Faculty & Staff
Our teachers, staff, and administrators are collaborative team members who embrace Flint Hill's mission, vision, and core values and are passionate about supporting the success of every Husky.
We are invested in meeting the needs of all students, families, and our colleagues. Learn more about us and what we love about working at Flint Hill!
Harvard University, B.A.
University of California – Los Angeles, M.A.
University of California – Los Angeles, Ph.D.
I choose to work at Flint Hill because our faculty collaborate to ensure student success.
Vanderbilt University, B.S.
Vanderbilt University, M.Ed.
When a student who has been struggling with a concept but seeking out help finally understands it, that’s a successful day. It’s so powerful for a student to see hard work pay off.
Georgetown University, B.S.
Georgetown University, M.A.
A successful day at school is one in which my students have challenged me with their intellectual curiosity, their energetic engagement, and their mature resourcefulness. In that way, they have made me a better teacher.
College of William and Mary, B.A.
University of Rochester, M.A.
Southern Methodist University, Ph.D.
I choose to work at Flint Hill because every day I am surrounded by bright and inquisitive students and supportive, fantastic colleagues. This is an environment that keeps me excited and energetic, and I try to impart that in my teaching.
University of Florida, B.A.
University of Florida, M.A.
I jumped at the chance to work at Flint Hill because of the quality and breadth of experience offered to both students and teachers. I feel empowered to challenge my students and myself every day.
University of Florida, B.A.
University of Florida, M.A.
Florida A&M University, M.Arch.
I enjoy helping students discover “how” to learn through a careful study of the ancient Mediterranean world’s culture, history, mythology, art, and, of course, the Latin language!
Keeping a safe and secure environment!
Wofford College, B.S.
Wake Forest University, M.A.
I choose to work at Flint Hill because I am so impressed with the community and the students. I am excited to be a part of it!
Longwood University, B.S.
The University of Alabama at Birmingham, M.S.
I choose to work at Flint Hill because it is a place that is open and supportive of students, faculty, and parents from a variety of backgrounds. The community fosters a sense of belonging that makes every day rewarding and impactful.
Lincoln Technical Institute
I create an environment where students thrive by providing the best technology and support possible. Our Help Desk team is unmatched.
College of Wooster, B.A.
University of Virginia, M.Ed.
I let my students know right away that I am here to be their #1 fan. I do that by creating an approachable, engaging, empathetic, and inclusive learning environment where they can be themselves. I also push them outside their comfort zone to grow and gain important skills that they can take with them when they leave FH.
College of William and Mary, B.A.
George Mason University, M.A.
George Mason University, Ph.D.
Students thrive in a nurturing environment where they feel valued just for being who they are and where they can safely engage in the ups and downs of the learning process.
Pratt Institute of Art and Design, B.F.A.
My goal as an arts educator is to help students develop their own artistic voices. The tools, techniques, and vocabulary used in the art room allow students to more effectively communicate their thoughts and feelings, creating an environment where each person feels seen and valued.
Jordan University, B.S.
My approach to connecting with students starts with getting to know them as individuals. I make an effort to learn their interests and understand how they learn. I try to create an environment where students feel comfortable asking questions, making mistakes, and explaining their thinking without being afraid of being wrong. I believe students connect with teachers when they know the teacher cares about them and believes in their abilities.
Grand Valley State University, B.S.
I build strong relationships with students by creating a classroom where they feel safe, supported, and comfortable taking risks. Through humor, enthusiasm, and genuine connection, I help reduce anxiety, build confidence, and make learning enjoyable so students feel empowered to ask questions, make mistakes, and grow.
Essex County College, A.A.
Choosing to work at Flint Hill is meaningful to me because I love being part of a school that supports and celebrates both students and faculty. Seeing students who look like me thrive in a supportive, inclusive environment inspires me. Flint Hill gives me the opportunity to grow, succeed, and make a difference.
University of Virginia, B.A.
University of Virginia, M.A.T.
A successful day at Flint Hill is one when I’ve pushed students beyond merely answering questions by providing them with the tools — and cultivating their innate curiosity — to ask their own questions about themselves, the broader world, and their place in it.
Xinjiang University, B.S.
A successful day is getting everything done correctly and efficiently.
Denison University, B.A.
Flint Hill is a place where I get to enjoy every interaction with students and adults. We challenge each other to do our best, and it fulfills our joy for this work.
Appalachian State University, B.A.
I’m proud to be part of our dynamic team of faculty, staff and students. At Flint Hill, I grow as an educator and am inspired by our team.
Flint Hill School provides an exceptional education for my child and has a professional, dedicated faculty and staff I truly enjoy working with. From my first day here I could see how much care, love, and thought was being put into the classrooms at every level.
🖥️
CUNY LaGuardia Community College, A.A.S./A.D.N.
A successful day at Flint hill School is knowing that each student is provided a safe, healthy, and creative learning environment that supports academic achievement and success.
Seton Hill University, B.F.A.
Ohio State University, M.F.A.
I build structure that scales with student growth — directive teaching in foundational courses, shifting to facilitative, research-driven critique by Portfolio Art. The autonomy I’m given in the classroom is what makes this possible: since rebuilding the program when I arrived in 2018, I’ve paired rigorous assessment with genuine mentorship, treating art education as an interdisciplinary, transformative, individualized journey for every student.
Randolph-Macon College, B.A.
Grand Valley State University, M.S.
I choose to work here because of the people, the culture, and the shared commitment to athletic and academic excellence.
James Madison University, B.S.
