2024-25 GUIDE BOOK
Get to know our talented team of guides— their passions, their plans, and what inspired them to become educators.
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Aaryn Drapiza
“I am passionate about breaking down barriers and creating spaces where people can genuinely belong and connect. One way I hope to do this in my personal and professional life is by learning more languages! I've been studying Spanish on and off since elementary school, and I plan to enroll in a weekly Spanish class this January to deepen both my love for the language and my skills. After Spanish, I intend to continue my studies in American Sign Language and to begin my journey with French.
Many learners have expressed interest in studying different languages. I would share my language skills with them by speaking the language throughout the day. I'd love to support the learners in furthering their language studies, especially as I develop fluency myself.
I love stories. I always have, and I imagine I always will. My dad, being the sneaky person he is, fueled my love for stories by quietly opening the door to a world of endless imagination—he took me to our public library. Looking back, I feel my love of books is what first set me on the path to education. Years later, my passion for books, stories, and humanity encouraged me to pursue a bachelor’s degree in humanities. My professors, classmates, courses, and experiences, which challenged my perspectives, led me to work for an organization that helped house and rehabilitate survivors of exploitation. Learning from the residents’ stories, as well as their perseverance, strength, and capability, ultimately led me to consider education.
Just as the residents I had the honor of working with deserved respect, support, and connection, each child deserves to be believed in and empowered within a supportive community. Education is a path to positive change, and our learners are capable of using their unique stories, passions, and skills to create that change. A career in education is absolutely a choice, and it’s a choice I am grateful to make every day. Even on challenging days, the learners inspire me with their compassion, determination, creativity, and leadership. I couldn’t imagine a more fulfilling path than working alongside each of them.”
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Abby Shaw
“Reading and the science behind how we learn to read has become a passion of mine after working in a school where majority students could not read or had major deficits in their reading ability and intense intervention was needed. I've seen the gaps in foundational skills that build strong readers and desire to know more about how to fill those gaps. My particular interest/focus is on the foundational years between pk-2nd. I am most interested in learning more about how we can empower learners to learn to read in a self-directed learning environment.
The knowledge I would gain from training and workshops would be given to learners through the learning design we are creating for Spark and through daily learning within the studio. I want reading to feel safe for all learners so that it can actually be enjoyed by them!
I have always known I wanted to be in a career where I was making a positive impact in the lives of children. From volunteering in my church's preschool from a young age, to babysitting kids of all ages, to working at summer camps for kids, education felt like my life's calling. My hope is for a world filled with more empathy and kindness and I believe there is no better group to invest in than the children who are our future.”
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Aliyah Rawles
“The area of study that excites me the most is curriculum instruction and reading research. I have a passion for critical and digital literacies in today's youth and how you people can enact change in our society by being well versed in all reading methodologies.
I would share this with the learners by creating learning opportunities that are differentiated, and include but are not limited to experiences with print and digital media, audiobooks, podcasts, interactive ed tech platforms, documentaries, educational youtube resources, magazines, newspaper, games, and virtual/physical field experiences where learners are immersed in what they're learning about.
I was initially inspired to pursue a career in education, because my mom was a dedicated aide in the public school system of my hometown during most of my childhood. Her dedication to the profession really inspired me to become a teacher and my dream is to take on an instructional leadership/administration role one day.”
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Caithlin Allen
“It will come as no surprise that my passion lies in literacy. Both in helping learners have a strong foundation and laying the groundwork for them to be lifelong readers. I am always looking into the latest research and strategies to support early readers and help develop critical thinking skills to reinforce the style of learning we support at The Village School and which I know will support them in the years to come.
It was through my volunteer work with DC Reads working to bring literacy and tutoring services to students in Anacostia that I realized that I was drawn to the field of education. I have been able to turn my own passion of reading into my mission of spreading the joy of literacy by providing the tools and setting the tone. I think often of this quote from literacy advocate Jim Trelease, ‘A child who reads will be an adult who thinks.’”
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Caroline Powell
“My path to a career in education has not always been linear, but I have always been fascinated by how humans grow, develop, and learn! I am deeply passionate about studying child and adolescent development. In college, I studied psychology with a concentration in human development, initially aiming to become a child psychologist or therapist. However, I eventually realized that I wanted to be more directly involved in the everyday education, mentoring, and character-building of young learners. TVS really called to me because of its focus on character development and the commitment to nurturing the growth of each individual student. The learners I get to work with are truly inspiring—they bring so much energy, curiosity, and creativity to the studio. Each day, they remind me of why I chose this path, and their enthusiasm drives me to help them reach their fullest potential.
Though I have only been a guide at TVS since the start of this school year, I have already witnessed tremendous growth and development in our learners! I am thrilled to spend my days observing how the minds of young people change and learn. I love seeing learners tackle new challenges, solve problems, engage socially with peers, and discover who they are. I am also excited to have the opportunity at TVS to watch how these approaches to learning and growth evolve across different developmental stages. By expanding my studies in my passion for child and human development, I hope to bring my knowledge back to TVS so we can provide the best possible foundation in the studio, where learners are instilled with confidence, and then continue to nurture that confidence as they navigate their own learning and their lives from Spark to Adventure and beyond!
Another passion I would love to explore more and bring to TVS is art education. I am passionate about equipping learners with the tools they need to express themselves creatively! I have seen how art in the studio can be a powerful connector—it allows us to better connect with ourselves, with each other, and with our broader community. Additionally, learning about art history, different artists, and various techniques can help our learners connect to new and diverse time periods, cultures, and ideas in a fun, engaging, and creative way. I would love the opportunity to learn more about the intersection of art, child development, and how learners can use art to express their ideas and emotions.
