able to share my love of art and my love of books with our Lower Schoolers. My hope is that our students will always love to read, whether losing themselves in a fiction title, or learning something new in a nonfiction book-- and I will use any means available to make that happen, including a magic wand and a flying pig.
James Kessler, Upper School Teacher
I arrived at the Potomac School in fall 2005, and now teach both years of the Global Studies sequence in the Upper School. I will also be offering a senior elective on the modern Middle East (Islamic history is my specialty).
I could not have found a better professional fit for myself than being a world history teacher. At heart I’m a global nomad, despite having grown up in rural Indiana. I calculated at one point that I spent nearly a third of my twenties living and studying abroad, largely in the Middle East (Jordan, Egypt, and Turkey) – though I also spent long stints in places like Spain.
My interests in what the world has to offer are broad, so I’m always seeking a new adventure – indeed, I recently fulfilled my childhood dream of visiting Easter Island and soon I’ll be checking off another, a trek in Mongolia. It is a privilege to bring those experiences back to the classroom, and hopefully spark my students’ interest in places that might not be on their radar screen!
I earned a BA summa cum laude in Near Eastern Studies at Cornell University and a MA in History (Islamic/Middle Eastern) at the University of Chicago. I fled my Ph.D. to hang out in Istanbul for a year or so before returning to the real world.
Outside of history, my passion is writing fiction. I’ve completed a novel that will likely never see the light of day and have published a few short stories in a journal no-one reads.
Joshua Taylor, Kindergarten Teacher
Is there anything truly more delightful than a five-year old? I personally don’t think so—which is why I love teaching kindergarten at the Potomac School. My family background is steeped in education, so the fit is a natural one. And witnessing the subtle yet substantial transformation of a child over the course of nine months fascinates me
I graduated from St. John’s University in Jamaica, N.Y. with an undergraduate degree in Communication Arts, and—after a stint in the 9-to-5 corporate world—a masters in Early Childhood Education. In 2005 I returned to the state of my youth, Virginia, to work at Potomac, where I help shape the development of youngsters. It’s easy here; the faculty, staff and parents are truly wonderful. And I get my sports fix too, as an assistant coach to the junior varsity baseball team.
When not high-fiving lower school children, I can usually be found at the gym, on a basketball court, or watching any one of Washington, D.C.’s local pro sports teams, especially my famed Washington Redskins.
Cindy Cheadle, Grade 2 Teacher
Funny. When students are asked to describe me, it’s the word I hear most often. That means a great deal to me. It lets me know that my kids are happy and enjoying themselves, and a happy child is a teachable child, no matter the strengths and challenges they possess. Putting a smile on a little one’s face is one of the best parts of my job!
Children come with such openness, wonder, and capacity for learning. There is so much for them to experience and explore in second grade, both academically and personally. It is a privilege to be with them at such a pivotal time in their lives. The Potomac School community as a whole, and the Lower School in particular, provides me the opportunity to learn and explore along with the children and with the most incredibly gifted and dedicated educators around. Working with them makes me a stronger teacher.
This year marks my 20th year in education and my 7th year at Potomac. My teaching career started in Denver, Colorado, where I spent most of my life. A break from teaching and a job opportunity to get in on the ground floor of a burgeoning non-profit brought me to Washington, D.C., and after working at College Summit for three years I had the good fortune to discover Potomac. With the exception of the one year I taught in California, I have been here ever since. I am blessed that Potomac welcomed me back with open arms!
Faye Kronisch, Upper School English Teacher
I often say that I have the almost-perfect job. What could be better than spending one’s day in a room full of optimistic, enthusiastic teenagers and introducing them to and discussing with them some of the world’s best literature? To me, very little can compare.
The prospect of a new school year each September fills me with enthusiasm: new students; new books; creative, thoughtful, and engaging discussions. I’ve taught English for 34 years now (save for a few years at home with my children after their births) and loved nearly every minute of it.
This is my ninth year at The Potomac School, all spent as an Upper School English teacher. During this time I’ve also been English Department chair and have spent some time teaching Intermediate School English. Each position has challenged and fulfilled me.
My background is steeped in English. My B.A. is from the University of Bridgeport (cum laude) and my Master’s in English Language and Literature is from the University of Maryland. And in the course of my 34 years teaching English I’ve pursued, through coursework and study, the best teaching practices with which to instill in my students a love of reading and a proficiency in writing.