James Madison University, M.A.T.
I believe every student deserves to be seen, valued, and understood as a person first and a student second. Building authentic relationships creates trust, fosters confidence, and helps students feel safe enough to take risks, grow, and achieve meaningful academic success.
University of Virginia, B.A.
Marymount University, M.A.
I believe that serving as a listener and learner is key in developing connections with students. By taking the opportunity to inquire and learn about the qualities and perspectives that makes each of us unique, our connections deepen and move beyond the simple practice of identifying commonalities and differences.
Dickinson College, B.A.
American University, M.A.T.
American University, M.A.
I have the opportunity to teach amazing classes, such as the ones in the sophomore history curriculum that use international current events as a focal point for learning about contemporary world history — it’s my dream class to teach. With the support and encouragement I get as a teacher from my colleagues and the administration, I feel like I have the ability to grow as a professional.
Macalester College, B.A.
I love working at Flint Hill School because of our unique approaches to teaching history and the inquisitive students in my classes. Every day contains a new and interesting topic for students to unpack, and it brings me great joy to watch these students solve problems and grow in the Flint Hill community.
Loyola University – New Orleans, B.A.
I get to tell all the wonderful stories of our students, teachers, and staff. It’s the perfect job.
Pontificia Universidad Católica del Perú, B.A.
Boston University, Ph.D.
I create an environment where students thrive by establishing productive goals, challenging their skills, fostering collaboration, and acknowledging individual progress.
Potsdam College, B.A.
I choose to work at Flint Hill because working in an educational institution inspires me, and Flint Hill is one of the very best. The staff in my department is wonderful, and it is a real pleasure working with them. The environment in this school is very positive, which makes it easy to come to work and contribute every day.
Syracuse University, B.F.A.
Washington State University, M.F.A.
I create an environment where students thrive by fostering trust, curiosity, and a willingness to take creative risks. In the ceramics studio, students learn to embrace challenges, celebrate growth, and find their unique artistic voice. The shared process of making, reflecting, and discovering together brings a sense of joy that enriches both my students and me.
Columbia University, Teachers College, M.A.
Howard University, M.Ed.
American School of Professional Psychology, Doctorate
I consider a successful day at Flint Hill when I have been able to provide support and encouragement to both students and staff, have provided helpful information in managing challenges, and made someone smile!
James Madison University, B.A.
University of Virginia, M.A.
I work hard to make my classroom inviting, my content interesting, and my connection with my students authentic so that they can thrive and do their best learning — as Spanish students and as young adults. Through modeling, coaching, and instructional design, I strive to empower students to feel comfortable taking linguistic risks, problem-solving, and collaborating. Having fun, getting to know each other better, and making memories are important parts of our classroom routines.
Middle Tennessee State University, B.S., Ed.S.
University of Tennessee at Chattanooga, M.A., Ed.D
Johns Hopkins University, M.L.A.
To connect with students, I learn their names quickly so that I can address every student during every class. That way, everyone is invited into each day’s conversation. I also enjoy teaching autobiography and the college essay — two assignments that humanize students, revealing their rich talents and productive lives.
University of Virginia, B.A.
University of Virginia, J.D.
My approach to connecting with students is to view every interaction as an opportunity to build a relationship, even if it’s just one step at a time.
University of Virginia, B.A.
University of Virginia, M.T.
Lots of schools say they believe in lifelong learning, but Flint Hill actually means it. When I, as an English teacher, said I was interested in teaching physics, Flint Hill helped me prepare for the Praxis exam, sent me to workshops, and gave me time to shadow the current physics teachers.
University of Thai Chamber of Commerce, B.S.
Marymount University, M.B.A.
A successful day at Flint Hill is when I see an individual or a group of faculty and staff working with joy to support our students in having a wonderful learning experience and parents in being happy at our school.
Indiana University, B.S.
To create an environment where students thrive, I strive for consistency of expectations and routine. When students understand the goals and intentions of the class, it creates more time for learning and more opportunity for engagement. Once routine is established, students feel more confident and supported in taking risks within all types of lessons and discussions. Not only do students have more time for learning in this scenario, but I also have more time to meet student needs.
Lafayette College, A.B.
Columbia University, M.A.
Using my experience and insight to help someone — a student, parent, or colleague — understand something that’s unfamiliar or confusing to them and helping them feel in control or more confident is what a successful day feels like at Flint Hill.
College of William and Mary, B.S.
University of New Hampshire, M.S.
The atmosphere in my chemistry classroom is one where we recognize the importance of practice. We value a careful and safe approach to problems and experiments but also one where it is ok to make mistakes because that’s how we learn and improve.
Old Dominion University, B.S.
I allow students to follow their curiosity, ask deep, meaningful questions, and provide the space to engage in thoughtful and incisive research.
James Madison University, B.A.
George Mason University, M.Ed.
My approach to connecting with students is to help them see that they matter and that they make the world a better place.
University of Virginia, B.A.
George Mason University, M.Ed.
The people make this a magical place to work — from faculty and staff to students and parents, the community is strong and makes it easy to come to work every day.
George Mason, B.A.
I chose and continue to choose Flint Hill for its diverse and warm community. From the outside looking in, I was always impressed with how well teachers know their students and how kids truly enjoy learning and coming to the school. I always looked for a community that comes together to build something great, and I honestly believe I have found it at Flint Hill.
Virginia Commonwealth University, B.F.A.
I enjoy pulling the sled with such collaborative and kind colleagues. “Things won are done, joy’s soul lies in the doing.” — William Shakespeare
James Madison University, B.S.
