Administration & Staff

Leadership Spotlight: Lower School Dean of Students Dylan Burgett

January 27, 2026 by jogoldfarb Leave a Comment

Our Early Learning Program at BASIS Independent Brooklyn is designed to build foundational skills while nurturing a love of learning. From PreK and Kindergarten, then moving into our Primary Program in Grades 1-2 at our Lower School, we aim to create a balance between a child’s natural tendencies and intentional academic learning. Critical to supporting that balance is the work of our Student Affairs team.

Today, we are proud to feature our new Dean of Students at our Lower School, Dylan Burgett. Mr. Burgett moved from Florida to join our community, and he is excited to focus on student support and social-emotional growth during these formative early years. Mr. Burgett serves as the primary student support contact, supporting teachers to help students both individually and in group activities, such as Lunch Bunch meetups.

Mr. Burgett brings years of experience as both a school administrator and an educator. Most recently, he served as Dean of Students at Forest City Elementary School in Florida, where he focused on social-emotional development of students in collaboration with teachers and parents, student mentorship, and differentiation of instruction to suit different learning styles.

Before assuming the Dean of Students role, Mr. Burgett was in the classroom as a Gr. 4 lead teacher for two years, supporting students with diverse learning needs. He developed and implemented standards-aligned and data-informed curriculum to support student learning and growth. Dean Burgett graduated from the University of Central Florida with a degree in elementary education.

What is a typical day for you as Dean of Students at the Lower School?

A typical day for me is all about making sure students feel excited, supported, and engaged throughout the school day. I spend time moving through classrooms, checking in with students and teachers to see how their day is going, how they’re feeling, and what support they might need. That support can look different depending on the moment; it can vary from working one-on-one with a student during a math lesson to connecting with students in a more relaxed setting, like a relationship-building Lunch Bunch with them and their friends.

You just joined our school and moved to New York! Can you share where you were before and what you were doing before?

Prior to relocating to New York City, I served as the Dean of Students at a school of over 700 students in Orlando, Florida. Over the course of several years, I grew within the school community—beginning as a Gr. 4 teacher, then serving as the Gr. 4 team leader, and eventually transitioning into the role of Dean of Students, a position I held for multiple years. During this time, I worked closely with colleagues to create and support a variety of social clubs and curricular initiatives that enriched the student experience. I am truly excited about the opportunity to bring this experience, creativity, and passion for student engagement to BASIS Independent Brooklyn.

What drew you to BASIS Independent Brooklyn’s Lower School?

I was drawn to BASIS Independent Brooklyn Lower School for many reasons, particularly its commitment to not only exceptional academic growth but also the social-emotional development of every student. The school’s culture is truly outstanding—one that is positive, supportive, and deeply focused on helping each student succeed. This aligns closely with my own passion for fostering empathy, understanding, and respect, and for helping students carry these values with them throughout their lives.

You have been a big proponent of social-emotional learning and programming for students. Can you tell us some of the ways you hope to bring your expertise in the area to benefit students in these early years?

Social-emotional learning is a vital component of a child’s overall development. It supports students in understanding their own emotions, developing appropriate responses, and cultivating empathy for others. These skills are essential in helping children grow into well-rounded individuals and in reinforcing that a full range of emotions is both normal and healthy. Because navigating emotions can be challenging even in adulthood, introducing these skills early allows students to build strong emotional awareness and interpersonal skills that will benefit them throughout their lives.

Is there anything top of mind in the year ahead that excited you?

I am excited about the upcoming school and family events this school year. Events such as the Winter Olympics, Open Plays in the Bear Den, and World Fest provide meaningful opportunities to build community, and I have heard wonderful things about each of them. I am truly looking forward to being involved and supporting these events in any way possible. I am also continually impressed by the passion and dedication of the staff and faculty, who work intentionally to make each day impactful for students. The care, thoughtfulness, and preparation that go into both daily learning and special events are remarkable and further strengthen my enthusiasm for being part of this school community.

Dean Burget with our Gr. 2 students during their shadow day at the Upper School.

What is something families might not know about you that you want to share?

Something families might not know about me is that I’m passionate about carpentry and wakeboarding. I’ve built everything from fences and large-scale frames to dining room tables. I love the creativity and hands-on challenge it brings. Back when I lived in Florida, my free time was split between working on woodworking projects and wakeboarding on the lakes. I’m a big fan of being outdoors and in the water, so I’m especially excited to explore the beaches here in New York.

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BASIS Independent Brooklyn is a PreK–Grade 12 private school, providing students with an internationally benchmarked liberal arts and sciences curriculum, with advanced STEM offerings. Considering joining the Bears community? To join our interest list for the next school year and receive admissions updates and more, please click here.

Leadership Spotlight: Director Cameron, Middle School Program

January 26, 2026 by jogoldfarb Leave a Comment

The Middle School Program at BASIS Independent Brooklyn is carefully designed both to challenge and support students during a very impressionable time. We believe middle school is a time for building strong foundational knowledge in a wide variety of subjects while growing a student’s autonomy and self-discipline needed for critical inquiry.