Mark Kronisch, retired Commerce Department employee, handyman, entrepreneur, and consultant, is my husband of 34 years. We have two grown children and one very beloved grandchild, and have lived in the same house in Potomac, Maryland for 21 years.
Nancy Powell, Lower School Reading/Language Arts Specialist
A second grade student once said to me, “Books are much better than videos because you can read the best parts over as many times as you like.” This, of course, was music to my ears, because I happen to think that reading is magical. My heart and true passion lies in working with emerging and beginning readers, helping them discover the wonder of books and reading. For the past ten years, my Potomac first and second graders have allowed me to share in their reading adventures, as well as their discoveries as mathematicians, writers, scientists, historians, and friends. And after spending twenty years as a classroom teacher (grades K, one, two, and five), I am shifting roles this year. I’ve joined the kindergarten and first grade teams as a reading and language arts specialist, where I get to devote my days to the teaching of reading. I am excited to be a part of this dynamic group of teachers and learners.
A graduate of Virginia Tech, I have had the opportunity to teach in both public and private settings. Potomac has been my second home since 1998, and I can honestly say that teaching here has been my most fulfilling professional experience. Not only have I been surrounded by an incredible array of children, parents, and colleagues, but Potomac has afforded me endless opportunities to grow in my profession. I’ve attended “Schools Attuned” with Dr. Mel Levine at the University of North Carolina, three summers at Columbia’s Reading and Writing Project with Lucy Calkins, and numerous workshops, seminars, and trainings. For the past three years, I’ve been pursuing a Master’s Degree in Reading from the University of Virginia and will complete my studies this spring.
My husband Glenn and I live in Vienna and have three children. Our daughter Lauren is an aircraft engineer in Cincinnati, our son Austin just completed his freshman year at the College of William and Mary, and our son Taylor joins the teaching profession this fall as a math teacher for Fairfax County Public Schools.
Bill Cook, Assistant Head of School for Academics
I am celebrating my 31th year as a teacher and administrator—and my 20th year at The Potomac School. I currently serve as the Dean of Studies K-12. I have had the good fortune of wearing many different hats over the years: counselor; Dean of Students; and teacher of Greek, Latin, U.S. History, Global Studies, Ethics, and Comparative Religion.
In my younger days, I coached soccer, basketball, and lacrosse, positions from which I learned invaluable lessons about motivation and learning. The fact that Mrs. Cook has also been a faculty member since 1987 and that our three children are “lifers” has given me a unique opportunity to see Potomac through many different lenses, for which I am deeply grateful. Outside of school, my hobbies include kayaking, reading, meditation, playing the guitar, and listening to music—jazz, classical, and sacred.
Darcy Swope, Lower School Art Teacher
The Potomac School has been my second home, providing me a family for twenty-five wonderful years, with no end in sight! Both honored and delighted, I tell people “I have 200 children” (my students) and upwards of 50 brothers and sisters (Lower School faculty and staff).
I came to Potomac at the urging of my “real” brother, Perry Swope, who began working at Potomac in 1981. He raved about the school’s superior faculty and staff, idyllic surroundings and family feel. But as I was happily employed as an art teacher/art therapist at a residential treatment facility in DC for children who were severely emotionally disturbed, I simply filed away Perry’s enthusiastic comments about Potomac. This was my first job after graduating from George Washington University with a major in Psychology and a minor in Fine Arts. My next job, teaching at The Episcopal Center for Children, allowed enough time to attend the University of Maryland and earn a Master’s degree in Art Education, while deepening my skills as an artist. Finally, Perry’s unrelenting persistence led me to interview at Potomac, and thus began my new career.
Educated in independent schools as a child, I appreciated Potomac’s philosophy and mission. Of great interest to me was the opportunity to create, invent, explore, expand and refine my own curriculum, teaching ideas and art projects. In the Lower School, I was given the support and space to grow and develop as a person, a teacher and an artist.
I take great pleasure in meeting the children where they are at different stages of development during their years in Lower School. I am always looking for ways to meet their needs and expand their personal, artistic and cultural awareness, while also addressing character education. Creating new and different ways to draw out the artist inherent in each child is both my goal and passion.
