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Getting to Know Lori Qian, Our Director of Student Affairs for the Upper School

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Ms. Qian joined BASIS Independent McLean last summer as our Upper School Director of Student Affairs. She brings with her years of experience as an administrator at the Benenden School and American International School, both in Guangzhou, China, and as a teacher at all levels from elementary to college. Ms. Qian is off to a great start here at BIM, supporting our students and faculty.

But there’s so much more to Ms. Qian! In this interview, we explore what led her to the field of education, her philosophy of teaching writing, and her own writing. It’s a chance to get to know the person behind our new Upper School Director.

You joined BIM this summer. Before that, you worked in both the United States and China as an administrator, an educational consultant, and a teacher in elementary school, middle school, high school, and college. Quite a resume! How did you get into education? What was your journey to teaching?

My journey as an educator began after I had finished my bachelor’s degree. I started doing volunteer work in Chicago for a Saturday morning ESL class, and I just loved it. I loved the teacher; I liked the whole feeling. That was the turning point.

I looked into graduate programs. I settled on doing a program in applied linguistics at the University of Illinois at Chicago. Near the end of my program, I had been doing research on the pedagogy of writing, and specifically, what happens in university writing centers. My paper was accepted at the International Teaching English to Speakers of Other Languages (TESOL) Conference in Vancouver. That was the place to go if you wanted to teach overseas.

Now, I had no intention to go overseas. At that time, I was planning to teach writing classes full-time at a community or local college. I had begun my higher education at a community college, so I had an allegiance to that whole process and what the people who start there can do. So that was my plan. But while I was at the conference, I thought, this is sort of silly to not go to the job fair to practice my interview skills and to see what it’s all about. I whipped up a resume, got several interviews, and ended up getting an offer from China. And long story short, it just made no sense, but I ended up accepting a job to go teach in Guangzhou. This was insane because several months before that, I had turned down a job in Iowa because I thought, “That’s too far from home. I’m from Chicago.”

So you went to China and that was your first time abroad. What was it like living and teaching there?

When I first went there, I told myself, I don’t know if I’ll even last the year… but I loved, loved, loved China.
When I first arrived, I was pretty new to elementary school teaching since during graduate school, my teaching experience consisted only of university and adult education. But upon arrival I was assigned to teach second grade in a bilingual school. They didn’t speak any English—and it was the first time I really had to deal with classroom management for kids—but I loved it. They were silly, they were naughty, they were amazing. And then at the end of that year, I got an offer to become principal of the English language center, responsible for about eleven teachers, three or four teaching assistants, and maybe 70 kids from grade one to grade 12. I was the principal of that little sub-school, and I truly enjoyed that.

I met my husband in China, and we came back to the States for a few years. I was teaching part-time at various colleges, Las Positas College in California, and Utah Valley University in Utah. It was usually in the English Department or sometimes the ESL department. And then in 2008—we had had three kids by then—we went back to China, and that’s when I started working at the American International School at Guangzhou.

Much of your early research and writing centered on teaching writing. Obviously, that’s a huge part of education and a big part of what we do at BIM. Tell me about your approach to writing.

I think it comes down to the combo of legitimate rigor and creating a classroom community where real writing can actually happen.

What struck me about teaching at the international school was that it was this sort of regimented Language Arts curriculum, where students read eight novels; they read each one, they do these pre-made comprehension questions, and they have little packets that go with them. And then everybody writes an essay. Around the same time I started teaching there, I was starting to study on my own about the Reading and Writing workshop out of Columbia University. The way that they approached writing was so welcoming and so down to earth, yet also really rigorous. And so that first year, we kind of revamped the reading and writing program. So, middle school students would have 10 minutes of independent reading at the beginning of class. And I thought that was really valuable if done right. Students were given more choice in writing, more time to read and write, and began to think about their audience. We wrote in a wider variety of genres, and we gave writing the time it deserved. I saw huge returns right away.

Then I moved down to primary school, to third grade, and began implementing a workshop approach there. We started using Reader’s and Writer’s notebooks. “Let’s do your reading, and then let’s make this cool notebook that you get to personalize, and let’s keep track of what you’re reading. Let’s write about your reading; you don’t have to do a book report, you’re not writing a full summary. This is more of a reading response—for you. What did you like, not like?” This was a huge change, and students really responded well. Their reading and writing improved so much. At that point, I’d taken some graduate courses at Columbia University, specifically around literacy and the Readers and Writers Workshop. It was great—my family came to New York City for the summer. My husband would take the kids to the museum every day, and I’d go to Columbia and study and write and just get super inspired. And then I was able to take that back and teach the other teachers this approach.