Pairing challenge with the right support is core to our Middle School Program. Leading the charge is Director Shantell Cameron. For the past three years, she has worked tirelessly to complement the internationally benchmarked academics with joy in learning and excitement in community. With roots in the classroom, Ms. Cameron first joined our school as a Gr. 2 Learning Expert Teacher nearly eight years ago before moving into school leadership, first as a Dean of Students, then as a Director at our Upper School campus.

Ms. Cameron has been educating young minds for nearly two decades. She obtained her master’s degree in education in 2014, and previously taught and worked in administration at another private school before joining our community. We sat down with her to ask some questions that might help convey all that Ms. Cameron manages at our school and her vision for the Middle School Program.

What is a typical day for you as Director of the Middle School?

As the Middle School Director, I work closely with teachers to ensure they have the support they need to thrive in the classroom. I collaborate with my team daily to continue building a positive Middle School culture—one that is not only academically strong but also fun and engaging for students. My days include observing classes, providing meaningful feedback to teachers, and managing escalated situations with students or staff as they arise. I also partner with families to make sure we are supporting their children both in school and at home, reinforcing our commitment to developing well-rounded students.

Our Middle School Program is known for challenging students to the highest international levels. How do you support the whole student in these critical years?

Middle School is one of the most challenging stages in a student’s life. It’s a pivotal time for both cognitive and emotional growth. At our school, the curriculum is intentionally rigorous, which can sometimes feel overwhelming for students and families. Because of this, I believe it’s essential to balance high academic expectations with meaningful social and emotional support.

To support students academically, we provide multiple layers of help. In addition to weekly student hours, students can work with peer tutors from our High School Program when they need extra reinforcement in specific subjects. We also offer a student support program where students collaborate with their advisor, the Dean, and their teachers to create an individualized plan that helps them navigate our demanding curriculum. We know that academic rigor and accountability can be challenging for middle schoolers as they learn to manage their grades and keep up with the pace of coursework.

Equally important is supporting our students’ social-emotional development. I am a strong believer in building and maintaining a positive school culture where students feel a genuine sense of belonging and have things to look forward to beyond academics. When a student has a passion, whether it’s a club, sport, or committee, I strongly encourage them to participate. Those are the opportunities that help them grow socially and build confidence.

What do you think stands apart about our Middle School program?

Our Middle School Program is truly unique; saying it stands out among other middle schools across the city and state is an understatement. We are a community that strives to support every student and partner closely with every family. When I think about what sets us apart, a few key pillars come to mind:

• Belonging: Our students and families consistently feel a strong sense of belonging because we operate not only as a school community but as a family. As Director, I value maintaining an open-door policy where students can stop by to share feedback, ask questions, or simply say hello. I avoid a strict “by appointment only” approach because it’s important that students and teachers feel heard and know their voice matters

• Support System: Our support system is exceptional and truly caters to teachers, students, and families. We approach every situation with flexibility, an open mind, and a commitment to keeping students at the center. This not only strengthens the sense of belonging but also creates a warm, family-oriented environment. The level of support provided by our administrative team is unlike that of many middle schools. Here, no teacher or student is “just a number.” We work tirelessly to make sure everyone feels valued, heard, and fully supported.

• Curriculum: Our curriculum is “first class” and speaks for itself. Our Middle School students are preparing for high school in ways many schools don’t even consider. By the time they complete our program, students are ready for college-level coursework, perform extremely well on standardized tests in high school (PSAT, SAT, and Advanced Placement exams), and show strong results on our midterms and final exams (Pre-Comps and Comps). Our elective offerings give students opportunities to explore passions and potential career interests early on. In short, our curriculum prepares students not just for our high school but for future success beyond the classroom.

• Teachers: Most importantly, our teachers are a defining strength of our program. We don’t just have educators; we have experts who truly love what they do. I witness daily how our teachers bring rigor to life through games, hands-on labs, debates that spark critical thinking, and culminating projects that connect learning to the real world. They give students the opportunity to take ownership of their learning, and that is not something found everywhere. Our teachers plan with every student in mind, rather than simply following a standard state-provided curriculum, allowing them to reach multiple learning styles in meaningful ways. I am honored to lead a program that demonstrates consistent growth, care, and respect.

You have been a big proponent of building a strong school culture during your years at the school. What programs have you started to build a great culture supporting students and teachers in Middle School?

Due to my firm belief in creating well-rounded students, I am constantly seeking ways to strengthen our school’s culture. Middle school students thrive when they have opportunities to collaborate and engage outside the classroom. Over my five years on the Administration team, both in Primary and Middle School, I have started and supported numerous programs to foster community, connection, and tradition:

Grade 8 Overnight/Lock-In: In my first year as Middle School Director, I established the Grade 8 Overnight, where students spend the night at school, enjoying games and fun activities. This December will mark our third Overnight.

Our Gr. 8 Lock In chaperones bonded in their matching PJs and bear slippers, which Director Cameron ordered.

