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Careers at Potomac

Grow Your Passion at Potomac

Embodying Potomac’s core values – courage, humility, integrity, respect, and perseverance

Careers at Potomac
Careers at Potomac
Careers at Potomac

Equal Opportunity Employer

In striving to fulfill its mission, The Potomac School seeks many different voices, viewpoints, and backgrounds. We are an equal opportunity employer. We look forward to hearing from you.

Careers at Potomac

Recognized as one of the premier independent day schools in the nation, The Potomac School is distinguished by its emphasis on excellent teaching and its vibrant, engaged community.

Potomac faculty and staff are among the finest in the country, in part because they work at a school that allows their unique passions and personalities to thrive. The teachers here are experts in their respective fields, with more than 75% holding advanced degrees. Our employees also get a great professional boost from working with dedicated, highly-skilled colleagues and mentors.

If the idea of being a part of this dynamic learning community inspires you… if you believe you have what it takes to make a positive difference in the life of our school and the lives of our students… we’d like to hear from you! Take a look at the open positions below and consider all that The Potomac School has to offer, including:

  • Competitive salaries and generous benefits
  • A commitment to supporting your continued professional growth
  • A support structure that will help you succeed and thrive as a member of our community
  • A rewarding work environment that offers you the opportunity to make a difference every day!

Job Openings

Employment Application

Qualified applicants should complete the online application which includes uploading a cover letter and resume. Please contact the HR Department with any questions regarding any open positions.

Apply Now

Apply for General Consideration

We appreciate your interest in working at The Potomac School. If you do not see a current vacancy that fits your interests, but would still like to submit your materials for review, we welcome you to complete this application for general consideration. Please indicate your areas of interest on your cover letter or resume. 

Unless otherwise indicated, this general application will not serve as a substitute for an official job application for a position posted on our careers site. Please check back periodically for specific job openings and to submit an official job application for your position of interest if and/or when there is an opening.

If you have any questions about employment, please email the Human Resources Department.

General Consideration

Meet Our Faculty

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Mrs. Karen Djorup

College Counseling and Testing Coordinator

"In addition to working with Upper School students, I also coach Intermediate School Field Hockey."

I have a bachelor's degree in economics from Randolph-Macon Woman's College and a master's in applied behavioral science from The Johns Hopkins University. Prior to Potomac, I worked in the human resources/organizational development field for a Fortune 500 company managing their leadership and development training programs.

Ms. Patricia Doss

Intermediate School English Teacher

"I feel I have found a gem in discovering The Potomac School."

While teaching in a school abroad, I overheard a conversation about course selection for secondary school students—about de-selections—regarding an end-date for the study of literature. “But literature is good for the soul,” argued a colleague. From my position on the fringes of the conversation, I agreed.

I grew up in New Jersey, the daughter of a teacher and an author, and I was set free to find myself. At the time I thought I was working hard, but my life of study and travel—and supporting myself in humble circumstances—was richly satisfying. I studied philosophy, religion, literature, writing pedagogy, and teaching theory in Pennsylvania, Chicago, England, and India before arriving in Washington, DC, and falling in love with the climate, great running paths, and teaching. I left for over a decade to pursue teaching opportunities in England, and—though a favorite poet portends that “way leads on to way”—I returned to Northern Virginia and feel I have found a gem in discovering The Potomac School.

I live in Falls Church with my husband and daughters. I enjoy running, cooking spicy vegetarian food, reading, and traveling.

Ms. Morgan Downing

K-5 Academic Technologist

"On the last day of highschool, my Humanities teacher, Mr. Dart, explained to my class that learning doesn’t stop once we graduate from high school or college, we are “lifelong learners.’” At the time, the saying felt too cheesy, too simple, but little did I know how correct it would be and how correct it is in my life today."

After high school, I attended American University (AU) in Washington D.C., where I majored in Strategic Communications and minored in Education Studies. I loved studying the impact that media - whether print or digital - has on our daily lives. With a focus on education, I interned at local education nonprofits and companies, building their messaging to the audience they intended to serve - students and teachers. Post-graduation from AU, I spent two years working in the communications department of  Parents Amplifying Voices in Education (PAVE), a D.C.-based education non-profit whose mission focused on empowering parents (a majority Black and Brown) to advocate for policy changes they wanted to see in the District’s education system. 