What did you take away from the Readers and Writers Workshop? What did it look like when put into practice in a classroom?

For example, with the writer’s workshop in third grade, first you establish the classroom routine, so everybody knows what to do. They come to the carpet, and the students are all seated in a certain spot. They’ve got their readers’ or writers’ notebooks in hand. And then, after I’ve introduced the teaching point for the day, for example, inference, we then have an opportunity for them to stop and reflect. They then go back to their tables, and maybe at that point, students are brainstorming lists of “first times” in their lives because we just read about how Brian baked a pie with his mom for the first time. After brainstorming, they might choose one of those first times, and write, and here’s the key: you’re going to use a pen. We’re not erasing-we are crossing out, and it’s okay to change our minds as we write. We’re not looking at spelling right now. This is about ideas. This is simply idea generation. It’s fast and furious writing; it’s just getting it on the page. It’s drafting, not editing at this point. Students need to know the difference.

That small moment stuff, that idea generation, that building, that community, it works. You build a community of writers where it’s safe and effective, and everyone’s going to try.

I love that. And I know that you not only teach writing, but you are also a writer yourself. Your memoir, How Sweet the Bitter Soup, was published in 2019. Can you tell me a little more about your own writing?

When I first moved to China, I was writing these weekly letters I would send to folks back home about what was happening. And then I had the idea that I should put this into a little book so that my kids would know the story of how my husband and I met. So really, that became the motivation for them to know the backstory. And then once I started putting it into book form, I realized that there were some themes there that certainly transcend me or China or a love story or cultural adventure. It really was more about overcoming obstacles.

The first time I put it together and thought, I’m going to send this to an agent and see what they think, was 2005. We went back to China in 2008, and I still had not published it. Then, after moving back to the States in 2018, I said, if I don’t have an offer to publish this within one year, I’m just going to put it aside… and it got published in 2019.
Are you writing anything else?

I’ve started two books. One is about health and transformation, and kind of more practical things. And then two years ago, I decided that I was going to try fiction. I did a draft, and I still like that book and want to do something with it. Before writing more books, though, I need to finish my dissertation. I just have to find the time.

Speaking of time, I don’t want to take any more of yours. I’ll let you get back to it. Thank you so much!

BASIS Independent McLean is an Age 2–Grade 12 private school, providing students with an internationally benchmarked liberal arts and sciences curriculum, with advanced STEM offerings. Considering joining the Red-Tailed Hawks community? To join our interest list for the next school year and receive admissions updates and more, please click here.

Head of School Reflections: The Top 7 Questions Families Ask at BASIS Independent Dublin

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As excitement builds for the opening of BASIS Independent Dublin, a private school serving grades 6–12, I know many families are eager to learn what to expect—from the look and feel of our modern campus to our Subject Expert Teachers, the BASIS Curriculum, and the admissions process.

Recently, I’ve had the pleasure of meeting many families in person who share in this excitement about the launch of our campus. As Head of School, I’d like to take a moment to answer some of the most common questions about our facilities, academic programs, safety measures, and what makes joining our founding year such a unique and incredible opportunity.

#1: What will the campus be like? When can we see it in person?

The campus is currently under construction and will be finished in the spring of 2026. We intend to host campus tours at that time. We are also excited to see the incredible facilities upon completion! Some of the exciting features of our campus include a large outside field for sports and recreation, a full-size and competitive gym, separate biology, chemistry, and physics labs, dedicated art and music labs, and a multipurpose room that is also a theater. In the meantime, you can view the renderings on our website that show images of how the completed school will look. You can also view more detailed floor plans here to get a better sense of the student experience during and after the school day.

#2: How secure and safe will the campus be for students?

As with all our BASIS Independent Schools campuses, each entrance will have dual entry points, meaning that a person will go through two secured and keyed doors. We will also have a locked fence along the outside perimeter of the school and an on-campus security guard during core hours. In addition, we have ongoing practice for students and staff to respond to different situations involving potential safety issues (i.e. regular earthquake drills). Safety is also a focus of ongoing staff and teacher training.

#3: My child would be joining from another school (private, public, or charter). Will they be prepared for the BASIS Curriculum and for the transition?