Grade 8 Washington, D.C./Charlottesville Trip: Alongside Mr. Piel (U.S. History SET), I led the creation of this trip, which provides students with hands-on historical and civic learning experiences. It has become an annual tradition in March.
Grade 8 Celebration: I created a celebration to honor our eighth graders for completing the Middle School program. While not a formal graduation, this event recognizes students’ achievements and brings families together to celebrate their successes. This year will be the third celebration.
Grade 6 Ice-Skating Trip: To reward students after completing Pre-Comps, I started a fun Ice-Skating trip for Grade 6 students. This social tradition helps students celebrate academic milestones and connect with peers.
Parent University-Style Forums: I collaborated with administration and external partners to create forums supporting families, including the “Inside Scoop to Pre-Comps and Comps” for Grade 6 families and an Executive Functioning Workshop for parents in Grades 5–8. These forums help families support their students academically and socially at home.
Recess for Middle School Students: Working with the Dean, we introduced AE Recess, giving students the option for downtime and socialization three times a week. This initiative was based on student and parent feedback and strengthens our supportive community.
Increased Teacher Collaboration: I encouraged a schedule (weekly team meetings) that allows teachers to collaborate more effectively, share best practices, and strengthen professional partnerships across departments.

Head of School Josh Harmon and Director Cameron marveling at how many pizzas were consumed at our Pre-Comp Student Session and Pizza Party.

All of these initiatives are designed to build and improve culture in the Middle School, providing students, teachers, and families with a fuller, more meaningful school experience. I am committed to continuing to create traditions and opportunities that positively impact both academics and student life.

Our school integrated a “no cell phone” policy last school year. From your perspective as the Director, how has that changed the school day or experience for students in the Middle School Program?

Our no cell phone policy has drastically changed the dynamics of Middle School. I have observed students becoming more focused in the classroom, more socially engaged with their peers, and building stronger self-advocacy skills. Over the past few years, cell phones and other personal devices played a significant role in students’ daily lives. While these technologies have positive attributes, they often disrupted the traditional school experience, a structure that, in my view, is essential for holding students accountable for their learning.

Since implementing this policy, I have seen students conversing more with peers in classrooms, cafeterias, and hallways, participating more actively in lessons, and choosing to be fully involved in the school community. Additionally, we have seen a significant decrease in suspensions related to cyberbullying or inappropriate phone use during school hours. Overall, this policy has strengthened both the academic and social-emotional environment of our Middle School.

You have been at our school for many years, first as a Learning Expert Teacher (LET), then as a Dean, and now as Director. What drew you to BASIS Independent Brooklyn (and keeps you coming back)?

This is my eighth school year here at BASIS Independent Brooklyn, and each year truly gets better. I was initially drawn to this school because of its commitment to genuine skill mastery rather than simply teaching to a test. I also value the strong support system in place for teachers, students, and families, as it consistently leads to positive experiences and outcomes.

Before joining our school, I taught at a small private school on Long Island that held similar beliefs and standards, which made the transition here feel natural. One of the things I appreciate most is that teaching is not the end of the road; there are always meaningful opportunities for professional growth, supported by people who genuinely want to see you thrive. I’m proud to be an example of that, having grown from a classroom teacher (Learning Expert Teacher) to Primary School Dean of Students, Primary School Director, and now Middle School Director.

Each role has reinforced what makes BASIS Independent Brooklyn truly special: a community that strives for excellence, a culture of care, and a curriculum that stands apart from other schools. Our teachers and students are deeply passionate about their work, and together they create the warm, supportive environment that defines who we are.

To me, BASIS Independent Brooklyn feels like family more than just a school, and that is what brings me back year after year. It keeps getting better, and we continue to grow stronger together.

What is something families might not know about you that you want to share?

I travel quite a distance each day to get to work, coming from Freeport, Long Island. I do it wholeheartedly because I truly love my job and the people I get to collaborate with. My colleagues make each day meaningful and fun.

I also have a musical background. I play the clarinet, saxophone, and flute, and I originally attended SUNY Potsdam for music education and performance before shifting my focus to teaching. Once my youngest son is a bit older, I hope to join a band or orchestra again as a personal passion project.

Education runs in my family. My relatives owned early learning schools on Long Island, where I worked as a teenager. I also tutored many of their students. That early exposure is where my love for education really began.

Before coming to BASIS Independent Brooklyn, I had the opportunity to serve as the interim Head of School at my previous school while the Head of School was on long-term medical leave. That experience gave me my first hands-on introduction to school leadership.

And last but certainly not least, I am a single mom to three wonderful children, a daughter who is 19, and two sons who are 14 and 5. Because of them, I get to experience all levels of childhood and adolescence at home, which adds a meaningful perspective to my work in school.

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Meet Our New Subject Expert Teacher: Ms. Taylor Goldschmiedt

January 26, 2026 by mirandamartinez Leave a Comment

Ms. Taylor first joined BASIS Independent Schools as a Subject Expert Biology Teacher at Fremont Upper School. She holds a Bachelor of Science in Forensic Science and a Master of Science in Cellular and Molecular Biology from the University of New Haven, providing her with a strong foundation in both scientific theory and applied research. Her academic background allows her to bring real-world relevance and depth to the study of biology, helping students connect classroom learning to practical applications.

As an educator, Ms. Taylor is dedicated to fostering a genuine love of learning while guiding students toward a strong and lasting understanding of biological concepts. She recognizes that every student is unique and approaches learning in different ways. With this in mind, she is committed to creating an inclusive, engaging, and supportive classroom environment where students feel confident asking questions, taking intellectual risks, and exploring new ideas. Through hands-on activities, thoughtful discussions, and individualized guidance, she encourages students to become active participants in their own learning.