As much as I grew from my roles at PAVE, I knew my time in the classroom - as a student - was not yet complete. I was yearning to learn more about the design and structure tools I used in my day-to-day work, but even moreso, how kids could use these tools to advocate for and make change. In 2022, I was accepted to Harvard University’s Graduate School of Education in the Learning Design, Innovation, and Technology (LDIT) program. Over 11 months, I built my knowledge about the technological programs, tools, and lessons I could put into practice in both formal and informal learning spaces. 

I look forward to taking all the knowledge and ideas I gained from Harvard and implementing these in the classroom. However, I don’t intend to only teach the materials but I look forward to my students teaching me - and their support in strengthening my identity as a lifelong learner.

Ms. Isabelle Drake

Intermediate and Upper School French Teacher

“I enthusiastically return to The Potomac School after having begun my teaching career here in Summer Programs over 20 years ago.”

I enthusiastically return to The Potomac School after having begun my teaching career here in Summer Programs over 20 years ago. I never imagined then that I would become a parent to two Potomac “lifers,” or that I would have the opportunity to join the world language department teaching French in both the IS and US!

Beyond the language classroom, I have a passion for helping students develop effective strategies for conquering learning, organizational, executive function, and content challenges in all academic areas. Having grown up transatlantically, I have balanced my DC-native status as an alumna of the Washington International School with studies at Oxford University and the University of Toronto. I am fortunate to spend summers in our family home in Brittany, France and look forward to bringing authentic source materials to Potomac learners.

Mrs. Beth Dunkelberger

Middle School Art Teacher

"A graduate school research project afforded me the opportunity to observe and analyze art classes in Japan for grades K through 5. I completed a research project on the developmental stages of Japanese children’s art according to media."

Ever since my childhood, I have been drawn to making art and exploring the outdoors. With little time in the school day devoted to my favorite pursuits, the day in the classroom felt long. Third grade, however, was different. That was the year I attended an experimental school.The school believed that children are innately aware of their strengths and weaknesses, and that they are best equipped to self-select a curriculum that meets their learning style. Rotating between art, science and physical education, third grade was a dream. Upon reflection I now see how the experimental system would have failed me in the long run, and my parents were finally forgiven for pulling me out.

Yet it was not until undergraduate and graduate school that my education was once again geared toward my life passions: art-making and outdoor recreation. I had enthusiastic support for: sharing ideas about art and artists, discussing one’s own and other’s art-making experiences, talking about the nature of art and artists, and examining the work of artists both past and present. A Semester at Sea program my sophomore year gave me insight into arts and cultures from many countries around the world as well as the itch for more travel. Junior year I attended art school in Rome, Italy, where my art history books came to life with so many of the painters, sculptors and architects I had studied. A graduate school research project afforded me the opportunity to observe and analyze art classes in Japan for grades K through 5. I completed a research project on the developmental stages of Japanese children’s art according to media. I still use some of the fresh and inventive techniques learned from this research in my classroom today.

Although I continue to use many strategies taught in my own college art education courses, I have also changed my ways of thinking over the years. In my fourth year of teaching, I became a parent. Observing my children make art gave me new insight and heavily influenced my teaching. Whether arranging stones, sticks and sand in unusual ways or bringing invented worlds to life with Play-Doh, I realized there was no shortage of imaginative ideas. The ongoing narrative dialog that took place during creative play showed that they naturally discussed the creative process. It was the most honest art I had witnessed. I no longer wanted to impose my adult ideas for art-making on the purest form of art: children’s art. Instead my place in the process was to provide enthusiastic support for their exploration while setting up artistic situations that inspire them.

As my students search, discover and invent, they never cease to provide fresh observations and inspire me with their creative ideas and art. A circular relationship exists where we are learning from each other. Sharing ideas, discussing works in progress, providing feedback and working on methods to refine works with a supportive and interested audience are vital to the growth of all artists. As an artist/teacher, the more immersed I am with my own art, the greater understanding my students gain from the art processes of others. Being an artist/teacher at The Potomac School, I am where I have always wanted to be: working with a community of artists and often enjoying the beautiful outdoor campus.