Professional Development
An exemplary school must engage the larger world, learning across the broad array of professional fields and challenging ourselves by learning to think and act more globally. At Potomac we promote that engagement by offering our faculty meaningful professional growth and development opportunities. Such opportunities nurture the intellectual life of the school, encourage leadership, and inspire energetic teaching.
Included here are some of the highlights of the last two summers of activities that faculty initiated and brought back to their classrooms.
Upper School English Teacher Dawn Jefferson Savors Reading, Writing, and Discussion
Surrounded by too-green trees and warm mountain breezes, I spent my summer experiencing literature and collegial delight while attending a graduate program at the Bread Loaf School of English near Middlebury, Vermont. The extreme generosity of the Byrnes Grant afforded me the opportunity to spend six weeks in the summer reading classics, studying essays and writing papers. I took two courses with nationally renowned professors, and I was able to take one class, Epic Homecomings, with my colleague from our Intermediate School, Lis Fogt. In this class we studied The Odyssey, which I teach in the 9 th grade, Spenser’s Fairee Queene and Milton’s Paradise Lost. This class demonstrated the usefulness of canonical literature and incorporating drama into classroom instruction. We were able to appreciate the poesy of epic form beyond its bulk. Additionally, I studied literature specifically related to and written about the city of Chicago in Urban American Literature. This course gave us a refresher on themes in American discourse and initiated discussion about the correlation between landscape, immigration and race in the formation of culture in such works as Sister Carrie, The Jungle, Native Son and Raisin in the Sun.
While either situated in Adirondack chairs on grassy hills or seated at intimate tables in the dining hall over organic meals, I engaged in witty banter and scholarly exchanges with other passionate educators from around the nation and world. Bread Loaf is both a teacher camp for committed professionals and a think tank for the appreciation of diverse literature and thought. As students, we were given privileges at Middlebury College; I spent many hours reading in its beautiful library. As lovers of the written word, we were able to revere the likes of Robert Frost and walk along nature trails. Most evenings, there were teachers listening to readings or chatting about how best to inspire their own students to enjoy the books they love. During my time this summer, I was able to read intensely for pleasure, (outside of lesson planning), and spend time writing poetry. I am extremely grateful for the opportunity to reconnect with my literary loves, and I look forward to returning again for the program this summer.
K-12 Approaches for Strengthening the Foundations of Learning
Quantum Learning Works to Create Optimal Learning Environment
Quantum Learning is a body of knowledge, methods, and principles that focuses on teacher presentation skills and a maximization of childhood-learning through multi-sensory, multi-intelligences, and brain-based learning strategies. This approach is based on neuroscience, recent developments in educational theory, and 20 years of research into best teaching practices.
It is clearly a tool the Potomac School seeks to employ. 25 Potomac faculty members have participated in Quantum Learning workshops organized by Upper School Academic Dean Bill Cook over the last two summers with tremendous teacher response. “Quantum Learning creates a paradigmatic shift in how kids and teachers experience the act of learning. It may be uniquely valuable in a K-12 setting,” says Bill.
Travis Larrabee, Upper School Dean of Students, participated in a week-long Quantum Learning workshop during the summer of 2005 and comments, “It was invaluable to me. I like the high energy, and focus on learning life-skills through the eight keys of excellence, including integrity, ownership and failure leading to success.”
Learning to Teach Writing Strategies that Authors Use
Together with a number of Lower School Teachers, Kindergarten teacher Michelle O’Hara attended a teaching of writing seminar at Columbia Teachers’ College last summer. The Reading and Writing Project, led by Lucy Caulkins, encourages teachers to teach strategies that “real” authors use. “For example, we do lessons about how to get an idea, how to make your story better, and how to use punctuation to make it easier for readers to understand, says Michelle. “I have implemented the writing program in my classroom this year and it is making a world of difference for my students. The students think of themselves, kindergartners, mind you, as writers. And they are! Each child has stories that are important to him or her to tell and it has been exciting to help them harness the power of a pen.”
More Potomac Teachers Trained in Responsive Classroom Techniques
The Responsive Classroom, developed by classroom teachers, is a practical approach to teaching and learning that creates challenging and joyful learning environments by integrating academic and social learning through the school day and year. It succeeds in helping students understand connections among the cognitive, affective, and communal aspects of learning.
Grade 6 teacher Jordan Rucker attended a Responsive Classroom workshop sponsored by Fairfax County. “Using techniques such as the morning meeting to greet students and ensure that every child feels included works to inculcate cooperation, respect and responsibility,” said Jordan. A majority of Lower School and Middle School teachers are now trained in Responsive Classroom techniques.