Ms. Taylor strongly believes in the value of active learning and personalized instruction. She works closely with each student to identify strengths, address challenges, and develop effective learning strategies that support academic growth. Her goal is not only to help students succeed in biology but also to equip them with critical thinking skills, curiosity, and confidence that will serve them well across all areas of study. Ms. Taylor is proud to be a founding member of BASIS Independent Dublin.

Outside of the classroom, Ms. Taylor enjoys spending time with family and friends, exploring the outdoors through hiking, and traveling. These interests allow her to recharge and bring fresh perspectives and enthusiasm back to her work with students.

Are there any highlights you’d like to share about your teaching philosophy or approach?

I really love seeing that moment when something finally clicks for a student. In my classroom, we use a variety of tools and approaches so students can learn in the way that works best for them—whether that’s through discussion, visuals, hands-on activities, or creative work. Every student learns differently and at their own pace, and I try to give them multiple ways to engage with the material so they feel confident and supported as they build understanding.

What are some of the most rewarding parts of being a Subject Expert Teacher and working with BASIS Independent Schools students?

The most rewarding part of my job is the relationships I build with my students. I work with middle schoolers across grades 6 – 8 currently, and having students for multiple years allows those relationships to really grow. They come into class sharing stories from their weekends, telling jokes, talking about daily drama, or even asking for advice. That connection makes the classroom feel welcoming and fun, and it motivates me every day to support them, challenge them, and help them succeed.

Are there any thoughts that you’d like to share with families who are joining – or who are thinking of joining – the BASIS Independent Dublin community?

I truly encourage families to join the BASIS Independent Dublin community. It’s an environment where teachers genuinely care about helping students succeed, and students are motivated to push themselves academically. What stands out most is how supportive the community is. Students encourage one another, learn from setbacks, and celebrate each other’s successes. It’s a place where students are challenged, supported, and surrounded by peers who want to grow together.

BASIS Independent Dublin is a Grades 6 – 12 private school, providing students with an internationally benchmarked liberal arts and sciences curriculum, with advanced STEM offerings. Considering joining the BASIS Independent Dublin community? To join our interest list for the next school year and receive admissions updates and more, please click here.

Leadership Spotlight: Director of Auxiliary Programs, Ms. Murphy

January 23, 2026 by emilyhughes Leave a Comment

Ms. Murphy is our wonderful Director of Auxiliary Programs. Families often wonder what extracurricular opportunities are available at BASIS Independent Bellevue, so we met with Ms. Murphy to learn more about the valuable work she does to provide robust opportunities for our students outside the classroom.

Background & Career Path

Can you share a bit about your professional background and what led you to your current role as Director of Auxiliary Programs?

My background is in Theatre Education! My entire career has been in alternate education thus far. I worked as a freelance teaching artist for several years doing after school programs and summer camp. I have always loved having the opportunity to help students express their creativity and provide a safe place for students to explore new things. I knew that I wanted a career in extracurriculars, and the opening for Summer Programs Coordinator at BASIS Independent Bellevue popped up at the perfect time! I am so grateful for the experience that BLV has given me to progress from coordinator, to manager, and now the Director of Auxiliary Programs.

What originally drew you to working in education and student enrichment programs?

I have always loved working with kids and when I graduated college, I was exploring what I could do with my Theatre degree. I started working with kids in theatre which is where I caught the education bug. It was in this role that I found a place for myself in alternate education and the work with the kids continues to bring me back.

Roles and Responsibilities

How would you describe the role of Auxiliary Programs within our school community?

I like to describe my role of Auxiliary Programs as the person who gets to bring the fun to school. I plan all extracurriculars, field trips, and various events for the students. These programs help kids explore opportunities they wouldn’t normally have access to, from advanced coding and science competitions to art classes and speech and debate.

What does a typical day look like for you in this role?

In a typical day I am doing extensive behind the scenes work with registration, budget and logistics. In addition to this I am also meeting with teachers and organizations to ensure they have an understanding of our policies and procedures. This role involves a lot of collaboration with other people, as the programs I am planning involve teachers and other staff to make them run. In the afternoons I am typically interacting with students and getting to see the programs I plan in action.

Program Planning and Innovation

How do you identify and develop clubs and programs that truly excite and engage students?

I love hearing suggestions from parents, students, and teachers for clubs! I’d say that about 80% of our programs came about because someone reached out to me and said they’d like to see that program at our school. For example, a current club we have is Physics Forum, which has been led by a current grade 10 student for the past two years. This student completely leads the lessons, and plans and executes the activities. The club culminates with F=MA, a physics exam for grade 7–10 students. Beyond recommendations from our school community, my career has helped me build connections with a wide range of organizations and individuals across the greater Seattle area, whom I work with to bring engaging extracurricular opportunities to our school.

Physics Forum Club ran by Gordon B. in grade 10

Can you walk us through your process for planning a new club or summer program from idea to launch?

In general, a new club or summer program starts with a proposal from a teacher, student or parent. Once the proposal is submitted; it is reviewed to ensure it fits with our schedule and aligns with our overall program needs. I then meet with the individual to confirm the schedule and logistics for the program. From there I collaborate with the club leader for supply needs, and registration. Once a club is up and running, it typically runs for 8–10 weeks.

