Tyson Peters – Integrated Social Studies/World Cultures Teacher, Head Boys Golf Coach, Kids Corp. Club Advisor

Location: Mercer Island High School

Job description: Tyson teaches an integrated sophomore Social Studies/World Cultures course with English teacher, Erica Hill. Instead of a traditional 50-minute period, they take turns teaching two periods, back-to-back. This block class contains 60 students instead of 30. “Integrated block classes offer a few different benefits,” says Tyson. While his class studied Nigeria’s declaration of independence from Great Britain, Erica’s class read Things Fall Apart, Chinua Achebe's acclaimed account of Nigerian life before and after colonialism. “The kids get more than facts,” Tyson explains, “they get the depth that comes from feeling and understanding. Also, class time is longer, which gives us more opportunity for varied types of lessons – role-playing, making movies, and oral presentations.”

Tyson challenges his students to develop their own opinions about historical events. “Written history is often biased, depending on who wrote it,” Tyson explains. “Who’s to say only one source has the truth?” Currently, Tyson’s class is in the middle of their Age of Exploration and Colonization unit, studying various accounts of Christopher Columbus by reading his journals, perspectives of the Native Americans, and books by modern historians.

Tyson is proud of the boys’ golf team, which just finished their season. “It was a great year,” he says. “We have won four of the last six KingCo titles, and were State champs in 2005. We hope we will be again this year!”

Tyson is also an advisor for Kids Corp. Club, which matches elementary students to high school student tutors. “The idea is that young kids often respond better to working with a high school student rather than a parent or another adult,” Tyson explains. “It’s a student-managed and operated club. I’m there to provide assistance and help facilitate between families and tutors. Some of our high school students have generated really good relationships with elementary students.”

Best part of the job: “I enjoy being in an academic and social environment where you are building relationships with pretty amazing students and staff,” says Tyson. “We’ve got four history teachers and two English teachers sharing the same office,” says Tyson. “Between my coworkers and my students, I get to have great philosophical discussions. You don’t necessarily get that perk in other work environments!”

Something people may not know: “I love snow!” says Tyson with a chuckle. “Snow, more than anything else, brings out my inner child. Actually, I just love the outdoors in general.” Tyson enjoys backcountry skiing in winter, golf and hiking in spring and summer.

Years in district: This is Tyson’s ninth year with MISD.

Outside interests: While growing up in Washington State, Tyson developed a love of travel. “My family (his parents were both teachers) took trips every summer, all across the U.S. and to Europe. Afterwards, I found it fun to learn about the place I’d just been to. Today, my travels add dimension to the subjects I teach.” Tyson’s last big trip was to India, and he would like someday to travel to the Middle East and East Asia. But for now, travel may have to take a backseat to juggling family life. Tyson lives in West Seattle with his wife Yvonne, an attorney, and their children – Julian, age five, and Lila, five months. With the arrival of the new baby, Tyson says, “we are getting used to having a fourth person around the house!”

Shannon Verschueren - Crest Special Education Teacher/Case Manager, Resource Room/Structured Study Social Skills, HS Drill Team Coach

Location: Mercer Island High School and Crest Learning Center

Job description: Shannon provides direct instruction for students with I.E.P.’s (Individual Education Plans) who need support and additional instruction to be successful in general education. This might involve academic subjects like math, reading, or writing, or it could include instruction in organizational and personal skills. In her social skills class, for instance, students grapple with such subjects as how to go on a date or how to act on an airplane, via games, role play, and problem-solving questions. Shannon is fascinated by the differences in the way students learn and how their brains work. “I could have a student who is in AP level science but doesn’t understand how to have a conversation.” Shannon keeps in touch with students after they graduate, and has received a lot of positive feedback as they navigate through college. “Every day there is something to celebrate.”

Typical day: “My typical day is as structured as humanly possible!” says Shannon. “I have so many kids doing so many different things. Each of my students has a goal sheet so that he or she knows what to work on. Flexibility is the name of the game here.” Shannon, who would be a professional organizer if she weren’t a teacher, feels it is never too early to learn organization skills.

In her first period of the day, at Crest, Shannon focuses on self-advocacy. “When my students go to college,” she says, “they will need to know how to get extra support if they need it.” She does the same the rest of the day with her students at the high school, where she teaches structured study and social skills classes in the resource room, as well as one drill team class. “We are called Case Managers because we help the kids manage their time and plan long-term goals,” Shannon explains. “From eighth grade on, we begin asking them what they’re going to do after high school. They express their interests, and we help them determine the steps to get there.”


Best part of the job: “I love community building,” says Shannon. Working at both Crest, the high school, and as a drill team coach, has given her that opportunity. “Bridging the gap between special education students and Crest students has been awesome,” says Shannon. She has hosted dinner parties for the drill team at Crest, enlightening team members to the fact that there are summer class offerings at Crest. Shannon, who went to Mercer Island schools, learned early about the importance of interested teachers who are invested in the well being of their students. “I had great relationships with all my teachers,” says Shannon. “During times of stress, my teachers were my pillars of support, consistency and comfort.”

Something people may not know: Shannon is deeply rooted to Mercer Island. In fact, her senior class voted her most likely never to leave! Her mother graduated from MIHS in 1974, and Shannon herself graduated from MIHS in 2002. Several generations of Shannon's large family continue to live on the island today.

Years in district: This is Shannon’s third year with MISD.

Outside interests: “I've always done drill team; I was on the team for three years,” says Shannon. “It's a huge part of my life.” She also dances, (hip hop, jazz, ballet) and scrapbooks. She and her boyfriend, Matt Stock, also an MIHS grad, enjoy traveling. Shannon was a chaperone on the MIHS Senior Vietnam trip in February 2010. The money raised by the individual students and families funded orphanages there. The experience, says Shannon, was “life-altering. It was great to feel connected with so many kids I never would have had in classes otherwise.”

Bruce Harrington – Sixth Grade Language Arts/Social Studies Teacher

Location: Islander Middle School

How he sees his job: Before becoming a teacher in 2002, Bruce fulfilled a ten-year calling as a pastor. Teaching, he says, is a similar calling. “Teaching has a different book, a different bell, and a different building, but it’s the same job. It’s helping people discover themselves.” He encourages his sixth-graders to “do things in life you’ve never done before. Find your passion. Read a book from a different genre, take a class in something you’ve always wanted to learn – a musical instrument, a language, try skydiving. Challenge yourself! You have a whole life ahead of you — don’t put yourself in a box.” He offers himself as an example. “I NEVER would have predicted I’d end up teaching sixth grade! I wanted to be Indiana Jones! My hardest years in school were during junior high. But those experiences help me relate to my students and the issues they struggle with.”