James Madison University, M.A.
I choose to work at Flint Hill because the FH community invites you to be involved everything — Academics, Athletics, and the Arts!
James Madison University, B.A.
James Madison University, M.A.T.
A successful day at Flint Hill is when my students made connections, their curiosity was sparked, and they were smiling.
James Madison University, B.S.
George Mason University, M.Ed.
I work hard to create an environment where all students will thrive by understanding each student’s unique learning strengths and areas for growth and providing the tailored resources they need to succeed.
University of Mary Washington, B.S.
George Mason University, M.S.W.
George Mason University, M.S.
Connecting with students is a hugely important part of my role as an Upper School Counselor. I do my best to be as down to earth and accessible as possible with students, and I enjoy chatting about sports, books, TV, and movies.
Bryn Mawr College, B.A.
Princeton University, Ph.D.
I strive to create inclusive environments to celebrate our individual and collective strengths. I aim to connect what we do in the classroom with practical applications so that students can take their learning outside of and beyond their time at Flint Hill.
Haverford College, B.A.
University of Virginia, M.Ed.
To help my students thrive, I listen closely to them, learn who they are, and then make opportunities for them to practice their independent thinking and expression. On a practical level, students are offered diverse choices for reading material and — as often as possible — are assigned to write for an authentic audience.
University of North Carolina – Chapel Hill, B.A.
University of North Carolina – Greensboro, M.S.
I try to connect with students by being open and approachable and by listening first. I try to convey that I am interested in learning who they are and what is important to them. I really value quick drop-ins as students test the waters and build trust.
Haverford College, B.A.
King’s College, M.A.
I choose to work at Flint Hill because the community is wonderful. People truly care about each other.
University of Virginia’s College at Wise, B.A.
I choose to work at Flint Hill simply because of the welcoming community all around. Here, it feels like a family outside of my personal family, and I’m extremely grateful I received the opportunity to work in this type of environment.
George Mason University, B.A.
I have the pleasure of working in the Admission Office at Flint Hill which allows me to get to know our families both during enrollment and when they become part of our community. This opportunity, in addition to my coach duties and participation with our student leadership groups, provides the chance to connect with our students meaningfully.
St. John’s University, B.A.
Manhattan College, M.S.
My approach to connecting with students is just being myself. I love to laugh in general, but being able to laugh at myself has been incredibly powerful in my work with students. I have found that students connect with authenticity.
State University of New York – Geneseo, B.A.
Ohio State University, M.A.
In my classroom, I strive to create situations where students can express themselves both creatively and accurately while perfecting their skills. I encourage them to use their imaginations and to strive for comprehensibility — not perfection. But most importantly, I smile and I laugh.
University of San Carlos – Cebu City, B.S.
I believe students learn best when they know their teachers care about them, listen to them, and support both their academic and personal growth. I connect with students by building trust, showing genuine interest in who they are, and creating a classroom where they feel safe, respected, and challenged.
National Louis University, B.A.
I choose to work here because I have a lot of confidence in upper management to do the right thing with the students and teachers. Decisions are made with balanced facts and the best care of the students. The school is balanced, and I enjoy the staff.
Kent State University, Ph.D.
Greet, respect, and allow peer interaction in class activities
Al-Turath University, B.A.
A successful day at Flint Hill is when operations run smoothly, and I’m able to make things easier for our teachers, students, families, and staff. Beyond just crossing tasks off my list, success means knowing my work helped our community thrive.
Stratford University, B.S.
Wayland Baptist University, B.S.
My approach to connecting with students is trying to get know them for who they are and trying to meet them where they are at any given moment.
Indiana University, R.N.
I consider a day successful if I make the students I come in contact with feel seen, heard, and cared about.
University of Miami, B.A.
University of Miami, M.S.
A successful day at Flint Hill contains a lot of laughter, a lot of questions and a lot of learning. It’s when a student stops by during office hours either for help or to just say hello. It’s when a student ends the lesson exclaiming, “that was so cool!”
Virginia Tech, B.A.
Virginia Tech, M.A.
In the Lower School, we create an environment where students thrive by welcoming all learners and following the Husky Promise!
George Mason University, B.A.
I chose to work at Flint Hill because it is a collaborative environment that is welcoming and diverse.
University of South Florida, B.A.
University of Texas at Arlington, M.A.
I create an environment where students thrive by encouraging risk-taking in their science experiments and prototypes for design challenges.
University of Puerto Rico, B.A.
Middlebury College, M.A.
Middlebury College, D.M.L.
A successful day at Flint Hill is one in which I have the space to think creatively, make meaningful connections, and design thoughtful, tailored support for teachers and students. When I can connect those dots in ways that help others thrive, I leave fulfilled.
Virginia Commonwealth University, B.S.
The warmth and sense of community at FHS inspires me every day. Our students’ curiosity and creativity truly make this a joyful place to learn and grow together.
Howard University, B.A.
Howard University School of Law, J.D.
I choose to work at Flint Hill because we are not afraid of asking ourselves challenging, self-reflective questions designed to improve our practices in support of our students, families, and ourselves.
Gettysburg College, B.A.
University of Virginia, M.Ed.
I really enjoy the school community!
Northern Michigan University, B.S.
George Mason University, M.S.
I consider a successful day at Flint Hill to be when athletes practice or compete without any injuries or complications.
University of Kansas, B.F.A.
University of Missouri – Kansas City, B.A.