What has been one of your most rewarding programs, and why?

The first summer I did a performance intensive summer camp, that has easily been one of my most rewarding programs to witness. This week-long program had campers attending daily and working toward a culminating performance of The Jungle Book at the end of the week. Throughout the week the campers put together costumes, created the set, and worked on lines. The culminating performance was a wonderful way for all campers and families to see all of the campers’ hard work. This program was especially fun for me because I love the creative outlet of theatre. Seeing the joy and pride in the students performing at the end of week has stuck with me over the years.

Impact on Students and Community

How do clubs and summer programs enhance the overall student experience?

Clubs and summer programs can not only help students advance in a subject they are already passionate about, but can also give an opportunity to experience new things and discover new passions. The safe environment we create for students to try something new, often ignites new passions. Seeing students discover new passions through clubs and extracurriculars is a special part about my job.

Clubs and Summer Programs can also grow students’ leadership opportunities. For example, our National Science Bowl Team were two-time national champs in the middle school division. The students who were on this team are now in high school and are helping to lead the middle school team. Beyond this, students can also build friendships outside of their class and grade level through various clubs.

How do you ensure programs are inclusive and accessible to a wide range of interests and abilities?

Our Head of School, Dr. Thies, is intentional about creating a holistic learning environment, where we are not just focused on STEM, but also providing equal space and opportunity in the fine arts. While STEM programs are important, fine arts opportunities are equally valuable. When I am planning the programs each year I work to establish balanced offerings for interests. In terms of ensuring our programs are accessible for a wide range of abilities, almost all of our programs are open to all students and only a few programs require try outs. For example, currently our sports teams don’t require a try out, as we want all students to have the opportunity to play. Over the course of this year, we will have around ninety different clubs and extracurricular opportunities, spanning from History Sketching, to Archery, to Intro to Robotics.

Looking Ahead

What exciting summer programs are you most looking forward to?

I am eager to be welcoming kindergarten programs as we welcome younger learners onto our campus for the 2026-2027 school year. One program we will have this summer for our early learners is called, Mini Lemonade Stand. In this summer program students will learn business tactics and create their own lemonade stand, complete with flyers and a mock sale day. We will also have a summer program called DJ Mixing, led by our current music teacher, Mr. Escobar. This program provides a unique opportunity for students to develop a skill they likely wouldn’t have the chance to explore otherwise.

What goals or dreams do you have for expanding student opportunities?

One of my goals is to continue encouraging students to take ownership of programs and develop their leadership skills by running programs for their peers or younger students. I would also love to see us expand our involvement in national organizations like DECA and speech and debate competitions.

Beyond the Job

What do you enjoy most about working with students outside the traditional classroom setting?

I absolutely love witnessing an “ah-hah” moment with a student. Often, I see a student working on something, look up with a spark in their eye, and say, “This is really fun.” Those moments are my favorite thing in the world. I also love walking into a club and seeing everyone actively engaged and connecting with their peers. The classroom may look slightly chaotic, but to me, it’s controlled chaos—a reflection of the passion and excitement students are bringing to the club.

What inspires your creativity and passion outside of work?

Outside of work I love to create in many different avenues. I enjoy theater and the arts and perform in local productions. I also love to bake, crochet, dance and explore the outdoors.

Meet Our New College Counselor: Ms. Niyati Shah

January 21, 2026 by mirandamartinez Leave a Comment

Ms. Shah is an experienced college and career counselor with over 15 years of expertise guiding students through the college admissions process. She has led private counseling firms and co-founded a college counseling company in India, supporting thousands of students in gaining admission to top universities across the U.S., U.K., Canada, and Europe.

She holds an undergraduate degree in Business Administration and a postgraduate diploma in Mass Communication and Journalism from Gujarat, India. This multidisciplinary background enables her to blend analytical planning with strong storytelling skills—helping students articulate their academic strengths, personal values, and long-term goals through thoughtful and compelling applications. Ms. Shah completed the UCLA College Counseling Certificate Program and remains actively engaged in the profession through international conferences and ongoing professional development. Her work is informed by current trends and best practices in higher education, allowing her to provide strategic, up-to-date guidance to students and families.

At BASIS Independent Fremont, Ms. Shah worked closely with students and families throughout the admissions journey. Her approach is highly personalized and hands-on, focused on walking students through each stage of the process while keeping their interests, aspirations, and well-being at the center. She is passionate about helping students identify institutions that align with both their academic profiles and future ambitions. Ms. Shah is committed to creating a supportive and inclusive environment where students feel confident, informed, and empowered as they plan their next steps. Ms. Shah is proud to be a founding member of BASIS Independent Dublin.

Outside of school, she enjoys exploring new Bay Area restaurants, shopping, and cooking for friends and family.

Are there any highlights you’d like to share about your college counseling philosophy or approach?

My college counseling philosophy is rooted in the belief that every student’s journey is unique. I take a personalized, hands-on approach—guiding students through each step of the process while keeping their individual interests, strengths, and long-term goals at the center. My goal is to guide high school students through both academic planning and college applications, helping them make thoughtful, well-informed choices about colleges that reflect who they are and where they want to grow.

How do you support students with different interests, goals, and pathways after graduation?