Joining BASIS Independent Dublin in the founding year is a wonderful opportunity as all students will be new to our program, and a unique chance for these students to build friendships, create traditions, and build the culture and community of the school. We have students who enroll in BASIS Independent Schools from all types of schools, and they join typical entry grades such as grade 6, 9, and 10, and all grades in between. Students are able to transition successfully for many reasons, including our dedicated leadership team and robust school staff who guide both academic and social-emotional support. Each Subject Expert Teacher offers two hours per week of office hours, giving students the opportunity to receive extra help—whether with homework or a deeper understanding of the content taught in the classroom. In addition, Subject Expert Teachers and school leaders are available to meet individually with parents to discuss student progress and growth. Our goal is to set up students for success, and our approach allows students to excel. When it doesn’t, we also teach students how to manage when something doesn’t go right or as expected. We learn and grow together!

#4: I am worried that BASIS Independent Dublin will be a new school campus. Isn’t it better to wait another year?

While BASIS Independent Dublin is a new campus, we are not new to education. BASIS Independent Schools currently has 11 schools in operation, educating over 4,000 students, and setting a new standard in learning and educational outcomes each and every school year. We are in the ideal position of building upon an existing and established school program and the BASIS Curriculum. We not only have seasoned Subject Expert Teachers on our immediate school site staff but also have a wealth of experience in our larger leadership team behind us, who work across school campuses to ensure that all of our schools are running efficiently.  We are excited to have families join our school and help create and foster a supportive, collaborative, and vibrant community.

#5: How and when will you hire teachers? How will you ensure that you hire quality teachers?

Teachers are indeed one of the most essential components of a strong and effective school program; therefore, hiring and retaining quality Subject Expert Teachers is one of our top priorities. Just like with the academic school year, school year hiring also follows its own calendar.  Recruitment of our Subject Expert Teachers is a national and international approach. We look for subject expertise first and foremost in a specific discipline. Many teachers at BASIS Independent Schools have Master’s degrees in their field of study or even a Ph.D. Every time we open a BASIS Independent School, we have some Subject Expert Teachers join us from our BASIS Curriculum Schools network. We will also have teachers join us from local public and private schools, from around the U.S., and even internationally. Once teachers become part of BASIS Independent Dublin, they will actively participate in teacher professional development, including ongoing mentorship, coaching, and training in effective pedagogy. Families will soon be able to meet some of our educators from the BASIS Curriculum Schools network who will be teaching at BASIS Independent Dublin!

#6: What kind of students are you looking for at BASIS Independent Schools? What type of students do well, and what should I do to prepare my child for the steps in the application process?

While BASIS Independent Schools is often known for our math and science offerings, we also have a rigorous and exceptional liberal arts program. Students who are curious and engaged learners do well, but we also support students who are still discovering their personal interests and want to explore a variety of topics to discover what they want to pursue and delve into as they move toward high school graduation and beyond. We seek students who are motivated to learn, ask questions, are creative and critical thinkers, work hard, have fun, and want to learn at an international level. In terms of the application process, we can help guide you through if any questions come up, but no preparation is necessary. However, feel free to ask questions along the way!

#7: How can I connect with the BASIS Independent School leadership to ask questions or gather more information?

Please check our website for more information on upcoming events. Once you join our interest list, we will continue to keep you informed about opportunities to attend virtual and in-person events. We are also available to talk with you more one-on-one, don’t hesitate to reach out!

To stay connected with us as we share news about our campus and upcoming events, we invite families to submit an inquiry form to join our interest list.

Leadership Spotlight: Director of Primary Program (Gr. 3-5) Alexa Bono 

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Director Alexa Bono serves as the Director of Student Affairs for the Primary Program at BASIS Independent Brooklyn Upper School. She started in the classroom at BASIS Independent Brooklyn nearly nine years ago, where she quickly distinguished herself as an exceptional, inspiring teacher. Ms. Bono is now the driving force behind many of the wonderful traditions and rites of passage for our Bears in Gr. 3-5, from the Red Gate Farm trip in Gr. 5 to the Fall Harvest Festival for all of Primary School, among many others. 

Before transitioning to administration first as the Dean then Director of Primary School nearly five years ago, Ms. Bono taught for nine years across grades, ranging from Kindergarten to grade 5. For four years, Ms. Bono taught Gr. 1 Humanities at our school, and she also served as the Subject Advisor for Gr. 1 and 2 Humanities for all of our network of BASIS Independent Schools across the country.  