Assessing the English/Language Arts Curriculum
As one of the few K-12 schools located on one campus, Potomac is committed to building a truly integrated curriculum. We are interested in learning and sharing the best ideas to foster this concept. Faye Kronisch, Upper School English Department Chair, led a team that examined specific components of the Potomac Language Arts Curriculum, including literary content, the writing process, reading instruction, and multi-leveled assessments.
The purpose was to determine the best pedagogical methods, developmentally effective stages of learning, and most appropriate content for instilling a love of reading while also fostering excellence throughout the curriculum. “We want our curriculum to be comprehensive, to be complete, and to serve our population in the best way,” said Faye. As a result of this initial effort, plans are underway to perform the same exercise for the Intermediate and Upper School English/Language Arts curriculum, and, in the future, to expand to process to other disciplines.
Travel Opportunities Enrich Experience and Inspire Teaching
Engineering an Empire—Jonathan Lindsay, Upper School Science Teacher
Pondering the genius of the Roman arch, the vault, and the dome, not to mention the remarkable engineering of the aqueducts, were a few of the highlights of my travels to Rome, Pompeii, and Florence last summer. Students in my Engineering Design course almost share my passion for the building techniques and structural innovations of the Roman master builders and appreciate the evolution of key engineering ideas as exemplified by the Romans and Greeks.
In Rome I toured the Pantheon, the Colosseum, the great Forum, Trajan's Market, the Cloaca Maxima, the Baths of Caracalla, and the aqueducts among a multitude of other fantastic sites. Rome proved to be a magnificent palimpsest consisting of millennia of culture and history that nearly sent me into sensory overload. The Pantheon, especially, became the highlight of my Rome experience. A brilliant example of dome architecture, this site is the single best preserved interior space of the ancient world and about as close as one can come to time traveling. In Pompeii, hailed by many as the greatest archaeological site ever discovered, I studied the direct effects of a city-wide catastrophe, comparing it to the disaster prevention engineering that goes on today. While I was there to chiefly study the engineering of the ancients, I also found myself enamored with the great works of the Renaissance.
My students explore many of these themes in our unit on Ancient Engineering, and we see the same themes again in upcoming units on modern structural and civil engineering.
Besides providing me with a new vice, an absolute love affair with gelato, this trip opened my eyes to the wonders of the ancient world and provided a historical engineering perspective that colors every aspect of my teaching.
Living with Indigenous People in the Andean Highlands -Jennifer Walkwitz
After recently rewriting the First Grade social studies curriculum to include a unit on the Andean Highlands, I wanted to dive head first into the content and learn as much as I could about the region. The purpose of my Byrnes Grant was to learn more about the Andean people and their land through experiential learning. I wanted to watch elders weave, see how local people prepare a family dinner, and talk with them about the joys and struggles they encounter in their daily lives.
My project entailed a 21-day cultural trek lead by a group called “Crooked Trails.” This organization’s mission is to “travel with purpose.” La Gran Ruta Inca was designed to take me deep into the Andean Highlands where I would be introduced to the indigenous populations. My trek took me from the capital city of Lima to the small mountain town of Huarez.Once acclimated to the high altitude, I stayed with local families in their villages where I had the opportunity to observe traditional festivals and talk with people young and old. I also worked with the Mountain Institute, brainstorming ideas for projects to help indigenous people continue to thrive in their native environments in an ever-changing globalizing world.
My trip was extended to include a three week home-stay with Miguel and Silvia, friends of a Potomac family in Cuzco. They organized other opportunities for me to live with families in mountain villages. This part of the trip was the most difficult, but also the most authentic and rewarding. The games and instruments I brought back from my travels provide hands-on learning experiences for my students. I also shared a slide show of my trip with the entire Lower School.
US History Teacher Ken Okoth Gains Perspectives in Zanzibar
Exotic spices and spectacular beaches, a tropical paradise tucked away in the Indian Ocean… that is the Zanzibar many people imagine, and which I have often thought about too. However, there is more to Zanzibar than the beaches and the spices. So this summer, with the help of a Byrnes Family faculty enrichment grant, I set out to deepen my understanding of Zanzibar's rich history, to sample some of its fascinating culture, and to interact with the local people.