Dr. Jenn Durham

Director of Learning Support (Grades 7-12)

“Tell me and I will forget. Show me and I will remember. Involve me and I will understand. Step back and I will act.” –Chinese Proverb

My journey into education began 25 years ago, quite serendipitously, as I made the move from Dallas, Texas, to Washington, DC. As a liberal arts graduate, I knew I wanted to work with children in some capacity, but had no idea that my journey would lead me to American University’s master’s program in learning disabilities, headed by the legendary special education pioneer Sally L. Smith. After spending 18 months taking classes in the evenings and filling my days with an internship at the Lab School of Washington, I was hooked! I learned what theory looks like in practice, I learned to make learning visible, I learned to appreciate teaching from a strengths-based approach, and most importantly, I learned to understand that all children have the ability to learn – and that it is our job as educators to find those openings for them, to discover the things that catch their interest and engage them in the learning process.

After spending a number of years at Fairfax County Public Schools, I left the classroom to raise a family and began an Arlington business tutoring, assessing, and advocating for families of students with learning differences. Once I completed my Ph.D. in education at George Mason University with a focus on special education and arts integration, I began teaching at American University’s Masters of Arts program in learning disabilities, as well as working full-time as the curriculum and technology coordinator at The Lab School of Washington and then as academic dean in the high school. Through the intersection of these roles, I have had the opportunity to supervise and train dozens of educators at all levels of experience. I’ve also had the privilege of engaging in multiple research projects and authoring a textbook, Creative Materials for the Early Childhood Classroom.

I am thrilled to be joining the Potomac School community. My favorite part of my work is the opportunity to engage with students, parents, and colleagues.

Mr. Jason Dwyer

Upper School Latin Teacher

"The classical ideal of sound body and sound mind has always appealed to me, and it is one I seek to instill in my students and athletes here at Potomac."

The classical ideal of sound body and sound mind has always appealed to me, and it is one I seek to instill in my students and athletes here at Potomac. Teaching Latin and coaching cross-country and track have given me a unique opportunity to work with students over the span of several years.  Remembering the challenges of balancing academics and athletics in both high school and college enables me to identify with the typical Potomac student experience. Furthermore, teaching and coaching is a wonderful way to honor the tremendous support and dedication that my own teachers and coaches provided me. Having grown up in the area and attended a Jesuit high school and Quaker college, I feel at home here at Potomac both in terms of locality and ideology.

 

Ms. Kristin Enck

Upper School Art Teacher

"I earned my Bachelor of Arts in Spanish and Education from the University of Massachusetts, Boston, and my Master of Fine Arts in drawing and painting from the University of North Carolina, Chapel Hill."

Prior to coming to Potomac, I taught beginning and advanced painting, as well as digital art, at the Albert Einstein High School in Montgomery County. I also served as their yearbook adviser. I earned my bachelor's degree in Spanish and education from the University of Massachusetts, Boston, and my Master of Fine Arts in drawing and painting from the University of North Carolina, Chapel Hill. In addition, I have had my work exhibited in half a dozen shows.

Mrs. Whitney Ennis

Director of Summer Programs and US Coach

Mrs. Catherine Fields

Grade 6 Teacher and Yearbook Advisor

"It is refreshing every day to come to work with a group of students who want to learn."

Learning about the past has always intrigued me, and I think sharing that curiosity with my students is the most rewarding part of my job. With the help of Potomac, I have had many opportunities to travel and hone my craft. Most recently, last summer I spent a week in England exploring the mystery surrounding the death of King Richard III. He was one of the most hated kings in English history, and he had a dramatic death, but the discovery of his body 450 years gave his story new life. This trip, like many others, gave me a newfound focus and passion that I was able to share with my students.

Over the past 13 years, Potomac has certainly helped foster my love of teaching and learning. I have loved every moment. From the children, to the parents, to my fellow teachers, I have found a real home. It is refreshing every day to come to work with a group of students who want to learn.

My education background has always been English language arts/history. After receiving my bachelor's degree in English/creative writing from San Diego State University, I decided to pursue my graduate degree in British literature/history. Upon graduating from SDSU, I immediately found a love for teaching 6th graders, and this is the age group I have been working with ever since. Sixth graders are fun, energetic, and always keep me on my toes. There is never a dull moment in my classroom, and not one day has ever felt like the one before. I consider myself lucky to have such a profession and love of learning.