Typical day: Bruce arises at 5:00 a.m. and walks his dog Jezebel, a ‘pound puppy’ of unknown lineage, for 45 minutes. He arrives at IMS at 7:00 a.m., allowing over an hour to finish planning the day ahead, snag a place at the copier before a line forms, and check in with his sixth grade teaching team. At 8:20 a.m. the bell rings and his classroom floods with energetic sixth-graders, bearing news items gleaned from CNN and the like. “I want my kids to be aware of social studies in the news,” Bruce explains. “They are constantly rushing up to me with articles about such topics as Stonehenge or some newly discovered Egyptian mummies.” Bruce teaches two LA/SS block periods. His final period of the day is a prep-period, when he confers again with his sixth grade teaching team, discussing things like student issues, curriculum, and field trips.

Best part of the job: “Seeing students’ pride after they’ve done something they didn’t think they could do,” says Bruce. For example, his sixth-grade language arts culminating project is a 16 page story which students write and illustrate and bind into an actual ‘book.’ The content may be any genre they choose – fiction, non-fiction, or fantasy. “In the beginning of the year,” says Bruce, “getting a sixth-grader to write a full paragraph is like pulling teeth. By June, they will have illustrated and ‘authored’ their own book, something of which they are extremely proud.”

Something people may not know: Bruce grew up in Shrewsbury, Massachusetts. As a young boy during the 1976 Bicentennial, he participated in many state celebrations. “My dad was a reenactor. He played an American Revolutionary Minuteman, adopting the persona of an ancestor who actually fought in the Revolutionary war. I was a flag bearer in the parades.” Bruce was a member of the color guard that greeted Queen Elizabeth II when she visited Boston. Bruce graduated from Andover Newton Theological School in Massachusetts, and received his grad degree in education from Worcester State (College) University in Worcester, Massachusetts.

Years in district: Bruce is in his seventh year with MISD.

Outside interests: Bruce lives in Seattle near Garfield High School. He plays the piano and enjoys gardening. “People think I’m crazy, but I LOVE yard work! I could mow the lawn seven days a week.” Bruce also has an interest in genealogy and is researching a complete family history for the benefit of his niece and nephew, tracing his family lines from the present all the way to the court of Queen Elizabeth I.

Amy Kerby – Kindergarten Teacher

Location: Island Park Elementary

How she sees her job: “I want to give my students a positive introduction to school. I want to help them become independent learners by providing them with choices, and teaching them to explore their surroundings. My class is a place where they learn to interact socially, follow directions, and develop skills to help them become learners with a zest for life and learning.”

Typical day: “Our day starts with a ‘calendar routine,’” says Amy. “We sing the days of the week, and review the day ahead. We have a student ‘meteorologist’ who reports on the weather. We track how many days we’ve been in school, which is a lesson in math.” The students break for recess, which is only for kindergarteners so as not to be overwhelming. After recess, they have a Literacy period, where they blend words and talk about sounds, while simultaneously learning sign language for the new words, a practice that helps kinesthetic learners. “The kids can sing/sign Twinkle Twinkle Little Star and several other songs,” Amy says. “They will perform the songs at Island House Assisted Living in November as their first field trip.“

The students also practice reading in small groups while Amy meets with individual students to discuss reading goals. After lunch they rest briefly with heads on desks. Science is next – they are currently learning about trees. Then comes an art project or Free Choice – free time for students to choose an activity: blocks, imaginative play, games, puzzles, legos, or art materials. “Free Choice is a great time for trying out social skills,” says Amy, “and gives me more opportunity to meet with kids individually.”

Best part of the job: Watching her students master new skills and seeing the joy it brings them. “It’s really fun to see how much they grow and learn. They start the year so young and they grow so much.”

Something people may not know: Amy is a quilter, a craft she learned from her mother. These days, she focuses on baby quilts for her two children – Tristan, age two, and Liam, four months. Liam was born with a heart defect and required open-heart surgery shortly after his birth. “The thought of surgery was scary,” Amy confides. “A baby’s heart is the size of a strawberry. But he is our miracle baby. He came home from the hospital after only two weeks. We’d expected it to take twice that long.” Baby Liam is now fully recovered and the family is content because husband and daddy, Tye, a former member of the Marine Corps, is home for good after deploying to Iraq three times. He now works a civilian job at a box plant in Seattle. “We are very glad to have him back,” Amy says.

Years in district: This is Amy’s fourth year with MISD.

Outside interests: Amy loves to read and go trailer camping. The family takes frequent weekend jaunts, often to the Hood Canal area and Deception Pass. They live in Renton.

David Baxter –Grades 3-4 Highly Capable Program Teacher

Location: West Mercer Elementary

Job Decription / Philosophy: The Highly Capable program strives to provide an enriched learning environment focused on independently accelerated instruction, project-based and simulation learning, and multi-grade flexible grouping of 3-5th graders.

Typical day: “Unlike many teachers, I am not an early riser,” David chuckles. “I come in at 8:30 a.m., but often stay until anywhere from 6:30 or 8:30 p.m. The long days haven’t burned me out—you build up stamina.”

David’s school day is broken up into several blocks, starting with Math Workshop, during which he moves from student to student and incorporates mini lessons within the broader curricula. In Literature block, students are given a variety of choices using the CAFÉ (Comprehension, Accuracy, Fluency, and Expanding vocabulary) model of instruction. CAFÉ focuses on independent or small group conferencing on skills such as reading, in which students select independent goals and make a plan on how they’ll achieve them.

David is an enthusiastic proponent of technology in the classroom. “The most powerful tool, I have found, in teaching students to be better writers is the document camera. It gives them an unprecedented opportunity to compare and be influenced by each other’s work.” He also engages students by giving them a chance to share their thinking and work with a broader audience using podcasting and iMovie to document and share writing and ideas on the Internet.

In the afternoon David teaches a fifth grade science and social studies class. When his third and fourth graders return from science and social studies instruction with other teachers, David has more activities including a venture he calls Curiosity Quest. “My students are at a very formative age, and I want them to explore topics they care about. I am always asking, ‘What do you think?’ when they come to me with questions, because I can’t solve things for them. I also model constructive criticism— which I’ve discovered kids are great at giving to me and to each other.” Aesthetic attention to their projects is another essential in David’s classroom. “I encourage students to experiment with technology tools such as iPhoto, Word tools, and Powerpoint, for clear, polished presentations. This helps them figure out what works in getting their points across, or how to adjust for a better outcome.”