I support students by taking the time to understand their individual interests, strengths, and long-term goals. Whether a student is pursuing a traditional four-year university, international options, or alternative pathways, I help them build a plan that aligns with both their academic profile and future aspirations.

Are there any thoughts that you’d like to share with families who are joining – or who are thinking of joining – the BASIS Independent Dublin community?

Joining a new school community and thinking about the college journey can feel overwhelming, but you are not alone in this process. My approach is to support students and families every step of the way, from course selection and summer planning to navigating college applications, so the journey feels clear and manageable. By working closely together, we focus on thoughtful planning rather than pressure. My goal is for students and families to feel welcomed, supported, and confident as they move forward.

Staffing Progress & Opening Readiness

January 15, 2026 by mirandamartinez Leave a Comment

As of Thursday, January 15, BASIS Independent Dublin is on track to open fully staffed, with more than half of all faculty and staff already secured months ahead of opening.

Staffing Progress at a Glance

54% of total faculty and staff positions secured
59% of leadership and operational roles confirmed
50% of teaching positions in place
Experienced BASIS Independent educators joining through internal transfers
All remaining roles are planned, budgeted, and actively recruiting

BASIS Independent Dublin is well on track for a strong opening year. More than half of all faculty and staff positions have already been filled or are in final transfer stages, including nearly 60% of leadership and support roles. Our academic team is also taking shape, with half of our Subject Expert Teaching positions already secured, including priority grade-level roles. Several positions are being filled by experienced BASIS Independent educators transferring from within the BASIS Independent network, ensuring continuity, quality, and a smooth start for students. With a clear hiring plan and active recruitment underway, we are confident Dublin will open fully staffed and fully prepared to deliver the exceptional education families expect.

Newly Announced Leadership

Administrators
Supporting teachers and students on their paths toward excellence.

Academic Programs

Director of Academic Programs, Ms. Suguna Haranahalli

College Counseling

College Counselor, Ms. Niyati Shah

Operations

Front Office Coordinator, Ms. Carolinna Dievendorf
Operations Manager, Mr. Daniel Furukawa
Facilities Manager, Mr. Jarred Thorp

Student Affairs

Director of Student Affairs, Teacher Jasica Gill

Click Here to View Leadership

Newly Announced Faculty

Subject Expert Teachers
Passionate, expert teachers who believe that with the right support and encouragement, any student can excel.

Subject Expert Art Teacher, Teacher Danae Digiacomo
Subject Expert Biology Teacher, Ms. Taylor Goldschmiedt
Subject Expert Chemistry Teacher, Ms. Ilona Covert
Subject Expert Computer Science Teacher, Ms. Nasira Shahin
Subject Expert English Teacher, Mr. Scott Dievendorf
Subject Expert French Teacher, Ms. Kira Laquidara

Click Here to View Faculty

Why Latin? – A Language That Opens Doors You Never Expected

January 9, 2026 by emilyhughes Leave a Comment

Families are often intrigued to learn that the study of Latin as a World Language is an important part of the curriculum at BASIS Independent Bellevue. All students study Latin in grades 5 and 6, building a strong foundation in language, history, and critical thinking. Beginning in grade 7, students may choose their World Language that they intend to take up through the high school level. The World Language choices are Latin, Mandarin, Spanish, or French. Remarkably, when given the choice in grade 7, many students elect to continue their Latin studies. So why Latin?

To provide a window into what Latin looks like at BASIS Independent Bellevue, one of our exceptional teachers, Mr. Ballantyne, has agreed to share his experiences with Latin, both inside and outside the classroom. A former professor at Baylor University, Mr. Ballantyne brings over a decade of experience teaching Latin, Roman Archaeology, and Art History at the college and high school levels, including IB and AP Latin. From excavation sites in Pompeii to the classroom at BASIS Independent Bellevue, we invite you to step into his journey with Latin!

Latin Beyond the Classroom with Mr. Ballantyne

When people find out I teach Latin, they often ask, “Why Latin? Isn’t it a dead language?” I usually smile, because Latin has taken me places, I could never have imagined when I first encountered it as a student— ancient cities, museums, excavation trenches, and even crime scenes—Roman ones, at least.

Latin is everywhere, even when we don’t notice it. We hear it in law and medicine, see it in mottos like Ad astra per aspera, “To the stars, through hardship,” and recognize it in popular culture—from Harry Potter spells, like expelliarmus, to the Latin-inspired worlds of Percy Jackson and Star Trek. But what surprised me most was how Latin connects us to ordinary people in the past.

As an archaeologist, I study Roman graffiti—the everyday words scratched onto walls in places like Pompeii. These are not polished speeches or epic poems. They are messages like, “Marcus loves Julia,” advertisements for bakeries, jokes between soldiers, and complaints about bad service. In many ways, they are the ancient equivalent of social media. When students translate them, they realize something powerful: people two thousand years ago worried, joked, loved, and complained just like we do.

Latin has also led me quite literally into the ground at an archaeological dig near Pompeii, where I was a part of an international team of students excavating just beyond the walls of Pompeii. For weeks, we carefully dug and documented the site, expecting to uncover evidence of Roman life. Instead, we found almost nothing. Day after day, trench after trench, the ground remained frustratingly empty.