In the past, the riches of Zanzibar came through the production of spices such as cloves, peppers, vanilla, cardamom, and curry. Along with its beautiful location and wonderful climate came the opportunities for trade, intermarriage, cultural exchange, slavery, proselytization, and colonial conquest. Today, tourism has become the mainstay of Zanzibar's economy. Many Zanzibaris lead their lives in fishing villages along the shores, in inland rural agricultural communities, or within and around the historical Stone Town that is the only urban center on the islands.
Through some readings and during my travel, I discovered a lot of new information about the history of Zanzibar as a critical hub in the development of the Indian Ocean international trade in slaves, spices, ivory, gold, and other precious commodities from East Africa. As the major intellectual and cultural center linking India, Persia, Arabia, and East Africa for nearly seven centuries, Zanzibar contributed immensely to the flourishing of the Swahili language, music, and poetry. The island's architecture, cuisine, religious landscape, and society are all a cosmopolitan mosaic of Arabic, Persian, African, Indian, and European influences. As a teacher of Global Studies and African history, my visit to Zanzibar will be really helpful and relevant to my teaching of current affairs.
Exploring Two Countries Caught between the Past and Present
Upper School history teacher Linda Anderson traveled to Vietnam and Cambodia as part of the 2005 International Colloquium on Religion and Culture. A focus on world history and global studies is essential for students to develop intelligent historical perspectives on contemporary world affairs. “I felt like I was caught between Karl Marx, Adam Smith and Rockefeller. I had one foot in history and one in the contemporary world,” said Linda. She notes that her students are particularly interested in the Vietnam War era and she is excited about sharing her first-hand insights.
Exploring the Nile
Sarah Coste, Lower School teacher, traveled to Egypt in 2005 exploring its rich history. Highlights included navigating long tunnels inside the Great Pyramids of Giza to the Pharaoh’s burial chamber, touring the colossal temples of Karnak and Luxor, marveling at the exquisite tomb paintings at the Valley of the Kings, and traversing Mt. Sinai to its summit (7800 ft.), via a three hour ride aboard an ornery camel in the middle of the night.
Egyptologists met Sarah in each city and shared their expertise about both past and present-day Egypt. Ancient Egypt is the focus of study in the latter part of a Potomac child’s fourth grade experience.
Understanding Historical Art and Architecture in Mexico
Middle School art teacher Hillary Steel was impressed by the value placed on art and artists in the small villages of Mexico. “I loved being in a place where art is a part of life, not separate.” Hillary saw works of ancient and contemporary artists in Mexico City and was particularly taken by the work of muralists.
She also traveled to Oaxaca and visited the traditional artisan villages of the Zapotec people. “I was particularly interested in the cochineal farms that produce dyestuff, important both artistically and economically.” In Middle School, students create wonderful textile products, experimenting with textures and colors, and Hillary brought back some of the cochineal dyestuff to share with her classes. She also made a contact with a weaver in Teotitlan de Valle, a weaving village that harkens back to the Aztecs, and hopes one day to return with a group of students.
Sharing Conversation and Debate with Chinese Students
With two years’ study of Mandarin under his belt, Upper School Art and Outdoor Education teacher Cort Morgan led a summer trip to China with six 2004 Potomac graduates. The three-week trip included visits to Beijing, Xi’an, Chendgu, Suzhou, and Shanghai, as well as time in the countryside and three days’ travel on the Yangtze River. But perhaps the most memorable event was a visit to Tsinghua University in Beijing, China’s “MIT.”
The Potomac students were guests of the faculty and students of the Department of Environmental Sciences and participated in a day-long discussion and tour of the campus. Discussion centered around the question, “What will the world be like in 25 years?” This open-ended question elicited congenial debate among the Chinese and American students.
There was also plenty of casual conversation about music, movies, and college life. While the travelers explored many historical and cultural sites, it was equally important to meet people in a wide variety of settings—to listen, to talk, and to simply exchange ideas. The trip generated further contacts for future visits and exchanges.
The above offer just a sample of the summer learning experiences of our faculty. The breadth, variety, and sheer number of those who participated speak to a profound commitment to professional growth, a commitment that culminated in the All-School Retreat, August 31 and September 1.