Ms. Bono attended the University of South Florida, where she received her bachelor’s degree, and she continued her studies at the University of South Florida, where she was a member of Kappa Delta Pi, the International Honor Society in Education. She earned her master’s degree in Exceptional Student Education. Now she resides in Red Hook with her husband. 

You have been at BASIS Independent Brooklyn for many years and in several different roles. What drew you to our school initially, and can you share what has kept you here?

After earning my master’s degree, I moved from my beautiful beach town in Florida to the big city. I spent several years working at a wonderful International Baccalaureate school, where the focus was on nurturing lifelong learners, teaching foundational skills, and helping students strive for excellence while also becoming kind, responsible people. When it was time to move on, I knew this type of educational philosophy was what I wanted to continue pursuing. After researching and interviewing at many schools in the city, I found BASIS Independent Brooklyn, and it immediately felt like home. The culture, community, and level of rigor were exactly what I had been seeking in my career. What has truly kept me here for the past nine years, however, is the incredible community of teachers, educators, and outstanding students. Nothing compares. 

How do you balance academic excellence with nurturing the whole child in the Primary Program? 

Academic excellence is always a priority, but achieving it requires nurturing the whole child. Primary students are constantly growing and changing as they learn to navigate the world, and it is our role as educators to guide and support them along the way. My goal is to create a balance between academic achievement, social-emotional learning, and overall development while also making learning fun, engaging, and fostering independence. 

We build this balance by integrating these elements into students’ daily experiences. Our social-emotional curriculum takes place weekly during Connections and Academic Enrichment classes, and these themes are also woven throughout all subject areas to support students’ growth. During our House Assemblies, we reinforce these topics by celebrating one another’s successes and practicing the traits we value as a community. Through games, shout-outs, and shared reflection, we strengthen both individual and collective development, allowing us to meet our goals while nurturing the whole child. 

Speaking of academic excellence, what part of the school’s Primary Program stands apart to you? 

There are two true standouts in our program. The first is our teachers. Each day I come to work with a smile, knowing I am surrounded by one of the most dedicated and talented teams of educators. The second is our Primary Program and its curriculum, which offers a level of accelerated learning that nurtures independence and develops strong, critical thinkers. Together, these two strengths create a learning experience that is truly unmatched. 

Director Bono with some of her Primary Program students at a student showcase.

How do you maintain a positive school culture that supports students and teachers? 

I believe school culture is rooted in community. In the Primary Program, we have an established culture that we nurture and strengthen every day, through school events, House Assemblies, and daily interactions. Simple actions, like saying good morning in the halls or taking time to chat with students, create a sense of connection and positivity that is truly powerful. 

What is the biggest challenge facing school leaders in primary school education today, and how are you addressing it here at BASIS Independent Brooklyn? 

School leaders in education today face a wide range of challenges, and it is our commitment to students that drives us to meet them each day. One of the most significant challenges we have observed in recent years is the learning gap that has emerged in the wake of the pandemic. Our team has worked intentionally to meet students where they are by leveraging our support systems, such as Student Hours, differentiated instruction, small-group instruction, and our fifth-grade student support program. These efforts have ensured that students receive the resources they need to strengthen their foundational skills. 

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

Many of our families may not realize how long I have been an educator in our community, serving as both a teacher and an administrator. I spent multiple years teaching first-grade Humanities, served as the Subject Advisor for grades 1–2, and later transitioned into the Primary Dean role for grades 2–5. It’s exciting to see that many of my former students are now in our high school! There is something very special about teaching students in Primary School and then watching them grow up over the years. 

Thank you, Director Bono! We are excited to see the Primary Program at the Upper School flourish under your leadership! 

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.

Director Bono is a regular presence on our school’s social media, cheering our students on!

BASIS Independent Bothell is Open

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It’s finally here. The opening of the brand-new BASIS Independent School in Bothell was announced over a year ago, in January of 2024. Since then, countless individuals have worked countless hours to launch the school. 

On September 10, 2025, all of the hard work, dedication, and intensive thought culminated on the first day of school, welcoming over 230 students into the building for the first time. Our founding class of Kindergarten – 7th Graders has the opportunity to carve out a culture, create traditions, and build a legacy that will remain for every class to follow.  

“The journey of getting this school started has been one of the most interesting, complicated, and enjoyable projects I have ever undertaken. Over the past 18 months, I have been privileged to welcome hundreds of parents and students to our community and hire dozens of teachers and administrators to help make this a welcoming place for all our students. Throughout it all, we have all been united under our shared commitment to our students and ensuring that we can provide a space where they can thrive and meet their potential. Now that our doors are open, I feel so privileged to walk into classrooms where that is happening every single day”. Robert Runyon, Head of School

Don’t miss the opportunity to be a part of our community next year.  