University of Missouri – Kansas City, M.A.
A day of wonder, grace, and connection. It is when the bell rings and no one moves; when students are too engaged to pull away.
College of William and Mary, B.A.
Florida International University, M.A.
I create an environment where students thrive by encouraging discussion-based lessons that explore the connections between history and current events. This inquiry-based approach encourages student participation in the learning process while creating a classroom environment where their opinions and voices are valued.
Duke University, B.A.
Marymount University, M.A.
I enjoy the community, believe in the values/mission of the school, and appreciate being able to share and connect new students and their families with those aspects of the institution in the work I do each day.
St. Norbert College, B.A.
University of Wisconsin – Oshkosh, M.A.
I create an environment where students thrive by learning about their interests and making connections between what they love to explore and what I love to teach. Writing conferences help students to build confidence and skill as writers while deep discussion and on-our-feet fun with language make our literature come alive.
George Mason University, B.S.
I believe a successful day at Flint Hill is one in which all students, faculty, and staff have safely left campus with smiles on their faces.
University of New Orleans, B.A.
Houston Baptist University, Graduate Studies in Education
University of Virginia, M.Ed.
I cultivate a learning space that encourages and supports students in feeling confident as they embrace growth and rise to challenges. I blend clear expectations with real-world relevance, targeted support, and strong relationships nurturing curiosity, resilience, and development while supporting academic success and social-emotional well-being.
University of Virginia, B.A.
University of Virginia, M.A.T.
I choose to work at Flint Hill because I know that students, faculty, and staff are all welcome and valued in this community.
Brown University, B.A.
Marymount University, M.A.
Connecting with students must be genuine. Empathy is key, and it means always remembering to see experiences and interactions through a student’s point of view.
Georgetown University, B.A.
University of Virginia, M.Ed.
I thrive on building strong relationships, and I appreciate the opportunity to connect with both colleagues and students. In my daily work, I believe I am able to have a tangible impact on the future by helping to support and guide our incredible students.
University of Michigan, B.A.
A successful day at Flint Hill is one where students have been challenged academically, supported socially and emotionally, and walk away feeling safe and energized for their next venture as a Husky!
Hofstra University, B.B.A.
I choose to work at Flint Hill because of the incredible community.
Northwest Missouri State University, B.S.
University of Kansas, M.S.
I consider a successful day when a student realizes that they love learning!
Wellesley College, B.A.
I know I have had a successful day when someone shares what inspired them to give back and make a difference through their support of our school.
University of Maryland, B.S.
Innovation classes encourage students to focus on the learning process rather than the final “product.” Inspired by engineering design, classes promote creative risk-taking and iterative problem-solving. By removing the pressure to be “right,” students learn from being “wrong” and build confidence in their ability to turn their ideas into solutions.
University of Colorado, B.A.
Johns Hopkins University, M.A.
To create an environment where students thrive, it is crucial to foster awareness that we are all in a continuous process of learning. Having the space and acceptance to be right, wrong, or to realize that there may be no one “right” answer helps build an environment where pushing beyond one’s current knowledge is not to be feared, but embraced.
University of Miami, B.S.
Pennsylvania State University, M.S.
Pennsylvania State University, Ph.D.
By creating a friendly and motivating environment where students are encouraged to discover the material and follow their interests, they are able to thrive.
Connecticut College, B.A.
University of Virginia, M.Ed.
I chose Flint Hill many years ago and continue to choose it today because of its commitment to strive for better. We are a dynamic, growth-focused place that is willing to do the hard, vulnerable work of reflecting on our practices and making thoughtful change.
James Madison University, B.A.
I choose to work at Flint Hill because this school shaped who I am today, and I love having the opportunity to give back to the place that invested so much in me.
Sweet Briar College, B.A.
Old Dominion University, M.S.
Every student is amazing at something. I strive to help them develop the tools and find the niche where they shine. An inquisitive nature, quiet thoughtfulness, joyful exuberance, or artistic talent add wonderful dimensions to the classroom. I encourage each student’s strength to add value to our explorative learning environment.
Cornell University, B.S.
Columbia University, B.S.
When students leave my class feeling curious, challenged, proud of their growth, and excited to learn more!
University of Toronto, B.S.
University of Toronto, B.Ed.
Michigan State University, M.A.
I enjoy challenging my students to think like a coder by approaching a problem from multiple angles until a solution is found. They are encouraged to welcome productive struggle and to celebrate the “Aha!” moments when they finally understand a challenging concept or solve a complex problem.
Spelman College, B.A.
Georgia State University, M.Ed.
A successful day at Flint Hill is when I see students smiling as they arrive in the morning and still smiling as they leave in the afternoon. That smile tells me they felt safe, engaged, and valued throughout the day — and that’s what matters most.
University of Mary Washington, B.A.
University of Virginia, M.A.T.
Before I teach students, I want to know them as people with their diverse interests, abilities, likes, dislikes, and idiosyncrasies. Only from there can we begin our journey of literature and writing development.
Point Park University, B.A.
A successful day at Flint Hill is all about human interaction. When I support students, families and colleagues; when I listen to or engage in thought-provoking conversations; when I exchange a smile with someone in the hall, those moments — big and small — are successes that help me make a difference here.
American University, B.A.
George Washington University, M.Ed.
I strive to bring my authentic self to the classroom every day so that my students feel safe and free to be themselves.
Associate Director of Counseling, MS Counselor, and Wellness Program Coordinator
Mount St. Mary’s University, B.S.
Notre Dame of Maryland University, M.A.