New Faculty Highlights
Lower School
Upon completion of her Masters Degree in Reading from The University of Virginia, Melissa Davis is moving from the second grade classroom to the position of Reading and Language Arts Specialist for grades 2 and 3. She will not only support the needs of students, but she will serve as a resource for teachers and parents.
We are delighted to welcome Sarah Coste to Lower School. Sarah, a former Middle School teacher here at Potomac, will be stepping into the role of LS Math Resource teacher. A graduate of Washington College and Lesley University, Sarah continued to polish her expertise in mathematics this summer by attending various professional development workshops. Sarah's enthusiasm and strong commitment to her profession make her a natural fit for Lower School.
Andrea Greenwich joins our first grade team, coming most recently from the Portland, Oregon area. Andrea started her teaching career in Fairfax County at a year-round school before moving to Oregon. She received her undergraduate degree from The University of Virginia and her Masters in Elementary Education (Curriculum and Instruction) from The College of William and Mary, where she became especially interested in "online literacies." Andrea grew up in McLean and her parents still live here.
Patricia Miller is leaving behind her teaching job (and skiing!) in Aspen, Colorado to join our second grade team. She brings not only classroom experience, but additional experience as a reading specialist. Tricia received her undergraduate degree from Bucknell before going on to receive two Masters Degrees, one from Hofstra (Elementary Education) and one from The University of Virginia (Reading Specialist). Tricia hails from New York and has completed several marathons!
You may notice a slight southern accent when meeting our new music teacher. Tara Clayburn and her husband have relocated from Kentucky to join us. Tara has been sharing her love of music with young children in Mt. Sterling, KY, a rural setting east of Louisville. Tara received both her Bachelors and Masters Degrees in Music from Morehead State University and has continued to specialize in Orff training at the University of Kentucky. Tara's specialty is playing the flute!
We have four new interns joining our faculty this year. All four interns come to us with diverse experiences in education but all with a common love of working with young children. All four interns will work on their Masters in Education at Marymount University, while assisting in our Lower School classrooms. Arianna Cohen received her undergraduate degree from Indiana University and will be in our two-year Masters program, along with Emily O'Brien, a graduate of Pine Manor College in Massachusetts. Andrea Jimenez, a graduate of The University of Mary Washington, will be completing our program with Marymount this year, as will Katie Tompkins, a graduate of Vanderbilt University.
Middle School
Inga Schoenbrun joins our K-12 team of math specialists as the Middle School Mathematics Coordinator. A dynamic educator, Inga brings eleven years teaching experience and four years counseling experience to our school. Most recently, Inga served as the Math Specialist at the Washington International School, while also teaching graduate courses as an Associate Faculty Member at Johns Hopkins University’s School of Education. She worked previously as a resource teacher for gifted students in Arlington County Public Schools and as a team leader and master teacher in Howard County Public Schools. A graduate of Allegheny College, Inga went on to earn her Master of Arts in Teaching at Johns Hopkins University, where she is presently working on completion of her certificate in Administration and Supervision.
Joy Webster will serve as a Grade Five Classroom Teacher this coming year. She brings ten years teaching experience, coming most recently from the Fourth Presbyterian School in Potomac, Maryland. A creative, gifted educator, Joy has earned National Board Certification, a highly-esteemed honor for teachers. She brings enthusiasm for and strength in differentiation, gifted education, and technology integration. Joy graduated from Cedarville University with a Bachelor of Arts in Elementary Education and is completing work on her Masters of Education in Curriculum and Instruction at the University of Maryland.
We also welcome two new interns to our faculty. A graduate of Wake Forest University, Irene Erickson comes to us from Chicago, where she worked as a teaching assistant at the Sonia Shankman Orthogenic School. Alexis Sacks earned her Bachelor of Arts degree in Dance Education and Performance at Towson University. A talented dancer herself, she has taught dance at several local schools and conservatories, including Holton Arms and Windsor Mill Middle School. Both interns will begin work on their Masters in Education at Marymount University while working in our Middle School classrooms. Irene will complete her internship in one year; Alexis has enrolled in our two-year program.
This year you will also see several familiar faces returning in new roles. We welcome back Weezie Parry, former fifth grade teacher and fourth grade math resource, as our Counselor for Grades Four and Five. After teaching for several years, Weezie found her true passion – counseling. She completed her Masters in Social Work at Catholic University in 2003, serving as a social work intern in local schools and children’s centers. Most recently, Weezie led the Active Parenting workshops offered last winter to Potomac parents. You will also notice that two classrooms teachers have changed grade levels. To gain new perspectives and experience, Carrie Zulanas will join our fourth grade team this year, and Grace Bell will join our fifth grade team.