Best part of the job: “Getting to work with young people who are still open to the wonders of the world,” David says. “Growing up I thought of myself as an optimist. Then I went to college and became a pessimist. Now I consider myself a realist. But there is a lot of good in the world, and I want to focus on that and share it with my students. I am also inspired by the incredible array of teachers in this district. I feel every person I work with gives 100%.”

Something people may not know: “One of my favorite things to do,” says David, “is sit in the woods and be silent. As a teacher it helps me to stop and listen to the world instead of speaking to it.” David grew up in Wisconsin and obtained his degree in theatre with minors in history and theology at Marquette University. He got his masters in teaching at City University. It was a “mad adventure” road trip with his brother 18 years ago that brought David to Washington State. “We stopped at Shi Shi beach on the Fourth of July,” David confides. “I watched the sun sink into the ocean and thought, ‘what an amazing place.’ I decided Washington was where I should be.”

Years in district: This is David’s fifth year at MISD. He taught in Federal Way for seven years prior.

Outside interests: Though he loves the urban activities that Seattle has to offer, David lives on 1.25 acres in Renton. His property is surrounded by farmland that can’t be developed, and contains a grove of forty wide-trunked cedar trees he intends to preserve. David put in a flower garden recently and plans to do a vegetable garden in the spring.

Polly Giovanelli –Second Grade Teacher

Location: Lakeridge Elementary

Job Decription / Philosophy: Polly grew up on Mercer Island and attended district schools all the way through her senior year. Much of her approach to teaching stems from growing up in a great family and the excellent education she received here. Polly makes it her business to do everything possible to help each student reach his or her potential.

Typical day: “I love every day here!” Polly says. “There is never a dull moment. We have a lot of fun in my classroom. I walk around humming and dancing and the kids are so used to me that they don’t even look up anymore!”

“My favorite activities this year are the Daily 5,” Polly continues. “I was inspired by the enthusiasm of fellow teachers Cathy Dugovich and Barbara Tivnan.” The Daily 5 is a structured approach to promoting independent learning – students read to themselves or to someone else, do word work, and practice writing. “The children are doing a wonderful job of ‘building stamina’ as we work on reading silently for longer periods,” Polly explains. “This allows me to spend time with small groups or read with a student, one-on-one. I am so enthusiastic about this program. My students are getting totally turned-on to reading and becoming much more fluent readers!”

Best part of the job: “Definitely, it’s relating with children,” says Polly. “Focusing on them is extremely fulfilling. Things are happening all the time - somebody’s rabbit just died; someone else lost a tooth; another child is anticipating a visit from grandma.” Polly treasures the many relationships she has formed with students. “It‘s all so meaningful. For instance, I was just walking back from taking my students to music class, and the next thing I know, there’s a little hand in mine!”

Something people may not know: “Hmmm,” Polly ponders. “I’ve been at Lakeridge for so long and I’m such a talker – I can’t imagine that there’s anything people don’t know about me! I just got a new car, but everyone here knows that!” When Polly was a student at Lakeridge, “I got sent to the principal’s office for breaking a bathroom stall door because I was goofing around with a friend. I was so nervous that all I could do while I sat in the principal’s office was laugh.” Polly smiles at the memory. “I was lucky that Mrs. Nigren, the principal, understood that I always laughed when I was nervous!”

Years in district: Polly has taught at Lakeridge for a total of 23 years. “I don’t know where the time has gone!”

Outside interests: Before teaching on Mercer Island, Polly taught for seven years in California and Arizona. She and husband Bob currently live in Redmond. Polly has two grown sons, Jetton and Travis. They both live in California. Polly and Bob’s busy household also includes two dogs – Jack, a fun-loving Golden Retriever, and Maggie, a feisty Cairn terrier – and a beloved cat named Tux. Whenever possible, Polly and Bob bring their dogs along – even on vacations. Polly’s much-loved brother, Tom Giovanelli, lives on Mercer Island. She enjoys getting together with Tom and his family often. “Between family get-togethers, a busy household and teaching,” Polly exclaims, “I keep pretty busy!”

Mindy Moore – Fourth Grade Hand-in-Hand Paraprofessional

Location: Island Park Elementary

Job Decription: As a hand-in-hand paraprofessional, Mindy supports the fourth-grade teachers and reinforces lessons and monitors the students to keep them on track. Each Hand-in-Hand paraprofessional takes a turn at planning an activity during recess. This is called Recess Camp. Mindy likes to do arts and crafts during her Recess Camp. Recent projects have included making barrettes, blowing paint freestyle through straws, and making apple babies. About 50-100 kids attend Recess Camp each week.

Typical day: Mindy’s workday starts at 8:00 a.m. with Eagles Nest Math Group where she assists those needing extra help. From 8:45-9:00 a.m. she supervises recess. Then she is back in the classroom helping small groups and dividing her time between the four classes, depending on what is needed, in writing, math, and reading. Mindy conducts Recess Camp during the final recess of the day.

Best part of the job: “The kids,” Mindy says. “There is never a boring moment in this job. One day we’ll be writing, the next day doing math. There is never an uninterrupted process – it is always changing. If I start a project that doesn’t go over well, I think, ‘let’s try something different.’ The kids give good feedback. This school is a good place to be. The kids and staff are always enthusiastic and happy to see each other.”

Something people may not know: “I like to drive my little mini Cooper convertible,” Mindy says. Mindy is also a chocolate aficionado, (“Sweet Decadence makes great chocolate, but I’m not a snob. I’ll take Hershey’s too!”), loves coffee and animals (she has 2 corgis and 2 cats).

Years in district: This is Mindy’s seventh year with MISD.

Outside interests: Mindy enjoys traveling. Last summer she went to the Mediterranean with husband, Eric. “I like travel because you read about different parts of the world in books, but it’s like ‘wow, how cool’ to see the places in real life.” In Greece, she fell in love with Greek donuts. “They are like baklava, but small—you can pop them in your mouth.” Mindy and Eric have two grown children, Brandon and Kyle.

Kelly Tran – Second Grade teacher

Location: Lakeridge Elementary

Job Description: Kelly’s main objectives are, 1) instill a life-long love of learning in her students, 2) to teach in an engaging way that makes learning meaningful to her second graders, 3) to know who they are as individuals (strengths & weaknesses) in order to meet their needs.

Typical day: “People who don’t work in schools are always surprised to find out how early I get here (around 7:30 a.m.), because school doesn’t start until 9:00 a.m.!” Kelly exclaims. “I need those extra hours to plan the day.” She emails parents, updates the class website, modifies lesson plans according to students’ needs, grades papers, and sets up materials for the day. “A 20-minute lesson can often take much more than 20 minutes to prep!” Kelly laughs. After the students arrive there’s the morning check-in routine and a literacy block.