A great day at Flint Hill consists of students advocating, trying something new, and reflecting on their learning. It’s a day in which I am challenged to find a way to explain a concept so that it clicks with a student, and it’s when my classroom fosters creativity and growth.
Michigan Technological University, B.S.
Michigan State University, M.A.
I create an environment where students thrive by allowing the space to make mistakes. Learning from mistakes is the most authentic way to move forward as it allows students to construct their own answers to questions.
Seton Hall University, B.S.
Hofstra University, M.B.A.
I choose to work at Flint Hill because of the friendly environment.
University of Louisville, B.S.
Ohio University, M.S.
A successful day at Flint Hill is one full with smiles.
Lycoming College, B.A.
American University, M.A.
I choose to work at Flint Hill because we are committed to supporting a diverse population of learners. We foster our students’ individual strengths and empower them with strategies to support their areas of challenge while teaching them how to understand themselves as learners and advocate for their own needs.
Rostov State Pedagogical University, B.A.
Rostov State Pedagogical University, M.S.
I focus on students’ deep understanding of the concepts, teach them important study skills, and work on developing good learning habits. I give them opportunities to learn from mistakes and grow from challenges, and I encourage students to self-advocate, collaborate with each other, and be proactive learners.
Claremont McKenna College, B.A.
Arizona State University, M.Ed.
I work at Flint Hill because I believe deeply in our Mission and Core Values, the outstanding impact of our faculty and staff, and the transformative power of our collective efforts to propel students to be kind, thoughtful leaders here, in college, and the world beyond Flint Hill.
George Mason University, B.A.
George Mason University, M.A.
I choose to work at Flint Hill because we’re a technology leader, with faculty, students and staff incorporating technology in innovative ways on a daily basis. I also appreciate the work-life balance we strive to establish for faculty, staff and students.
East Stroudsburg University, B.S.
Marywood University, M.S.
As a counselor, I have the opportunity to work with all Upper School students, and connecting with the students is something I aspire to do each and every day. I work to be accessible and create an atmosphere where students feel heard, accepted and valued.
Franklin & Marshall College, B.A.
Middlebury College, M.A.
A successful day at Flint Hill is connecting with curious students by speaking Spanish and exploring different cultures, grammar topics, and vocabulary. It also means checking in with students, advisees, and colleagues during shared community times to build strong relationships.
Old Dominion University, B.S.
Marymount University, M.B.A.
I choose to work at Flint Hill because of the exceptional people who make this school such a wonderful community. It’s a place where you feel genuinely supported and respected, an environment that encourages you to be creative in everything you do.
Virginia Polytechnic Institute and State University, B.A., M.A.
“If I walk by your practice room and it sounds perfect, you’re not practicing.” That’s a quote from one of my Hokie music professors and a key part of my classroom! We thrive by making mistakes and learning from them!
Mico University, B.S.
University of the West Indies, B.S.
Walden University, M.S.
I create an environment where students are able to build trust and there is clear communication. Students’ curiosity and engagement are always supported by allowing them to bring their authentic selves to the classroom. The science classroom is a safe space where mistakes are viewed as learning opportunities.
Worcester State University, B.A.
Simmons University, M.A.
My teaching method is that students speak, listen, read, write, and move every day to ensure that I reach all types of learners. I value student autonomy and providing my classes with choices in types of assignments, prompts, and options for demonstrating learning. My lessons are scaffolded so that students complete small parts of larger tasks in chunks to prepare for assessments. In my class, students will supplement the main texts with poems, short stories, videos, nonfiction articles, and creative projects.
Stanford University, B.A.
Teachers College, Columbia University, M.A.
In my music room, students understand through experience how to create an environment where everyone thrives. Our success as an ensemble, whether measured by accurate notes or palpable joy, depends on each and every member’s sense of belonging and self-expression.
Drexel University, B.S.
Drexel University, M.B.A.
I choose to work at Flint Hill because our students bring such a wide range of experiences and perspectives to their academic lives.
University of Nairobi, B.S.
The community and family atmosphere at Flint Hill gives me a unique sense of belonging and appreciation.
Cornell University, B.A.
University College London, M.S.
University of California at Berkeley, Ph.D.
In my classroom, I encourage students to see learning as a journey that starts with wonder and curiosity about the world around them. I endeavor to help students thrive in an environment where they feel safe, respected, and willing to stretch themselves.
Greensboro College, B.A.
I choose to work at Flint Hill because I believe that working for this well-respected and established organization has given me access to opportunities and experiences that have had a great impact on my career and life. It’s truly an amazing place!
Saint Michael’s College, B.S.
I try to connect with students by showing them that I recognize and value them as individuals. While meaningful learning is certainly our main goal in the classroom, I want to create a space where students feel seen, supported, and celebrated for more than just their academic performance.
University of Maine, B.A.
With curiosity, rigor, and a bit of humor, I strive to create an environment where students feel empowered to ask challenging questions, take intellectual risks, and engage in a collaborative search for meaning.
University of Nebraska, B.S.
Liberty University, M.A.T.
I create a classroom environment where students can thrive by being real and honest. I frequently remind students that math isn’t always easy, even for me. I share my strategies for remembering things, I acknowledge my mistakes, and I incorporate games and fun as much as possible!
Elon University, B.A.
Elon University, B.S.
University of Phoenix, M.A.
I believe that every student has something unique to contribute to a classroom community. I encourage students to bring their curiosity, creativity, and positive attitude every day. Students are encouraged to ask questions, share their ideas, and try new things. Mistakes are just stepping stones to success, and I celebrate every effort students make.