Then one afternoon, we uncovered a small, broken object: an ivory smoking pipe. It wasn’t Roman at all. At first glance, the pipe didn’t seem important, but it turned out to be the key to understanding the entire site. Pipes weren’t used until the discovery of tobacco in the New World. In fact, it dated to the 1700s, when Pompeii was first explored under Charles VII, the king of Naples.

The pipe told us that people had already been there long before us. In the eighteenth century, Pompeii was often dug not by archaeologists as we know them today, but by treasure hunters working for royalty. They searched for impressive objects to display, removing items without carefully recording where they came from. As a result, many areas were quietly emptied centuries ago.

That broken pipe explained why our excavation felt so puzzling. We weren’t failing to find Roman artifacts, but rather the site had already been picked clean. The emptiness of the ground was itself the evidence. This experience taught us an important lesson: archaeology isn’t just about discovering objects. It’s about uncovering the past, including the stories of people who came before us, even earlier excavators. Sometimes a small, unexpected find can answer bigger questions than a spectacular treasure ever could.

Bringing the Ancient World into the Classroom

As we begin this new academic year, I want my students to feel that same spark of excitement and discovery I felt when I translated my first Latin inscription, coin, or monument. When they conjugate verbs or translate sentences, they’re not only doing grammar drills. They are decoding the voices of a lost world.

One way I ignite that spark with students is through a murder mystery I designed called, Murder at the Roman Baths, set at the Roman baths of Aquae Sulis, which is in modern Bath, England. The choice in settings offers one of the richest archaeological and epigraphic datasets in Roman Britain. Alongside monumental architecture and votive deposits, the site preserves over one hundred curse tablets—personal, fragmentary inscriptions that record conflict, theft, and desperation. This combination of material and textual evidence makes Aquae Sulis an ideal setting for an inquiry-based learning experience centered on historical reconstruction.

In this mystery, students have to investigate a fictional murder that occurred within the bath complex. Working as historical detectives, they are given a map, a list of suspects with their motives written in Latin, and make their way around the room to several stations in order to decipher Latin based clues. Students translate these clues from Latin to English and evaluate how these clues reflect personal motives that may fit with the suspect’s opportunity.

No single clue provides a definitive answer. Instead, students must weigh competing interpretations and build a plausible narrative grounded in what they know about Roman culture. Would a slave really “do in” their master? Suspects include desperate slaves, a rival merchant, a jealous wife, a friend who owed the deceased a debt, each one reflecting different aspects of Roman daily life, and therefore eliciting a student’s empathy.

Pedagogically, the mystery emphasizes both linguistic precision as well as historical reasoning. Who is most likely to have committed the crime. Translation becomes a tool rather than an endpoint, as students must decide how meaning, omission, and formulaic language affect interpretation. Archaeological evidence—the layout of the baths, patterns of votive deposition, and access to restricted spaces—provides constraints on possibility, reinforcing the importance of context.

The final product is a great example of how Latin can be made more relatable to students who presented with evidence, have to use their linguistic skills to uncover clues and defend a reasonable conclusion. This assessment prioritized reasoning over correctness, rewarding students who justify their interpretations with both linguistic and material evidence. The gamification of Latin and historical context in our bathhouse mystery helps transform the study of Latin from passive decoding into active inquiry, demonstrating how the ancient world can be reconstructed, maybe imperfectly, but at least persuasively, through careful analysis.

Why Latin Still Matters

Latin has a unique way of opening students’ minds. It trains students to notice patterns, think critically, and piece together meaning from fragments—whether those fragments are words, objects, or clues. Latin roots make English vocabulary clearer—especially in science, law, and medicine. Reading inscriptions teaches patience and creativity: how to piece together meaning from fragments. Studying Latin is not just about the past. It is about learning how to ask good questions, how to listen to overlooked voices—not just the emperors and the generals, but also the slave, the farmer, the baker, or the soldier who left a doodle on a wall before marching off to war, and how to uncover stories hidden in plain sight. It is not what I ever imagined Latin would lead me to in high school, and that sense of discovery is why I am so passionate about bringing this ancient language to life for my students each day.

Rolling Admissions for 2026–2027 Is Now Open at BASIS Independent Manhattan!

January 9, 2026 by anjalijoshi Leave a Comment

We are excited to share that the Rolling Admissions Application Cycle for BASIS Independent Manhattan, a PreK-12 private school in NYC, is officially open for the 2026-2027 school year.

As the Home of the Wildcats, our community is eager to welcome new families who are ready to join a school environment where intellectual curiosity builds subject mastery.

Applications for the 2026–2027 school year are now being accepted on an ongoing basis until all remaining seats are filled. Families may continue to apply for PreK through Grade 10.

What Rolling Admissions Means for Your Family

Admissions Decisions this Winter and Spring
After Regular Admissions Notifications are released in February, completed Rolling Admissions applications will receive an admissions decision within five business days. This allows families to plan ahead with clarity and confidence for the upcoming school year.

A Greater Chance to Secure a Seat
Rolling Admissions operates on a first-come, first-served basis, which means early applicants have the best opportunity to secure a spot in our program. If you are considering joining the Wildcat community, applying early truly matters!

