Meet Our Faculty

One of the great parts of teaching theater is how broad the field of drama is, allowing me to go in the direction the students are drawn in.

I began the year by having them fill out interest forms, with categories ranging from monologues to costume design to improvisation. Our class began with learning foundational skills, then moving on to finding ways to apply these skills to the areas of theater the students expressed interest in. This allowed the students to feel connected to the work while still building skills they can use throughout their theatrical education. Our current work is focused on improv, something the students expressed interest in gaining experience in, and allows them to utilize the character work they developed earlier in the year.

B.A Vassar College, Drama; M.S Ed. City College of New York, Educational Theatre

Small class sizes and freedom to create lesson plans based on what the student needs.

Small class sizes and freedom to create lesson plans based on what the student needs. It provides me the ability to give them support and constantly push them intellectually. My favorite course to teach is “Score to Stage”, I enjoy hearing the pieces that students create and also learning, while helping them work in styles and genres of music they like, and introducing them to similar styles and genres that may inspire them.

B.M. University of Hartford, Hartt School, Vocal Performance & Music Composition

My students are motivated and curious.

We all strive to take on challenging work while maintaining a spirit of collaboration and fun. Even when they may not be having their best day, they usually find a way to become engaged, regain concentration and have a productive class.

B.F.A The Boston Conservatory, Dance; M.S.Ed. Dance Education

Williams is a caring community where students can truly be themselves.

Our faculty is very supportive of each other. The administrators encourage freedom in designing curricula and understanding about different teaching styles. This a great place to continue to grow and evolve as an educator. When you walk through the halls of Williams, you will often hear laughter. We laugh every day.

B.F.A Lyme Academy College of Fine Arts, Sculpture; M.A. Boston University, Art Education

My favorite courses to teach are Photo I and Photo II.

In Photo I, I enjoy watching a new group of students make digital and darkroom work for the first time providing endless inspiration. I watch them catch the photo “bug” and invest more and more time in their ideas. In Photo II, Students are familiar with the studio and we have built rapport and it’s a safe and supportive place to take their ideas to the next level. Every project in photography is an opportunity for them to explore their interests.

University of Valley Forge, B.A. Pastoral Counseling

I like to build a strong rapport with students so that they are receptive to feedback and develop the skills needed for self-advocacy.

This is especially important for my Eighth Grade Students—English 8 is a very challenging curriculum, but by the end of the year students are proud of how well they were able to handle the complex material. We balance the rigor with some fun activities, I’m known for “Shakespeare Dodgeball” that’s been one of our most anticipated and favorite activities in my classes.

I try to help students develop their skills and find what they are truly interested in and what they ultimately may want to pursue.

They learn that writing is a process, reading is a lifelong pursuit, and meaning is what they make of it.

B.A Macalester College, English; M.A Middlebury College, Bread Loaf School of English, Literature

I think the most important thing to helping my students grow is allowing them to understand the meaning behind what they are learning.

Making connections between our curriculum, as well as the wider world, helps to create that understanding and maturity students need to succeed as they move towards their college, careers, and beyond. Additionally, simply providing safe spaces to express opinions, try something new, or simply to seek help is key to gaining the trust needed to join forces with students as they build on their skills as learners as well as young adults.

B.A. Providence College, Secondary Education & English; M.A University of Rhode Island, Education

I love the "lightbulb" moments in the classroom - when students discover an original idea, when they uncover a skill they didn't realize they already possess, or when students show me a new perspective or insight in our discussions

Williams is a place where you can be yourself and you are valued and respected for who you are.

The community is made of intellectually curious students and faculty who are surrounded by people who share this curiosity and bring out the best in each other.

B.A. Northwestern University; Landmark College Graduate Certificate in Learning Differences & Neurodiversity

The small classroom sizes and close teacher-student relationships allow for each student to receive individualized attention, which ultimately allows them to find their voices and explore their passions.

In history, we allow for a lot of student choice regarding topics to research for projects.

B.A. Union College, History, French; M.A.T. Smith College, History Education

I am always so impressed with my students' willingness to be challenged and challenge themselves.

I have found that my students meet rigorous work with good attitudes and growth in mind. I especially see this in Ninth Period, where students meet with their teachers in what are essentially university-styled office hours. One of my students struggled early on with effective note taking in class, so they came by for a few minutes during this scheduled free time and we compared their notes to the “big picture” items I wanted them to learn. By their next notes quiz, they were able to readily understand not only the information we covered, but why it was important to be studying in the first place.

B.A. Texas A&M University, History, Italian Studies; Ph.D Auburn University, History

Advisor time is an excellent block in the day to reflect on what things are happening at School — academically, socially, and in arts and athletic endeavors.

