Why I teach at
Manhattan Country School. 

Why do you teach at MCS?  How would you describe MCS students/community? What makes MCS unique? What are your favorite projects you've done at MCS? Why is MCS needed today?

> Why do you teach at MCS?  Nearly 25 years ago, I walked in through the large, wooden doors of Manhattan Country School (it was then located on East 96th) filled with hope, as I suspect most teachers are at the beginning of their career. That feeling was based on some of the things that I already knew about MCS - the founders started the school during the civil rights movement with a commitment to equity, diversity (both racial and economic), a progressive educational approach and the inclusion of a nature-based curriculum in New York City and up at our school’s farm in the Catsills. Even now, when I’m reading aloud to 4 and 5 year olds or discussing book bans with 6th graders, that hope comes out in every raised hand and question, smile and laugh, and idea or opinion. I feel it is a huge responsibility to make sure that all children see themselves (mirrors), see others (windows), as well as walk into (sliding doors) other worlds - both imaginary and new in the stories and books that they encounter. I feel so deeply fortunate to now have the experience of witnessing that hope turn into the reality of former students as adults who are still connected to their classmates as lifelong friends, taking that sense of mirrors, windows and sliding doors with them wherever they go and keeping that hope alive outside the doors of Manhattan Country School.

Why do you teach at MCS?  How would you describe MCS students/community? What makes MCS unique? What are your favorite projects you've done at MCS? Why is MCS needed today?

> Why do you teach at MCS? I teach at MCS because of its mission and dedication to progressive education, social justice, diversity, and environmental activism. > How would you describe MCS students/community? When I first joined MCS in 2010, it immediately felt like I joined a large, close-knit family. Upper School students welcomed me into their spaces, teachers and staff felt like old family friends, and coming together with families for assemblies and marches was magical. >What are your favorite projects you've done at MCS? Learning about Día de 'los' Muertos and creating a school-wide ofrenda is a favorite project that we work on in Spanish. Another is the arpillera study - in the spring, 9-10s classes learn about the origins of textile arts from la Isla Negra, Chile in the 1960s and how these burlap sacks were transformed into works of art to communicate what was happening in their communities before, during, and after the Pinochet dictatorship. Discussions then lead to students creating a class arpillera that communicates the change they would like to see in their own communities.

Why do you teach at MCS?  How would you describe MCS students/community? What makes MCS unique? What are your favorite projects you've done at MCS? Why is MCS needed today?

Why do you teach at MCS?  How would you describe MCS students/community? What makes MCS unique? What are your favorite projects you've done at MCS? Why is MCS needed today?

Why do you teach at MCS?  How would you describe MCS students/community? What makes MCS unique? What are your favorite projects you've done at MCS? Why is MCS needed today?

> Why do you teach at MCS? I teach at MCS for the community––the students, the families, and my colleagues. I always thought that I would teach in a public school but I found a home in this diverse community that values social justice and progressive education. > What are your favorite projects you've done at MCS? I love our 9-10s' immigration study. The 9-10s are so eager to learn about people's immigration experiences, past and present. They are especially fascinated by the lives of immigrants living on the Lower East Side. When creating their Lower East Side Museum, the 9-10s get to draw on all they have learned and present it creatively. They take such pride in their expertise when sharing their exhibits with visitors. Another favorite is seeing the 9-10s and the 6-7s read together and build connections during Reading Buddies. > Why is MCS needed today? Last year's activism event with the 7th and 8th graders left me in tears. I was so impressed with the way our upper schoolers approached their activism work. They were confident and articulate when educating their audience of adults. They created activities that taught us what we can do when we witness sexual harassement and offered us ways to contact our public officials about current legislation then and there. They also showcased their artistic talents through their "artivism" that was on display. MCS is needed today because we need more people who are able to skillfully speak out against injustice and make change in our world.

> Why do you teach at MCS? I started at MCS because I had been working in highly segregated schools and I wanted to see what real integration would look like. I was fascinated by the sliding scale model and how thoughtful the school is in creating diversity in multiple ways. I love that we can engage with content that is challenging intellectually and emotionally. Our students can bring their whole selves to the classroom and we apply what we learn in real life through activism. I am free to create curricula that I am passionate about and that is culturally relevant to students while getting the support of thoughtful and experienced mentors. > How would you describe MCS students/community? Our community is amazing. MCS attracts fascinating people who are doing really interesting and important work. We often have parents come in, or friends of theirs, who can speak to the activism campaigns our students are doing. Mostly, everyone supports each other and celebrates each others' successes. The students are able to engage critically with topics that most people think of as the preserve of high school or college courses but can be available for middle school students with the right preparation. I also think it's important how we keep learning, growing, and challenging ourselves and our institution in many ways to continue the work of justice. > What makes MCS unique? I don't think there's another school quite like MCS. Obviously, the farm is special. Watching New York City kids talk to each other in an apple tree, or a stream, while others take care of cows and chickens is amazing. They develop real world skills while also understanding agricultural, water systems, and nature. I think the kind of diversity our school creates is also unique. There is no division between full pay and scholarship kids because everyone pays what they can. I think the fact that students start learning about social justice issues and identity when they are four allows us to build on each others' work so that they can do really sophisticated activism by the time they're in middle school. > What are your favorite projects you've done at MCS? Facilitating the activism campaigns is my favorite part of the job because there's always those moments when you see the kids step up, take a risk, and lead. Watching them advocate for a particular bill to their congress member or break down the issue to someone so they can sign a petition, or lead a workshop for the community makes me very happy and proud. We've managed to help pass several bills, remove statues, get NYC to divest pension funds from fossil fuels, and more. They're really effective and always choose the right issue to focus on. > Why is MCS needed today? The recent attacks on history, social emotional learning, inclusion, and LGBTQ rights in schools only highlights how deeply MCS is needed today. Our country is facing an upsurge in racial violence and anti-LGBTQ bills and actions and our very democracy is at risk from a fascist white nationalist movement on the right. We seek to build the exact opposite kind of community and community members. Our students become people who are able to work with others who are different, to analyze problems from an intersectional perspective, create solutions and work together to achieve them. I really believe that our students develop character, a sense of social justice, and the skills they need to be a force for positive change. If we look at our alumni, they are using these skills and core values in such different ways, from lawyers to artists, community organizers, organizational leaders, teachers, etc. I do what I do because I believe our students will go on to transform society in their own ways.