Then comes snack time. “Snack time is big for 2nd graders,” says Kelly. “I think they like being responsible for their own snacks at school.” ‘Read Aloud’ time is another favorite. It’s a chance for students to relax, listen, and have a casual book discussion. “I read a chapter a day, usually from a book that is slightly above their reading level,” Kelly explains. “My students are often capable of grasping complex details even if they aren’t directly reading the material themselves.” Afternoons are filled with math and a combination of science, social studies and/or art. During class discussions, students practice connecting what they are learning at school to what is meaningful in their lives. For example, “If we are studying coins, they can relate to it by talking about shopping with their parents and what it means to get change. This expands the discussion to include addition and subtraction concepts.”

Best part of the job: The challenge of figuring out what engages her students and makes the learning at school meaningful to their own lives. As a teacher, Kelly has discovered that “children have worlds of their own to share about at school. It’s fun working with so many little human beings that are constantly growing and exploring.”

Something people may not know: Kelly was an art major in college, specializing in welding and woodworking sculpture. “I turned in my welder’s gloves for pencils and papers! I wanted to focus on the craft of teaching.” Kelly hopes to one day realize her vision of integrating art more with other curriculum areas. “Art can be more than glue and crayons at the elementary level,” she explains. “I view art as something that is found in everything. I see natural opportunities to integrate art into reading, writing, science, social studies, and math. For instance, artists use symmetry, which enriches the subject of geometry. I am lucky to work at MISD. This district allows you to integrate art into general instruction, if you can find the time. The hardest thing,” she says wistfully, “is finding the time.”

Years in district: This is Kelly’s sixth year with MISD.

Outside interests: Recently married, Kelly is “trying to balance my life! Now, instead of staying late at work, my goal is to get home at a decent hour to be with my husband.” Dan, who is a glassblower, and Kelly enjoy developing the artistic side of their lives at home. Kelly also likes to cook, and is learning new recipes for the wild salmon that Dan catches in his free time. Kelly is also helping her parents transcribe their memoirs for their family’s history. Her parents emigrated from Vietnam one month before her birth.

Michael Bylsma – MS Program Coordinator, Student Mentor Teacher, and 7th Gr. PNW History Teacher

Location: Islander Middle School

Job Description: As program coordinator, Michael is involved in student discipline, lunchroom supervision, planning field trips, and facilitating the WEB (Where Everyone Belongs) program which is focused on helping 6th graders become comfortable in middle school. “One of the things I do with WEB during summer break is to train 7th and 8th grade student leaders to work with 6th graders on the first day of school. To a 6th grader, the middle school seems so big. They wonder ‘how will I reach my locker? Where’s the PE building?’ It’s less scary with other kids helping them.”

As a Mentor teacher, he supervises structured study for kids who need extra help or attention. Michael, who taught 8th grade language arts/social studies prior to his current assignments, plans to someday become a school district administrator. “As a teacher, I really enjoyed communicating with parents, helping to bridge that divide between them and their kids, especially since 12-14 year olds don’t always go home and talk with their parents.”

Typical day: Michael arrives early and begins to navigate between his multiple positions. He doesn’t really know what most days will entail, so there really isn’t a typical day.

Best part of the job: “I get to be in the hallways,” says Michael. In middle school, the hallway seems to replace elementary school recess. Students have a 5-minute passing period every 55 minutes, to travel between classes. “It’s the middle school’s social time,” Michael explains. “I like learning names and being that recognizable face. I watch out for safety issues, both physical and emotional.” Michael is on hand to keep things moving, and be present for whatever need arises. “I enjoy helping,” he says simply.

Something people may not know: Michael’s mother went to middle school on Mercer Island. Michael grew up in Mountlake Terrace, and attended college at WSU, Notre Dame De Namur University, and San Jose State. He began his teaching career in San Jose. “The kids were great,” Michael notes, “but they had hardships like I have never seen. Coming to Mercer Island, with such great parent, administrative, and peer support, was like coming to a different world.”

Years in district: This is Michael’s third year with MISD.

Outside interests: Michael and his wife Adrienne, a teacher at Eastside Catholic, enjoy traveling. This summer they attempted a cross-country trip in a 1982 Vanagon, “our ramblin’wreck,” Michael laughs. “We made it to Chicago, turned around, broke down in St. Louis and again in Denver where we decided to tow it back.” Michael and Adrienne live in Ballard, and Michael plays golf “as often as I can.”

AnnMarie Laird – Third Grade teacher

Location: West Mercer Elementary

Job Description: While a traditional elementary school teacher who teaches all the subjects except PE and music, AnnMarie strives to empower her students to feel safe and fearless as they learn. “I try to give my students confidence so they can get up in front of class and risk giving a wrong answer. They know they will be supported and praised for being willing to take the risk.”

Typical day: An early riser, AnnMarie opens her classroom door around 7 a.m. surveying the room for a visual sense of the day’s flow, she prepares accordingly. “But my day really starts when my little treasures stream in,” she says. During her teaching career, AnnMarie has developed a special greeting, which she gives to as many arriving students as possible. “It starts with a thumb squash, a handshake, and then I twirl the student under my arm like in a dance move,” she explains. It is a physical acknowledgement of the student and their successes. “Third graders appreciate my warped sense of humor. They know I like to tell ‘yokes’ (jokes) and they also know that I care about them and that we will work through challenges together.”

The morning usually consists of math, reading and Writers Workshop. In the afternoon there are specialists in different subjects, depending on the day (science, social studies, music and PE). ‘Dessert of the Week,’ according to AnnMarie, happens each Friday. This is a program that AnnMarie calls Community Contributors, which matches third graders to kindergartners as ‘buddies.’ On the first day of school, the Community Contributors’ debut task was to walk their buddies to the school busses at the end of the day. A few Fridays later, they will excitedly anticipate reading stories to their kindergartner buddies.

Best part of the job: “When the light goes on in their eyes,” says AnnMarie. “Third grade is an amazing grade. They still have a joy in learning and are thinking beyond themselves, thinking deeper thoughts.”
Something people may not know: AnnMarie was an investment banker before becoming a teacher. “I have found that teaching is actually harder than investment banking because, with teaching, you don’t leave the job at night. You are always thinking about it and planning.”

Years in district: This is AnnMarie’s third year. She taught K-12 in Enumclaw for 18 years prior to joining MISD.