George Mason University, B.A.
I choose to work at Flint Hill because of the great and supportive staff.
Pennsylvania State University, B.A.
I cherish the opportunities I have to see our incredible teachers in action, to share what they do with donors, and to express our gratitude for the impact they make schoolwide.
Quinnipiac University, B.S., M.A.
I balance fun, hands-on learning with clear expectations so your child feels safe and ready to thrive.
Middlebury College, B.A.
I chose to work at Flint Hill because we always focus on what is best for each individual student. This takes time and energy but is so rewarding.
Norfolk State University, B.S.
Meeting students at their level. Tone, pacing, and complexity adapt dynamically based on the student’s background knowledge and specific goals, whatever that looks like day to day.
James Madison University, B.S.
James Madison University, M.A.
To create an environment where children thrive, students must feel safe enough to be themselves and confident enough to take meaningful risks. At Flint Hill, we build this through strong relationships and a joy-filled community where every child is known, loved, and supported.
Clark University, B.A.
Middlebury College, M.A.
I want my students to leave class with something they can put into practice. Whether it’s a new expression, a culturally interesting fact to share at dinner, or the motivation to improve their skills as much as possible, I encourage all students to try and advance their Spanish every day.
Virginia Polytechnic Institute and State University, B.A.
George Mason University, M.Ed.
I create a supportive, inclusive classroom where every student feels valued, challenged, and safe to take risks. By building strong relationships, setting high expectations, differentiating instruction, and fostering curiosity and collaboration, I help students develop confidence, resilience, and a genuine love of learning.
Marymount College, B.A.
Catholic University, M.S.
Having a sense of humor, an open mind and a willingness to listen helps me connect with students throughout their years in the Lower School.
Saint Michaels College, B.A.
National War College, M.S.
The decision to serve as director of security at Flint Hill was an easy one. I relished the opportunity to bring my 25 years of federal law enforcement experience to a school setting. I am extremely humbled to lead an amazing security team to ensure the safety and well-being of the Husky community!
George Mason University, B.A.
George Mason University, M.S.Ed.
A successful day at Flint Hill sees giggles and shared discoveries. It’s when each child’s eyes light up with newfound understanding and friendships bloom. Witnessing collaborative problem-solving and aha moments fill us with pride, reinforcing our commitment to holistic, joyful education.
James Madison University, B.M.
My classroom is a place where all are welcome and individuality is celebrated. In this fun and friendly atmosphere, everyone’s contribution matters and each student is encouraged to find (and use) their own unique voice!
Virginia Military Institute, B.A.
Marquette University, M.A.
I chose to work at Flint Hill because it offers a uniquely blended learning environment. Students are able to pursue their personal goals in a supportive space while learning different skills with a rigorous academic curriculum.
Carnegie Mellon University, B.S.
Capella University, M.S.
A successful day at Flint Hill involves students, teachers, staff, and administrators all self-actualizing toward their most fully-functioning selves.
Towson University, B.S.
In over 30 years as an educator, I have always been committed to the student-centered approach. I identified early that my purpose in life is to CULTIVATE while serving as a CATALYST and contributing to a positive CULTURE, and I have the innate ability to lead while presenting myself as a viable resource for others.
Southern Connecticut State University, B.S.
Marymount University, M.Ed.
To create a learning environment where students thrive, I embed the core values — respect, responsibility, honesty, and compassion — into every aspect of classroom life. I am committed to fostering an atmosphere that encourages exploration and embraces challenges, valuing both the process and the product of learning. My priority is to cultivate learners who are kind, hardworking, and possess a genuine love for learning. By modeling these values and integrating them into daily routines, I ensure all students feel safe, supported, and empowered to take risks. This dedication to an engaging and supportive educational setting is at the heart of my teaching philosophy.
Judson University, B.S.
Kaplan University, M.S.
Flint Hill is an amazing community with a focus on challenging our students to grow individually and collectively. We celebrate and learn from differences and push each other to be our best selves. We are a relationship-oriented community with a focus on knowing each other well. I am inspired by the people in our community.
University of Maryland Eastern Shore, B.S.
United States Sports Academy, M.S.S.
I have grown up working at Flint Hill, and now I have two kids here. I want them to fully live and enjoy the full Flint Hill experience as I have.
Christopher Newport University, B.A.
In my classes, I establish a foundation of respect, community, and ownership. I foster a safe environment where students can take creative risks and allow themselves to be vulnerable with low stakes and unending support. My students are encouraged to practice being unapologetically themselves and taking pride in their work.
University of Richmond, B.A.
I create a warm, safe, and welcoming classroom where every student feels valued and supported. I greet each child with a smile, encourage them to take risks, learn from mistakes, and persevere. I celebrate successes, foster kindness and collaboration, and provide students with the space and grace to grow.
Elon University, B.A.
Boston University, M.Ed.
I believe the most meaningful learning happens when students can see themselves in what they are learning, so I strive to incorporate their interests, strengths, and life experiences into the classroom whenever possible.
University of Virginia, B.A.
College of William and Mary, M.Ed.
Helping people learn how to learn is what drives me. Unlocking for someone how to learn new things sows the seeds of innovation and invention. Couple that with teaching “the why” of doing things, and you have the potential to make the world a better place.
EAFIT University
George Washington University, M.A.