Through both my love for child and adolescent development and my passion for art education, I hope to bring a holistic approach to TVS—one that nurtures the whole learner, both academically and personally, helping them grow into confident, creative, and compassionate individuals.”
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Kay Parker
“I am studying for my Masters of Education in Montessori. After my first encounter with the Montessori approach, twelve years ago (wow! doesn't seem that long) I knew I wanted to learn more. Even after getting Montessori certifications, I wanted something more than would set me apart to be the best Montessorian and would give me expertise on different Montessori topics/areas. I would also say that my sister is also a driving force as she is completing her dissertation this month in Education.
People in my life who have inspired, encouraged, and uplifted me saw the difference I made before I knew that education and Montessori would be my passion. I knew I wanted to help in any way that I could but I didn't see myself as being a future educator at that time. As I continued on my journey of helping others, it became evident that guiding and equipping learners was what made my day, each and every day. “
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Lauren Coyle
“I’m passionate about project-based learning because it emphasizes hands-on exploration, inquiry, and child-led discovery with no predetermined outcome. In my previous teaching role, I studied and applied the Reggio Emilia philosophy, which aligns closely with project-based learning by encouraging curiosity, resilience, and problem-solving. This approach helps students ask big questions, embrace mistakes, and build essential skills like collaboration and creative thinking. Most importantly, it fosters a love for the learning process, not just the final product. I’m excited to continue learning more about Reggio-inspired practices and to incorporate them into creative and meaningful project-based experiences at the Village School.
In the Reggio Emilia approach, our environment is viewed as the “third teacher” and classrooms are purposely designed and curated to encourage experimentation, exploration, and open-ended play. In Spark Studio, I strive to make the project room a welcoming place where learners can draw inspiration from materials and each other. I would love to bring back new ideas and strategies from professional development opportunities to expand my ability to construct this type of learning environment and to design projects with it. My priority is for the Spark learners to feel valued and represented in the project room–not just in their work but also on the walls and in the physical space. I will continue to prioritize documentation of their work through learner quotes, ideas, photos, and creations in the space, and I am continually interested in finding new ways to do this.
I chose a career in education because I believe learning should be an active, hands-on process where curiosity and collaboration are central. With a background in psychology and experience working with children in both therapeutic and educational settings, I’ve seen how nurturing a child's natural wonder can unlock their full potential. I'm passionate about creating environments where students can explore, ask questions, and thrive. I love joining the learners in the process and inviting them to share their thinking as they develop ideas. They teach me something new every week!”
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Maddie Milazzo
I've recently been super excited about learning more about math. Looking back, I remember struggling with math as a student, and I always wished that I had a teacher who could take extra time to help me understand. Now, I want to be the kind of guide who empowers learners to feel capable and smart, especially when the material is challenging. I want my learners to believe in their ability to succeed and be equipped with the tools and mindset they need to tackle any math problem with confidence.
I would share this with the learners by creating more opportunities for small math groups. I also would be more equipped to help on math Wednesdays!
I’ve wanted to be a teacher since 8th grade, when I first started working at a summer enrichment program called Horizons at The Foote School in New Haven. From my very first day there, I knew that teaching was my calling! Being able to inspire, equip, and support students through their challenges has always motivated me to follow this path. I want to foster an environment where learners can grow, explore, and curate new passions!
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Michaela Johnson
I am passionate about engaging young people in our political process. The topics that interest me most are History, Government and Politics, and religion. I spent the majority of my undergraduate career studying the intersection of politics and religion, analyzing historical events such as the Holocaust from a religious scholars perspective. I believe learning, engaging and understanding world religions and culture is the key to unwinding hate.
I am most passionate about making history engaging and exciting for young learners. I plan to begin my M.Ed. in Teaching History at Northwestern College in January! I hope to use this knowledge to inspire and cultivate a love of history in our TVS learners.
I had a non-traditional path to my career as a guide at TVS. I graduated college with a Political Science degree and began working as a Lobbyist for the Enlisted National Guard. In my spare time, I started coaching a high school swim team and fell in love with mentoring young athletes. I soon realized that my passion was in education and mentorship - not lobbying. This session, I was able to combine my interest in politics and love of educating with a session project dedicated to inspiring learners to use their voice on Capitol Hill. I feel fortunate to have the flexibility at TVS to share my passions with our learners!
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Noel Welch
“Making and creating has always been a part of my life. From watching my dad working in the garage as a kid to working on a production team for an artist, using my hands to make and create what my words couldn’t express helped open my eyes to what the world could offer. Physical creation and creativity give learners powerful tools for self-expression. What excites me the most is the endless opportunities that physical creation can provide. A Makerspace allows for the exploration of new materials and can offer connections to in-classroom work.
I’m excited to be in the Makerspace with the learners, to provide a framework for what could be created, open the door to problem-solving, and learn from our failures. In the space, I’d initially like to devise a better organization system so that learners can spend more time on their exploration and less time searching for supplies. I also want to encourage collaboration and experimentation, where learners feel comfortable sharing ideas, asking questions, and supporting each other. I hope to empower learners to see the Makerspace not just as a place to create, but as a space where curiosity and safe risk-taking are always welcome. There is still much I would like to learn to be of better help to the learners and their interests. More advanced electronics and computerized production, such as 3D printing or CAD modeling are outside of my realm, but I’d love to learn more.
My pursuit of a career in education began with languages. In High School, I heard about a program that allowed teachers to lead their students on global trips. As I was interested in languages, I was hooked on the possibility of leading learners on a journey of exploration. Since then, I’ve had the opportunity to teach people various art techniques, tutored, and taught English as a Foreign Language. I was never enamored with the format of traditional education. I felt frequently left behind and lost. I hope to make all learners feel that they are valued, that their effort is appreciated, and that their voices are heard.”