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.