How to Get Started

1. Submit Your Application
Submit your application on Ravenna to begin the admissions process.

2. Review the Rolling Admissions Application Checklist
Review our Rolling Admissions application process here to prepare you and your family for the application steps and requirements.

3. Join Us for an Admissions Event
We continue to offer Campus Tours and a variety of in-person and virtual admissions events. These experiences give families the opportunity to meet members of our school leadership, explore our campus, and see our world-class program in action. We invite you to register for an upcoming event!

We are excited to begin this process with you and look forward to meeting you and your family, and introducing you to the Wildcat Community!

If you have any questions, be sure to reach out to our Admissions team at manhattan-admissions@basisindependent.com

Orcalympics at BASIS Independent Bothell: A Spectacular Winter Break Send-Off

December 19, 2025 by abisoyetaylor Leave a Comment

The last day of school before winter break at BASIS Independent Bothell was nothing short of spectacular! Our Orcalympics brought students, teachers, and staff together for a day filled with energy, teamwork, and holiday cheer. More than just a fun tradition, this event celebrates our vibrant school culture and the unique spirit that defines BASIS Independent Bothell.

What Is the Orcalympics?

The Orcalympics is a signature event at BASIS Independent Bothell that combines friendly competition, school pride, and festive excitement. It’s the perfect way to wrap up the trimester and kick off the winter break with excitement, camaraderie, and community connection.

Highlights from the Day

The Orcalympics featured thrilling and high energy activities that had everyone cheering:

Relay Obstacle Course: Students raced through challenging stations, showcasing speed, agility, and teamwork.
Tug of War: A classic showdown that tested strength, strategy, and team coordination. Students and teachers alike gave it their all!
Basketball: Students vs. Teachers: The ultimate friendly rivalry! Our teachers brought their best moves, and the students were determined to claim victory in this high-energy game.

Meanwhile, our Kindergarten students enjoyed a cozy morning in pajamas, complete with a holiday movie and warm, festive vibes. It was the perfect way for our youngest learners to celebrate the season in comfort and joy.

Why Orcalympics Matters

The Orcalympics reflects the heart of BASIS Independent Bothell, where academic excellence meets community spirit. Events like these strengthen relationships, build confidence, and remind us that learning thrives in an environment filled with teamwork, joy, and shared experiences. It’s one of the many ways we create memorable moments that enrich the student experience.

Happy Holidays from BASIS Independent Bothell!

As we head into winter break, we wish all our families a season filled with warmth, laughter, and cherished memories. Thank you for being an essential part of our community. We look forward to an exciting and inspiring new year together at BASIS Independent Bothell!

Walking in Their Shoes: Leadership Steps Into the Classroom

December 5, 2025 by sarahpeterson Leave a Comment

What does a typical day look like for a BASIS Independent Fremont Bumblebee? This year, our Lower School leadership team isn’t just observing from the sidelines—they’re finding out firsthand.

In a new initiative launched this fall, members of our leadership team are spending full days immersed in student life across different grade levels. No phones. No laptops. No stepping out for meetings. Just the complete student experience of sitting at desks, participating in activities, and moving through the daily schedule alongside our Bumblebees.

Learning by Living It

Recently, Mr. K Wagoner, our Director of Academic Programs, joined our grade 4 Calcium cohort for an entire school day. From morning arrival through dismissal, Mr. K Wagoner experienced the rhythm and rigor of a BASIS Independent Fremont education from a student’s perspective—tackling problem sets, collaborating with classmates, and navigating the transitions that make up a student’s day.

The goal? To gain deeper insights into the classroom experience and curriculum our students navigate daily, ensuring we’re providing the optimal learning environment and support.

Beyond Observation

This initiative represents a departure from traditional classroom observations or walkthroughs. By truly stepping into student roles, even for just a day, our leadership team gains perspectives that can’t be captured from the back of the room or through data alone.

“We can look at data and observe classrooms, but there’s something irreplaceable about actually experiencing what our students experience,” explains Mr. J Wagoner, Head of Lower School. “This initiative is about ensuring our leadership decisions are grounded in the reality of student life, not just what we think happens in classrooms, but what actually happens. When you sit in a student’s seat, you understand their day in a whole new way.”

Over the coming weeks, different members of our leadership team will rotate through various grade levels, building a comprehensive picture of student life across our Lower School campus.

Fresh Perspectives

For Mr. K Wagoner, the experience proved eye-opening. “Spending the full day in a grade 4 classroom gave me a completely different perspective on the student experience,” he shares. “You notice things about pacing, transitions, and cognitive load that you simply can’t see from the back of the classroom. I came away with a deeper appreciation for both the rigor our students manage daily and the skill our teachers bring to creating engaging, purposeful learning environments.”

This commitment to truly understanding our students’ daily experiences reflects the heart of what makes BASIS Independent Fremont special—a willingness to learn, adapt, and always put students first.

Want to learn more about the BASIS Independent Fremont experience? Contact us to schedule a tour and see our vibrant learning community in action.

BASIS Independent Fremont is a TK – Grade 12 private school, providing students with an internationally benchmarked liberal arts and sciences curriculum, with advanced STEM offerings. Considering joining the BASIS Independent Fremont community? To join our interest list for the next school year and receive admissions updates and more, please click here.