Outside interests: AnnMarie’s son, Ryan, is a foreign aid auditor with USAID. AnnMarie recently indulged her love of travel with a visit to him in the Philippines, where he is stationed with his wife. “I love to travel to a new country, dig into its history and culture, and learn about its people,” she explains. Daughter Katie is a student at the University of Oregon. AnnMarie also enjoys photography and reading.

Robb Wick – Art Teacher

Location: Mercer Island High School

Job description: Robb teaches beginning and advanced ceramics, drawing and painting, and AP studio art.

Typical day: Robb “hits the floor running” at 7:30 a.m. He unloads the ceramics projects that were fired overnight in the kilns. He preps the lab: checks that the appropriate supplies are in place, that all equipment is ready, and that there is separation between ceramics and drawing/painting supplies and tools. “I teach two incongruent subjects in the same room,” Robb explains. “Painting and ceramics don’t get along!” At 9:00 a.m. when his first class starts, the ‘controlled chaos’ begins. “There are about 30 students in each of my classes. There are so many technical questions that I need to answer, I have to assign them numbers—‘Now serving number…’—like in a NAPA auto parts store!” Shifting gears between concurrent ceramics, drawing & painting and AP studio art classes, Robb says, “You will never find me standing around. Just once in a while, I’d like to have a boring day. My kids are ambitious, innovative, tenacious, and they challenge me professionally.”

Best part of the job: “The ‘young grasshoppers.’ That’s what I call my beginning students,” says Robb. “As the year progresses, it’s a pleasure to watch their confidence and ability grow. Attending their graduation is my motivation to start the next year. The students, they’re like your own children. You nurture and teach them. They take a little piece of your heart, so it’s hard to say goodbye.” Robb has taught in four school districts throughout his career, the first in Montana, and the next two in Alaska. “MISD is the best,” he says. “East Anchorage High School was a very tough school, with gangs, guns and fights. We don’t have any of those problems here. Our students are cordial, caring, respectful, and really want to learn. I can now do activities with these kids that I could only dream of doing at my other schools. They make me look good. I have also received generous support from the Mercer Island Schools Foundation in developing a great ceramics lab. The support and leadership from the administration has been great, and our parents are incredible.”

Years in district: Ten years.

Something people may not know: Robb is a Vietnam veteran. He was Radarman aboard the Navy’s USS Hornet when it recovered astronauts Neil Armstrong, Buzz Aldrin and Michael Collins from Apollo 11’s command module. Robb participated during the Apollo 12 recovery, as well. Growing up in Montana, Robb loved the outdoors. He moved to Alaska as an adult where he became active in ski patrol at Mt. Alyeska, and was a whitewater rafting guide. He taught art for 20 years in Anchorage, Alaska public schools.

Outside interests: Robb enjoys golfing, fishing, and his home ceramics studio. He is a homebrewer developing a small home brew system where he specializes in ales, pilsners, stouts, and bitters. He and his wife, Susanne, a principal in the Kent school district, live in Fairwood with their two dogs, Snickers and Tucker. Between them they have three grown children.

Cathy Dugovich – First Grade Teacher, First Grade Assessment Lead

Location: Lakeridge Elementary School

Job description: Cathy teaches reading, writing, math, social studies, science, and art. As Assessment Lead, Cathy facilitates a professional learning community for the district’s first grade teachers. They learn about Standards-Based reporting, select assessments, and set benchmarks for students according to state standards.

Typical day: Cathy arrives at 7:30 a.m. to organize daily materials and lesson flipcharts for the ActiveBoard, which is a large interactive presentation panel connected to a computer desktop. “The ActiveBoard helps lessons flow by keeping the kids engaged,” says Cathy. Student leads direct routines such as the morning calendar activity using the ActiveBoard. “Leads aren’t always higher-level students,” says Cathy. “A lead can be someone who might not be very confident, but wants to use the ActiveBoard.” After the morning activities on Tuesdays, the students go to PE, allowing Cathy to plot the rest of the school day. After PE there is Writer’s Workshop. Here again, technology inspires learning enthusiasm. “My students love to share their writing by using the document camera,” says Cathy. “It’s neat because the kids can see peer examples of spelling and word choices, which helps them monitor their own writing.” After recess, they have reading time. Lunch is next, followed by story time and math, then another recess followed by science. The class has just wrapped up a unit on the lifecycle of the butterfly. “It’s a favorite because they get to watch the stages of development from larvae to release,” says Cathy. The release took place in Lakeridge’s butterfly garden last week.

Best part of the job: “I love this age group,” says Cathy. “They are very enthusiastic and loving. I’m a hugger, so in class we end our day with either a goodbye hug or a handshake.” Cathy is amazed by the educational growth in first grade. “The best thing is seeing where they are at the end of the year compared to the beginning. At the end of the year I feel like, ‘We did it!’ I cherish where they are in first grade.”

Something people may not know: After graduating from Hazen High School in Renton, Cathy followed her family’s tradition and went to Boeing. She was a hydraulic tube swedger for several years while going to college at BCC and the UW. Though employed by Boeing, Cathy wanted to become a first grade teacher because, “I loved my own first grade teacher,” she remembers. “I was one of those really shy kids. I wanted to grow up and be as nurturing to other kids as my first grade teacher had been to me.”

Years in district: 21 years. Cathy previously taught for two years in the Bethel School District, and one year in Corona, California.

Outside interests: Cathy and husband Bill—they met as 16 year-olds while interviewing for jobs at the now defunct Renton Cinemas—like to travel. Their most recent trip was to Tahiti. They have two college-age children, Ashley and Nick. Cathy enjoys bike riding, flower gardening, and entertaining family at her Kent home.

Michelle Hayes – High School Math Teacher

Location: Mercer Island High School

Job description: Michelle teaches Algebra 1 and 2

Typical day: Michelle lives on five acres near Mt. Teneriffe, about seven miles outside downtown North Bend. She also has two young children—so her day starts early! Her first two classes at the high school are prep and office periods. “It’s nice to have that quiet time to organize and get ready for class,” says Michelle. She teaches Algebra 2 starting at third period, and Algebra 1 in the afternoon.

Best part of the job: “I love math,” says Michelle. “I enjoy helping kids make sense of it – to own the knowledge themselves. It’s not always easy for them to see how math matters in real life. Some of it is learning to think and problem-solve. Some of it is making connections among concepts and how they might apply to a possible career path.”

Years in district: Ten years. Michelle worked for Sylvan Learning Center previously. Before that, she was a dealership auditor for Yale Forklift in New Jersey.