The key to a thriving classroom is building a community where students feel safe and seen. I start by building trust with my actions, not just my words. By being consistent and following through, I show them they can count on me. My own happiness is contagious. When I bring joy and passion to my classroom, it transforms the atmosphere. The positive energy becomes a catalyst for theirs, making learning feel less like a chore and more like an adventure. I believe in celebrating their successes and listening to their stories. When my students feel happy and supported, they don’t just learn — they flourish.
University of Maryland University College, B.S.
University of Maryland University College, M.Ed.
I connect with students through authenticity, humor, and high expectations. By creating a safe, inclusive space where they feel seen and challenged, I build trust and help them grow.
University of Virginia, B.A.
Relay Graduate School of Education, M.A.T.
I choose to work at Flint Hill because this is a place where students are primary stakeholders in their own education.
University of California – Los Angeles, A.B.D.
Ohio State University, B.A.
University of Washington, M.A.
I choose to work at Flint Hill School because its caring, values-centered community supports educators who inspire curiosity. As a Latin teacher, I find purpose in a school that honors classical learning, encourages meaningful risk-taking, and lets me help students connect ancient language and culture to their own lives.
George Mason University, B.A,
George Mason University, M.Ed.
I take time to get to know my students and build relationships. Building a safe, comfortable classroom community is crucial to learning.
Denison University, B.A.
I chose to work at Flint Hill because I love the way the school supports every student, starting where they are, and helping them grow as a uniquely talented individual in a caring community.
Bryn Mawr College, B.A.
Indiana University, M.A.
Indiana University, Ph.D.
Joan Didion said, “we tell ourselves stories to live.” My approach to connecting with students is always going to be with words — either by helping students find the books that will shape how they live their lives or by illuminating the words with which to tell their own stories.
University of North Carolina – Chapel Hill, B.A.
My team’s job is to provide a window into the Flint Hill experience. Through photography, videography, and storytelling, we crystalize and chronicle the important moments in our students’ school journey. Connecting with them is important for us! We build relationships with them and hope they trust us to tell their story authentically and to always catch their good side 📷.
Dequesne University, B.M.
West Virginia University, M.M.
West Virginia University, D.M.A.
I choose to work at Flint Hill because of the community that I get to work in and the students who never fail to impress.
CXC Certification
I choose to work at Flint Hill because of the supportive community that fosters my professional growth and collaboration. The collective commitment to nurturing individual passion and creativity, both among students and faculty, aligns with my values.
Towson University, B.A.
A successful day at Flint Hill means I’ve helped show how amazing our school is to our community and beyond.
Longwood University, B.S.
Longwood University, M.S.
As a teacher, I believe in Linda Albert’s three C system: capable, contributing, and connected. Students need to feel capable of succeeding, valued as contributors, and connected to their classmates and teacher. These three Cs create a supportive classroom where students feel confident, included, and motivated to thrive.
Willamette University, B.A.
Georgetown University, M.A.
Being authentic and honest is critical to forming a strong, safe learning environment. When I’m authentic about my passions, enjoyment of literature, and model how to ask for help, students feel freer to pursue their own passions, dive deeper into literature, and know it’s safe to say “I don’t know.”
Northeastern University, B.S.
Northeastern University, M.Ed.
It takes more than simply having an open door policy; it requires creating a culture of approachability that encourages students to actually walk through that door. Students thrive when they know who they can turn to — not just during moments of success, but especially during moments of challenge. Authentic, sincere conversations between students and adults built on trust, respect, and genuine care create community. It’s what makes Flint Hill special.
University of Virginia, B.S.
University of Virginia, M.S.
University of Virginia, Ph.D.
The environment in my classroom is active, low-stress, and occasionally a little noisy. Students feel comfortable sharing their ideas, trying problems they’ve never seen before, helping each other understand, and having fun.
Old Dominion University, B.S.
Marymount University, M.S.
Throughout the interview process, you could feel the sense of excitement from the current staff and their passion for Flint Hill. During my first week, many people came up to me saying, “You’re going to love working here.”
Vanderbilt University, B.E.
Naval Postgraduate School, M.E.
Middle and Upper School is exciting — lots of learning and change happening. They’re not shy to voice opinions or ask endless questions. I love the challenge of showing up each day, being surprised, and engaging with and learning from them, too. It’s an energizing experience!
Clarion University of Pennsylvania, B.S.
Touro University International, M.Ed.
I build relationships by creating a welcoming, supportive classroom where every student feels known and valued. I greet students by name each morning, foster community through Morning Meeting, encourage self-advocacy, celebrate growth, communicate with families, and provide a calm, consistent environment where every child can thrive.
Virginia State University, B.S.
I create a positive, safe, energetic, and productive environment for all students in our community. I also strive to enhance the physical and emotional safety of students during their athletic experience.
Montana State University, B.S.
Montana State University, B.A.
University of Idaho, M.Ed.
I create an environment where students are empowered to compete at the national and international level in robotics and cybersecurity. Alumni often say that those courses gave them the skills and experiences to thrive in the “real world.”
Millersville University of Pennsylvania, B.S.
George Washington University, M.A.
Creating an environment where students thrive involves a combination of factors that promote learning, growth, and overall well-being.
James Madison University, B.A.
Boston College, M.A.
The focus is entirely on the students at Flint Hill. Our faculty and staff are made up of incredible educators who work tirelessly to ensure that their students are supported and encouraged to take meaningful risks. It is a beautiful community to be part of!
Marymount University, B.A.
Marymount University, M.A.
I choose to work at Flint Hill because I am surrounded by great people who share my endless curiosity and commitment to learning.
