One of Dublin's mantras is that we like to meet kids where they are; we don't expect that they come in as polished students, athletes, friends, or community members, but rather as growing, unique individuals. It is the job of the teachers here to help them along their multiple journeys: academic, social, athletic, and otherwise. The administration emphasizes teaching the growth mindset to our students and expects that the faculty practice it ourselves. The importance Dublin places on growth is a huge contributor to why I teach here.
I grew up in Duxbury, MA and graduated from Duxbury High School in 2011. When I officially enrolled at Bowdoin College, I was unsure about what I wanted to study, and I had absolutely no idea what I wanted to do when I graduated. Of course, I knew that I loved math, so I signed up for Integral Calculus and had one of the best academic experiences of my life, essentially sealing the deal that I would major in Mathematics. However, it was not until junior year – and I had just finished a personally unfulfilling summer economics internship – that I started to seriously consider a career in education. I had enjoyed my education classes, but was too far into my college career to pursue Bowdoin's fast-track program for earning a teaching certification. Instead, I decided to declare a minor in Education Studies with hopes that it would someday allow me to teach my favorite subject, Calculus.
During my senior year, I came to Dublin's campus for a day of interviews that I will never forget. I was greeted kindly by Anne Mackey, I was taken on a tour by alumni Danny Figueroa and Hunter Bachman, I met the dynamic duo of Simon McFall and Brooks Johnson together, and I learned that no one takes the interview process more seriously than Sarah Doenmez. I even got to teach an Algebra class, where I mistakenly flipped the slope formula due to nerves, but smoothly corrected myself according to Jonathan Weis. Without a doubt, my most memorable experience from that day was my interview with students at lunch, where I met the likes of Shaneil Wynter ('17) and Silas Howe ('18) and received questions about pedagogy and hypothetical scenarios that I might face as a teacher. I was so impressed by their thoughtfulness and care for the community, and when I drove back to Brunswick, ME that evening, I knew that Dublin was the place for me.
Now, in my second year at Dublin, I am so grateful that the school's mantra of "meeting students where they are" has also applied to me as a teacher. Dublin offers me the freedom to teach my classes in a way that plays to my strengths and background, which I believe is a huge benefit to the students. The feedback I receive helps me build the skills to continue improving and growing, and I am lucky to have such an incredible support system. Dublin truly is a tight-knit community, from the administration to the faculty and staff to the students, and I couldn't ask for a better place to teach.