Something people may not know: Growing up in a food-loving Italian family in New Jersey, Michelle developed a passion for cooking. “My mom and grandma were the kind of cooks who never bothered to write things down,” she says. “You just had to sit by their sides and learn.” Her sister is an executive chef, and Michelle would like to open a restaurant someday. Michelle was also a competitive horseback rider for fifteen years, starting at age five.

Outside interests: When she’s not cooking, Michelle enjoys hiking, fishing, and family fun time. Michelle and her husband, Jason, an arborist, have two children – Matthew, age five, and Jacob, age two.

Kere Loughlin – Third grade teacher

Location: Island Park Elementary

Job description: “I see my job as helping my students communicate their ideas, get in touch with their passions, and integrate those passions into the classroom,” says Kere. “I encourage them to develop their own opinions about what they are learning. I say, “Don’t just believe what I tell you! Have an opinion and back it up!” When they express themselves in a way that makes sense to them, they come alive. It’s really exciting! They’re eight and nine years old! Awesome.”

Typical day: Kere puts her students in charge of the morning routine. At 9:15 a.m., a student leader will direct the class in a salute to the flag. Afterwards, another leader will direct the daily language practice. “Up until 10 a.m. my students run the show,” says Kere. “They do a great job, and it allows me to meet quietly with individual students to go over problems they might be having in their work.” Afterwards, there is reading and math. In the afternoon they have science, social studies and art. “My kids work hard!” Kere exclaims. “Their day is packed! We have so much to do that sometimes it’s a challenge to integrate art into the day. But we manage it.” Evidence is in the hallway outside their classroom, where Kere’s students are creating a mural based on their study of Puget Sound sea life – merging science and art. After dismissal in the afternoon, the second part of Kere’s day begins. She tackles emails, grading, and reviewing student work.

Best part of the job: “I love to hear the kids’ stories,” says Kere. “Once you have gained a child’s trust, they are so willing and earnest about sharing their lives with you. These kids are smart and perceptive. They have such interesting ideas about the world, sometimes with perspectives that have never occurred to me. I think, ‘Wow! I want to take that with me.’”

Something people may not know: Kere earned an undergraduate degree in theatre and vocal performance from the UW. “I had this whole other life in theatre,” she says. “It was great training for teaching.” This will be Kere’s final year at MISD. She will head to WWU in the fall, to study for her (second) master’s degree, in mental health counseling. Her first masters and teaching certificate were obtained at SPU, several years after she began working at West Mercer and Island Park as a paraprofessional. “Kathy Morrison was the principal of Island Park then. She became a phenomenal mentor for me. I would not have become a teacher if it hadn’t been for her.” It will be difficult for Kere to leave this job she calls “magical.” But it is an opportunity to try new work she wants to explore –counseling children and families in a therapeutic setting. “I am dealing with very mixed feelings about leaving,” Kere admits. “I’ve talked to my students about it. One of them said, ‘Well, Ms. Loughlin. You just have to follow your heart.’”

Years in district: Seven years in the district, three as a teacher.

Outside interests: “I love all beaches,” Kere says. “I love to read, walk and spend time with my amazing family.”

John Sutherin – IMS Technology Specialist

Location: Islander Middle School

Job Description: “If it has electricity, I deal with it,” says John. The school’s computers, printers, and AV equipment all fall under his care. John also manages the sound system in the Multipurpose room, and helps staff with digital presentations and networking issues. “Basically, I’ll make it work,” says John. “We’re a school district. That’s what we do.”

Typical day: “There is no typical day. Ever,” says John. “I never know what kind of fire I’ll have to put out.” John works with student T.A.’s every period in the Business Center. He trains them to install operating systems on MacBooks. He verifies that every laptop in the building works correctly. He monitors all computer labs to ensure that students are following the computer rules of use. He spends a lot of time resolving connectivity issues with document cameras and LCD projectors.

Best part of the job: “I like working with kids,” says John. “They all know who I am, and they ask me questions about their computers. I had a computer business when I lived in California, and I volunteered to hire an autistic high school student. That’s how I found out I liked working with kids.”

Something people may not know: John was a deputy sheriff in San Diego County for 12.5 years. During his police career he worked in four different maximum-security jails, where he trained incoming deputies. “After working in the jails, you can’t faze me. I’ve seen it all,” says John. He became a nationally certified Drug Recognition Expert, making him qualified to testify in any courtroom in the country. John got involved with technology while working in the jails – he managed the fingerprint computers, and did re-wiring for the computer terminals. Being a policeman, John says, was the fulfillment of a childhood dream. “It was a Starsky and Hutch kind of thing,” he explains. “I loved it.” The dream came to an end, however, when a foot injury forced him into a medical retirement.

Outside interests: John and his wife Susan, who is a counselor at MIHS, live in Bellevue with their two dogs, Nalu (Big Wave) and Murph. John enjoys remote control cars and trucks (the dogs do not). He also builds model trains and likes to ride his motorcycle, a 1998 BMW K1200RS. “I am one of those people who can do a hundred things at once,” says John. “Sometimes it’s hard to do just one thing!”

Keith Ellis – Director of Maintenance and Operations

Location: Maintenance, Operations and Transportation Building

Job description: Keith is in charge of making sure that all district buildings are running properly.

Typical day: Beginning at 6:30 a.m., Keith drives to each school to check on operations – to confer with custodians and see that the buildings are safe and ready for kids. “To make sure,” as Keith says, “that everything is up to snuff.” After his inspections, Keith returns to the office. When the school day begins he checks in with principals to ensure that their needs are being met. Dean Mack, Keith’s immediate supervisor, also receives a daily briefing. “We do a lot of preventative maintenance,” says Keith. “We try to take care of problems before they become big ones.” Keith is involved in the drive to make MISD a full-fledged ‘King County Green School District’ by the end of this year. “Island Park, Lakeridge and IMS are level-one Green Schools,” says Keith. “West Mercer and MIHS are in the process. The schools are escalating their efforts in composting and recycling with the help of a ‘green committee’ of parents, staff and citizens.” At the end of his workday, if there is time, Keith visits each school again to touch base with the evening custodial crews.

Best part of the job: “It’s great being around the kids,” says Keith. “The little guys, especially, appreciate what our maintenance and custodial crews do. For instance, we put up new tetherball equipment at Island Park. The kids made a poster thanking us for that. It really makes your heart feel good when they notice what you are doing for them.”