Advancement Operations Coordinator
University of Maryland, B.A.
Loyola College of Maryland, M.A.
Fairleigh Dickinson University, M.A.
A successful day at Flint Hill is one in which I have engaged with children in a meaningful way, I have helped them discover something, or I have created a space for joyful learning.
University of California – Berkeley, B.A.
Harvard University, Ed.M.
A successful day at Flint Hill is one where mistakes were made, but we learned from them, meaningful conversations happened, and lots of laughter was heard.
George Mason University, BASc
I connect with students by being real with them and showing I care. Once they know I’m in their corner, the trust and growth follow.
My approach to connecting with students begins by creating a welcoming environment where they feel valued. I share my story, showing them I am approachable and human. I enjoy learning about their goals and personal interests. Above all, I make sure they know I am a champion in their corner.
St. Michael’s College, B.A.
St. Michael’s College, M.A.
I love seeing what alumni do after they graduate and connecting them back to their alma mater.
The Ohio State University, B.S.
Success is never fully measurable, as it’s based on the individual; however, if my students are leaving my classroom having laughed, grown, or shared in a new learning experience, then it’s been a successful day.
College of the Holy Cross, B.A.
Manhattan College, M.A.
I choose to work at Flint Hill because it is a place where community, academics, and people come together in the best way. It’s exciting to be part of a school that challenges students to think deeply, grow boldly, celebrate diversity, and embrace learning in all its forms.
James Madison University, B.S.
George Mason University, M.Ed.
Connecting with students is the high point of my day. I listen carefully when they share and ask questions. I care about their interests, challenges and loves. Conversing honestly with my students helps achieve my goal of building trust as they learn and grow together within our class community.
Muhlenberg College, B.S., B.A.
American University, M.A.T.
Duke University, Ph.D.
A poster in my classroom has this quote: “Allow yourself to be a beginner. No one starts off being excellent.” I strive to create an environment where students feel comfortable with making mistakes. That can be challenging and sometimes frustrating, but learning from mistakes is how you grow as a student.
College of William and Mary, B.S.
University of Maryland University College, M.Ed.
I want students to walk into my classroom feeling valued and appreciated in the classroom.
My approach to connecting with students is bringing high energy and instilling confidence.
University of Mary Washington, B.A.
George Mason University, M.Ed.
A successful day at Flint Hill is any time that I am able to help support the progress of our mission, vision and values.
Wittenberg University, B.S.
University of North Carolina – Chapel Hill, M.A.
Students thrive in a an environment where they collaborate and help each other learn, find something they enjoy, and have fun along the way. It’s okay to try and to make mistakes; learn from them!
Wells College, B.A.
I work at Flint Hill because it’s a community of educators, parents, students and alumni singularly focused on what’s best for students. Because we use our talents to nurture each other’s passions, collectively, the Flint Hill community blazes a trail that positively impacts the world around us.
University of Mary Washington, B.A.
George Mason University, M.A.
I choose to work at Flint Hill not only because of its innovative, student centered approach to education but because of the amazing staff of people I get to work with every day.
Loyola University – New Orleans, B.A.
Springfield College, M.S.
I’m inspired by the students, teachers, and staff to capture moments of campus life through photography and writing that our school community can enjoy in the present and look back on fondly for years to come.
My main approach to connecting with students is engaging with them when working in the hallways.
Liberty University, B.S.
Liberty University, M.S.
I create an environment for students to thrive by building strong relationships; setting clear, consistent expectations; providing meaningful challenges; giving students voice and agency; making learning active and relevant; using feedback to move learning forward; recognizing growth, not just achievement; listening and adapting.
University of Maryland – College Park, B.A.
Marymount University, M.A.
For me, a successful day at Flint Hill is when a family feels confident they’ve found the school where their child will truly flourish. There is nothing more rewarding than walking through our classrooms and seeing students deeply engaged, smiling with their peers, and growing in ways big and small. In those moments, I know that — together with their family — we helped in their discovery of Flint Hill as the right school for them. That’s why I love this work: building relationships, supporting families, and watching children thrive in a community where they belong.
Salisbury University, B.S.
I connect with students by being my authentic self, learning more about who my students are as people, and how I can help each of them on their individual journeys.
George Washington University, B.S.
George Washington University, M.B.A.
How do I connect with students? Well, there’s one thing many of us seem to agree on: “Being human’s hard, on the boulevard.” — Andre 3000. Even when the differences seem great, I’ve learned this is a very valuable place to start.
Towson University, B.S.
I choose Flint Hill because of the family environment created by both the students and the staff.
College of the Holy Spirit, B.S.
The school has a good work environment, a competitive salary and benefits package.
California State University – Long Beach, B.A.
I create a thriving, safe, and playful learning environment where students feel comfortable taking creative risks, making mistakes, and letting their imaginations lead the way. While there’s plenty of fun mess that comes with making art, there’s also purposeful thinking through hands-on exploration of materials, thinking routines, and imagination-building activities that encourage curiosity and wonder. I build in lots of personal choice, giving students opportunities to make decisions about their ideas, materials, colors, textures, and ways of expressing themselves. Puppets, storytelling, movement, and playful surprises help bring my art lessons to life and give every student a way to connect, participate, and feel seen. My goal is to create an art room where students feel safe to explore, empowered to make their own creative choices, and excited to Blaze the Trail in their own wonderfully unique way.
James Madison University, B.S.
I choose to work at Flint Hill because of the supportive environment that encourages me to grow.