It gives students a moment to decompress, plan ahead, and build strategies to be successful and engaged peers in our community. It was such a pleasure when my advisees helped raise money for the Brian Dagle Foundation to spread awareness for youth mental health.

B.A. Johns Hopkins University, International Studies, Spanish, Latin American Studies

I love the small class sizes.

Since I get to know my students very well both as learners and young people, I am able to tailor my teaching to get the most out of each student. I also love the positive and collegial relationship that exists between students and teachers. The kids know that we want them to do their best, that we’re on their side, and we’re always there for assistance, all of which further helps them to reach their full potential.

BA History & Romance Languages, University of Connecticut; MAT Secondary Education: History, French & Spanish, Connecticut College

I have found an educational home where values resonate with what I have always pursued as a teacher.

I grew up in Buenos Aires surrounded by languages and different cultures. I was always intrigued by intercultural interaction and language acquisition.

B.A. in Foreign Language Teaching and Education, Instituto Superior en Lenguas Vivas “Juán Ramón Fernández,” Buenos Aires, Argentina; M.A. in Latin American Studies, University of Connecticut; Ph.D. in Spanish, University of Connecticut

Williams students are bright, curious, and kind.

I try to be present with them, listen to them, and nurture with sound advice, friendly compassion, and support of their growth to best ensure their individual growth and development. Our culture is welcoming and supportive, while being a place where we expect students to excel to the best of their ability. Williams is a place where quiet, introverted, or very academic students can be seen and thrive.

B.A Trinity College, Classics

Advisor time is an excellent block in the day to reflect on what things are happening at School — academically, socially, and in arts and athletic endeavors.

It gives students a moment to decompress, plan ahead, and build strategies to be successful and engaged peers in our community. It was such a pleasure when my advisees helped raise money for the Brian Dagle Foundation to spread awareness for youth mental health.

B.A. Johns Hopkins University, International Studies, Spanish, Latin American Studies

The Williams community is accepting of all students, they are generally fun, devoted, kind and welcoming.

I like to inspire growth in my advisees by having them step outside of their comfort zones. It is important for them to stretch themselves, set goals, and have the support to achieve them.

B.A. University of Connecticut, Psychology & Math

Every day I look forward to teaching. Students are eager to learn and challenge me to help them keep that enthusiasm.

I try to tailor word problems to relate to student discussions, recent school assemblies, or their individual interests. My room is quite active during Ninth Period, whether students are looking for extra help or just want to work on math homework, it is a great time to connect.

B.S. SUNY Plattsburgh, Secondary Education in Mathematics, Computer Science

Students at Williams are curious, determined, and ready to take on challenges put before them.

They take on Williams’ opportunities to explore their interests. They are empowered to pursue different passions and explore their curiosities. Students seek out one-on-one extra help to find success. Giving students the support they need until they can be more independent is important to their growth.

B.A Connecticut College, Math & Economics; M.S Eastern Connecticut State University, Education

At Williams, we provide just the right amount of support.

Students are encouraged to forge their own path while having a full team of teachers and administrators encouraging them. One way we show students how to succeed is by encouraging them to reach out to their teachers during ninth period—instilling self-advocacy, a crucial skill needed for success throughout their education, at Williams and in college, and in life.

B.A. University of Rhode Island, Secondary Education and Biology

I really like teaching at Williams because we are able to connect the Sciences and Humanities to create a more comprehensive view of the world.

Doing so, we are better reflecting the challenges our students will face in college and beyond.

B.S. Union College, Chemistry & Nanotechnology; M.S. Northwestern University, Chemistry

My students are curious explorers. They are able to observe paradoxical phenomena, and they would like to understand the reasons behind them.

I love when my students ask me “why” questions about real life situations that they don’t quite comprehend. I hope that my students will be able to carry these sparks of curiosity throughout their lives. I believe that students need to be challenged to be able to grow intellectually, and the most successful students are the ones who come to my room during ninth period and tell me that they do not know how to solve a specific problem.

B.S. & M.S. St. Petersburg State University, Russia, Physics

The opportunity for collegial relationships between students and teachers makes our school special.

Relatively small class sizes allow me to teach in an interactive way. The freedom to follow my own interests and those of my students compels me to keep learning new things, which makes my classes more interesting and engaging.

B.S. Stockton University, Biology; Ph.D, University of Connecticut, Immunology

Science is a magical subject that encompasses multiple disciplines...

…Bringing math, literature, critical thinking, and content together to better understand and explore how our natural world operates. I love exploring these types of ideas with students in Oceanography and as the Environmental Science Interdisciplinary Certificate Advisor.

The University of Rochester BA Environmental Studies and Secondary Science Teaching
Southern Connecticut State University: MS Instructional Technology