Something people may not know: Keith started his public school career in 1974 as a night custodian in Palmer, Alaska. Over 20 years there, he progressed to day custodian, lead high school custodian, custodial foreman, and finally, maintenance and operations foreman. After two of their daughters moved to Seattle, Keith and his wife, Raye Jean, came for a visit. They had a decision to make – should they relocate to Seattle or Arizona? “We spent August in Arizona and that settled that,” explains Keith. “Too hot!” Shortly after settling in Seattle, Keith was hired by MISD as operations supervisor; he was later promoted to director of maintenance and operations.

Years in district: 15 years. Keith will be retiring from the district in November, 2010.

Outside interests: Keith and Raye Jean have four children and nine grandchildren, residing here and in Reno, Nevada. “That’s what we’ll do in retirement,” says Keith. “Babysit the grandkids.” Though they plan to divide their time between Seattle and Reno, Keith and Raye Jean will also continue their annual sojourn to Arizona for the Mariners spring training.

Liz Kuhn – Paraprofessional, Special Education

Location: Lakeridge Elementary School

Job Description: Liz works primarily with kindergarten-age children who have been identified as having Autism Spectrum Disorder (ASD). She supports them throughout their day in the general education, special education and specialist classrooms.

Typical day: At 8:20 a.m. Liz sets-up for the day by ensuring that all support materials are available. At 9 a.m. she greets her special education students in the general education kindergarten class. Liz assists her students through their day, including adaptive music and PE classes, and recess. Liz helps them work towards meeting their goals and objectives, socialize and play games, engage in appropriate conversation, and follow directions from the teacher. Some of this is done by written directions and modifying some work. One of the tools Liz uses is a picture exchange communication system, which gives a visual step-by-step direction for special education kindergartners (see photo at left). Her students also have ‘peer buddies’ from the general education class who help by including these friends at recess in play and in the classroom in games and small group activities. Liz tracks and records progress data for each child she works with. A copy is sent home daily to parents. “I like seeing the progress they make from the beginning of the year to the end,” Liz says. “Watching them grow and become more independent step-by-step is wonderful. They are so excited when they arrive at school! It’s fun to hear what they have been doing after school, such as swim lessons, etc.” She also aids the general education students in the classroom when her special education students are independently engaged in an activity.

Best part of the day: “What makes my day,” says Liz, “is when my kids arrive in the morning smiling and excited. I also enjoy how happy the parents are to see their child’s progress.”

Something people may not know: Liz hails from Omak, Washington. In her younger days she spent her weekends riding dirt bikes, downhill skiing and horse back riding. But after crashing and blowing out her knee, she traded in her dirt bike for a mountain bike. “No more skiing after that, either!” she laughs. Liz was also a hairstylist on Mercer Island throughout most of her 20’s.

Years in district: This is Liz’s seventh year with MISD. As a volunteer in her eldest son’s preschool class, Liz says, “I discovered I enjoyed working with young children and helping them do their best.” After volunteering as a reading helper (Book Bridges), volunteering in the office and in her son’s classes at West Mercer a few years later, she received a call from then-principal Jean Anthony. Would Liz be willing to interview for a special education paraprofessional opening at West Mercer’s inclusive preschool program, working with autistic students as well as typically-developing students? “I told her I had no experience with special education but she said that wouldn’t be a problem. They put me through many ASD training programs. I was very lucky to have some of the best professors at the UW’s Experimental Education Unit, as well as other training in subsequent years.”

Outside interests: Liz has been married to husband Tony for almost 20 years. They have two sons – David, 18 and Jonathan 14, a dog named Coley and two cats named Buster and Boots. Both boys attend Mercer Island schools. The family lives in Bellevue and enjoys trips to the Washington and Oregon coasts and eastern Washington. They have family in Ellensburg and Omak. Liz likes to read, garden, bake, cook for family and friend gatherings and refinish furniture – among other home improvement projects. “Watching the boys in their various sport activities and just having a relaxing weekend is fun!” says Liz.

Tiffany Nelson – Third Grade Teacher

Location: Island Park Elementary

Job Description: Tiffany sees her job as inspiring in her students a love of learning in all its many facets. “There is the academic part,” she explains, “but beyond that there’s the whole ‘child aspect’ – encouraging curiosity about the world around them. Helping them find their role in the environment. Building healthy connections with each other – establishing friendships, and being good, kind people.”

Typical day: “I thrive on routine,” Tiffany says. Her students do too. They can count on a greeting from their teacher as they arrive at 9 a.m. On the white board they will find their first task. Says Tiffany, “I get an idea how my tone for the day will be by connecting with each child in the morning. I try to assess how they’re doing – what’s happening with each one personally.” The morning progresses with a reading session, recess, and math. After lunch the afternoon schedule is flexible. Some days they work on writing, social studies, or science. On Wednesday the children have a rotation cycle, which might mean PE, music, or computer lab where they are currently learning to keyboard.

Best part of the job: “I love the feeling that I am affecting the future by inspiring these kids,” says Tiffany. “I want to help them discover their passions and to work hard so their dreams and goals can be accomplished.” Tiffany commends the Island Park community and the district for job satisfaction, as well. “I work with an amazing third-grade team,” she says. “We also have a great support staff and parents. I know that I can go to anybody for anything, even teachers from the other schools, and they will be willing to share. You don’t find that everywhere. The support here makes it so nice to come to work.”

Something people may not know: Tiffany has a BS in Accountancy, and before becoming a teacher worked as an accountant for ten years. Tiffany’s mother was a schoolteacher and as her retirement drew near, Tiffany spent some time in her classroom and found she liked it. “That was when I realized I wanted to be my mom when I grew up!” Tiffany laughs. “So I went home and told my husband I was giving up accounting and going back to school.”

Years worked in district: This is Tiffany’s sixth year.

Outside interests: Tiffany has been “married forever!” to Ron, her high school sweetheart. Their relationship began at Clayton Valley High School in Concord, California. Relocated to Mercer Island, their family includes two daughters and a golden retriever. Making time for family is a priority for Tiffany. “It sounds a little cheesy,” she confides, “but we have family dinners every night. We like to play games and be silly together, and hang out with friends.” Tiffany also enjoys reading and considers herself an ‘amateur’ knitter. “I can knit scarves – that’s it!”

Patrick Rigby – Teacher 9-12

Location: Crest Learning Center

Job Description: Patrick teaches English and social studies block primarily for 9-10th grade as well as Washington State history and Film Studies.

Typical day: Patrick begins his day with prep periods devoted to faculty consultations or with students studying independently. Independent students at Crest are students who, for whatever reason, can’t make a certain high school class fit in their daily schedules. This method of study is very personalized – a student might email Patrick for lessons and assistance, and meet once a week or more if necessary. Patrick finds the individuality of independent study creatively fulfilling. It allows him to let the student explore different perspectives of a lesson, to focus on an aspect that might have more relevance in the student’s life. From third period on, Patrick teaches two English and social studies blocks, and either Washington State history or Film Studies.