Intermediate School
Emily Carleton, who will teach 8th grade English, previously taught 9th, 11th, and 12th grades English in Redding, CT for four years while working on her Masters in English at Breadloaf School of English. She taught outside Boston for two years before that while finishing her Masters in Teaching at Tufts. During her free time, she loves tennis, skiing, running and enjoying the outdoors.
Tiffany Barbour, 7th grade English teacher, began her career in education as an apprentice teaching 4th and 6th grades in Cambridge, MA while earning a Master's in Middle School English Education. After completing her studies, Tiffany went on to teach eighth grade English for Newport News Public Schools in Newport News, VA. When she is not in the classroom, Tiffany is reading, traveling, and adding music to her musical catalog. Tiffany looks forward to working with the students at Potomac and she hopes that she will pass on her love of literature to her students.
Christine Varoutsos, has returned to her alma mater to teach 7th and 10th grade Spanish. Christine received B.A.s in Spanish and English at the University of Richmond after studying abroad in Spain and Argentina. Upon returning to the DC area, she ran the office of a foreign language teaching center, where she taught Spanish and English as a Second Language to students of all ages. Christine then earned her Master's degree in Spanish Linguistics from Georgetown University, where her research focused on improving Spanish teaching methodology. She is eager to make the Spanish language and its cultures come alive for her students.
Upper School
Graham Bauerle will be teaching Chinese Studies and Ethics. Graham recently completed a Master of Arts degree in Chinese Literature at Indiana University, where he also taught Chinese and East Asian Studies. He was recently a part of Americorps and the Northern Arizona Conservation Corps, with whom he spent six months maintaining and constructing new trails and building fences around National Park land.
Russell Hanes will be teaching Mathematics and Debate. Russell comes to us from Oregon Episcopal School, where he taught geometry and pre-calculus, along with debate.
Gretchen Bauer will be teaching Biology and will be the Assistant Coach for JV Field Hockey. A graduate of Wake Forest University, Gretchen has taught science in both the United States and Germany. Most recently, she has been working as a Clinical Specialist at the Kennedy Krieger Institute in Baltimore, where she worked in the Pediatric Feeding Disorders Unit.
Denise Reitz will be teaching Biology and Environmental Science. Denise is a veteran science teacher who has taught in a variety of schools in Virginia, Georgia and Rhode Island. Most recently, she taught science at Wakefield High School in Arlington, VA, where she was also the Sophomore Class Advisor.
Chad Weiss will be teaching History and is the Head Coach for Boys’ JV Tennis. Chad recently completed his Master of Arts degree in German and European Studies at Georgetown University. Since then, he has been teaching history and coaching tennis and skiing at Kimball Union Academy.
Julie Lewis will be teaching English. Julie received her Master of Arts degree in Humanities from Marymount University and has taught and coached in a variety of schools since then. Most recently, she has been at St. Andrew’s Episcopal School in Potomac, where she taught English and coached soccer for six years.
Carolyn Wendler will be teaching Mathematics. Carolyn received her Master of Science degree in Mathematics from the University of Illinois Urbana-Champaign, where she is remains a Doctoral candidate. She has extensive teaching experience, including a recent stint at the University of Illinois.
Clara Hoellerbauer will be teaching Spanish. Clara is a recent graduate of Kenyon College, where she received her degree Magna Cum Laude in Political Science, Modern Languages and Literatures (Spanish and French). Since then, she has been teaching Spanish and coaching crew at the Darlington School in Georgia.
Christine Varoutsos is also joining our Spanish faculty to teach 10th grade, as well as Intermediate School Spanish. Please see the IS section above for more information about Christine.
Josie Woods will be the US School Counselor and Health Instructor. Josie has a Master of Arts degree in Child and Youth Counseling from Slippery Rock University and has worked as a counselor and therapist in a variety of settings. Most recently, Josie has worked as a counselor at Cannon School.
There are a few other staffing changes of note: Tom Harding will become the new Mathematics department chair and Cort Morgan will take over as Art department chair. Maya Jafaar will be teaching Art in the Upper School, along with one section in the Intermediate School and Blake Howard will be teaching English full time in the Upper School.