Best part of the job: “Hanging out with the kids,” says Patrick. “We eat lunch and take our breaks with them. This school makes it possible to get to know our students on a personal level. We get to talk to them about life rather than, say, literature!” Growing up on the island and graduating from MIHS through Running Start in 2000, Patrick can relate to where his students are coming from. After earning his undergraduate degree in history and anthropology at the UW, he took two years off to “experience the universe” – surfing, snowboarding and river rafting. “I knew I wanted to work at Crest,” Patrick says. “I like its small size and the personal, guiding philosophies of the school.”

Something people may not know: Patrick is a “religious snowboarder.” From November through May he commutes to Mount Baker near Bellingham every weekend, where he owns a condo and has taught snowboarding since age 16. Patrick’s mother, Karrey, has worked for the district since 1989. She is currently a Special Education paraprofessional at the high school.

Years in the district: This is Patrick’s first year as a Crest teacher. He substitute taught in art and leadership classes at IMS last year.

Outside interests: Patrick plays guitar and banjo (folk, Americana, and blues). In addition to snowboarding, Patrick likes to surf and ski. He is planning a remodel of his Mount Baker condo this summer.

Heidi Harmening – Kindergarten teacher

Location: Lakeridge Elementary

Job Description: Heidi’s philosophy about teaching kindergarten is to “love the kids and instill in them a love for learning. In addition to academics, I help them with the social side and to discover their independent natures. I try to give them tools to be successful in life.”

Typical day: Heidi greets her kindergartners at the classroom door first thing in the morning. “They are bursting at the seams to tell me whatever has transpired in their lives during the previous 12 hours!” she says, smiling. After writing in their journals, they practice reading, have independent work time, recess and snack. Fortified, they learn writing, followed by music, PE or library. After lunch and recess they have math, science, social skills/social studies, and free choice time where they self-select an activity such as art, reading, or imaginary play. It is during imaginary play that life skills such as problem-solving and negotiating are developed. “These are skills,” Heidi laughs, “that you can never learn too early.” Every child in Heidi’s classroom spends a week as the Star Student. The designated Star Student gets to bring show and tell items and create a poster about himself/herself to share with the class. This weekly honor, which is divided equitably so that all students get their chance to be ‘on stage,’ provides two very important lessons—students get to feel special and to be comfortable with attention. “Even the shyest kids just beam in the spotlight,” Heidi says, “and it teaches those in the audience to let others shine.”

Best part of the job: “Building relationships with the kids and their families,” says Heidi. She also appreciates her colleagues. “It is great to be surrounded by fun, thoughtful, brilliant people,” she continues. “It makes me want to be a better teacher.”

Something people may not know: Heidi didn’t set out to be a kindergarten teacher. Growing up in Blaine, WA, with a father who was a secondary choir teacher, Heidi had ideas about broadcast journalism. But after working at a summer camp during college break, she knew she had to change her major. “Teaching,” she says, “chose me.” Also during her Pullman college years (“Go Cougs!”) she lived in Australia for a time and traveled to Costa Rica. Her goal was to find a teaching job where she could spend at least six months of the year traveling. The necessity to make ends meet while trying to determine the best international opportunities led her to MISD. “This job changed the course of my life,” Heidi says. “It pulls you in, in a good way.” She smiles – “I’ll just have to use my summers to travel.”

Years in district: 4 years.

Outside interests: Heidi is an athlete who is training for her second half-marathon. She lives in Leschi, which, she says, is a “great area for running.” Heidi enjoys boating and wakeboarding in the summer, snowboarding in the winter.

Julie Hovind – K-5 Teacher on Special Assignment for Technology Integration

Location: West Mercer, Lakeridge, Island Park

Job description: Julie’s relatively new position as a K-5 ‘TOSA’ is, as she says, “evolving on the fly as I go!” Her primary responsibility is to support teachers and their technology-integration needs. Julie works alongside K-5 teachers to implement integrated technology projects: modeling technology-rich lessons, co-teaching to facilitate complicated projects successfully, pulling students to complete projects while the teacher continues with the whole group, and even just being on-hand when teachers are trying technology tools they are not quite confident with yet. As she says, “It’s really helpful having another teacher by your side when attempting a brand new technology project.” In addition, she performs the necessary legwork to implement technology integration effectively. This includes managing online training opportunities as well as leading after-school teacher workshops, researching tech tips and teacher learning websites, crafting the components (resources, templates, rubrics, etc.), and exploring software for the computer lab. Julie writes 2020 grants with teachers and brainstorms with staff about technology needs and next steps. She also spends time just trying to stay current in the fast-paced world of technology advancement.

Typical day: “Every day takes on its own shape based on what teachers ask of me that day,” Julie explains. She may be found in the computer lab leading or supporting as requested, in a classroom demonstrating, in the hall working with individuals or small groups, or racing down the hall – even the island – to respond to a teacher’s last minute/unforeseen request for help. “Part of my job is about being in the right place at the right time,” says Julie. “I’ll be walking down the hall and someone will see me and remember they need my help with something, and off I’ll go! I try to be whatever a teacher needs me to be, when they need me. It can be dizzying—but a lot of fun.” As a former fifth-grade teacher at West Mercer, Julie says, “I especially love working with teachers in the classrooms.”

Best part of the job: Though Julie misses classroom teaching, being a TOSA gives her a sense of the district as a whole, and she likes what she sees. “I am amazed at the level of teaching that goes on here. I get a real sense of K-5 and the personalities of the elementary schools. To play a small part in helping wonderful teachers grow in the direction they want is very energizing. If I could have my cake and eat it too I’d be doing both jobs – classroom teacher and TOSA. But it’s great to be of service to people who are teaching kids.”

Something people may not know: Julie is an erstwhile thrill seeker. However, “having kids puts a new perspective on the possibility of bodily risk!” In her earlier days, Julie once jumped out of an airplane. Scuba diving is still a favorite hobby. She has dived in Washington, California, Florida, the Caribbean, and Australia.

Years worked in district: 10 years.

Outside interests: Julie and her husband, Matt, are parents to daughters Katie, age 5, and Bridget, age 2. The family’s black labs, littermates Pepper and Pongo, are approaching their tenth birthday. Julie’s favorite activities are playing with her kids and dogs, reading, gardening, and do-it-yourself home improvement projects at their Bellevue home.