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A Tale of 27 Hours – Teachers Team Up for the Ragnar Challenge!

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A strength of BASIS Independent Bellevue is the enduring friendships formed between the staff. The success of our students and staff can be directly tied back to the time our teachers take to foster relationships with one another both during and after school. This past summer, four of our teachers took on the challenge of competing in Ragnar Rainer, a trail running relay race of epic proportions. An event that many of our colleagues were happy to support from afar but perplexed as to why a select few would subject themselves to such torture and pain.

So, whose idea was this anyway?

Well, it was Mr. Norcross’s of course. Mr. Norcross is the Algebra II and Pre-Calculus Subject Expert Teacher for our students and is known for his love of outdoor activities. In the fall of 2024, Mr. Norcross and a fellow teacher were talking about running races like the Barkley marathons and other running events they’ve done. They began to discuss Ragnar, and long-distance team running events. Suddenly, the teachers came up with the idea of forming their own team for the race this year in August. The race requires teams of eight to run 15 miles per runner. Each runner would be responsible for three loops, – three miles, five miles, and seven miles respectively. 120 (ish) miles in total…how hard could it be? Unfortunately, the race overlapped on one day with when teachers returned back to school to begin preparations for the next school year. However, it turns out if you have Head of School that values teamwork, community and staff morale, she’ll give you the day off to go and tackle the daunting event!

Unfortunately, one of the teammates wasn’t able to be there. The team of eight dwindled to a team of seven. So, the teachers were a person down and they had a choice to make. Skip those laps and they won’t get an overall time (and technically wouldn’t have ‘finished’ the race), or some of them would have to double up and complete the missing laps. Mr. Norcross, Mr. De Monnin, and a third team member stepped up to the challenge and each take on an extra loop. After a summer of training and preparing as best as they could, the day finally comes to see what they’re made of. The time had come to push their bodies, push their minds, and push their friendships to the limit.  The following is a true story…

Ms. Perez-Vargas

It is Friday, August 22 at 10:35 AM.

I was lucky runner number 2, tackling arguably the most daunting run. Unaffectionately known as the yellow loop, five miles, with 2500 feet of elevation gain. I was the first person on the team to tackle this loop, so I began the run with no idea of what was to come. I just knew I had to make it to the top of the mountain as fast as possible.

I begin my run optimistic about holding a steady pace, but I was quickly humbled by the immediate 1000-foot elevation gain within the first mile. I quickly realized that my first loop was not the time to push myself to exhaustion and that running was not the effective method to tackle this loop. I adjust my approach and begin to maintain a steady hiking pace. All of a sudden, breathing becomes easier, and I am passing runners who have pushed themselves to full exhaustion.

I pass the aid station feeling good, and ready to finish the last one and a half miles. I thought I had been staring at the finish for a while now, but as I make my way up what feels like the 100th hill, I realize I still have a long way to go. I start to worry that I am hallucinating because I see many dots all the way up the trail in front of me. I glance at my watch; I have one mile left and another 1,000 ft still left to climb. Is that right?! Suddenly, I realize the dots aren’t dots, they are other racers. I take a sip of water and a deep breath and decide; this is where I need to push, just one more mile.

My early decision to slow down to a hiking pace was for this moment; now was not the time to change the game plan. Finish and finish strong. So that’s what I did. This first loop taught me a lot about the rest of the race. Slow, steady, and consistent was the key to success. One step at a time, and do not worry about things you cannot control.

Mr. Norcross

It is Friday, August 22 at 12:15 PM.

The sun is splitting a cloudless sky. Energy sapping heat soaks the still air at 6400ft. The steady cadence feels good, the views from the ridge are stunning. I don’t know it yet but I’m too optimistic. I’m trying to talk to the runner in front of me. No response. Headphones are in. I’ll squeeze past in the open. I have to shorten my stride and bump the cadence as I hop over rocks and roots at the trail side.

Soon the trail edges off the ridge to the northeast, starts to lose elevation, it’s steeper than I was expecting. There are tight turns and sharp drops. The surface is loose. Dust and rocks. My left quad starts to complain. I’m only two miles into seven.

The optimism starts to fade.

By 12:35 PM the gradient has eased off, the trail is wider and flatter. The surface is more secure, it winds its way through the trees down to Crystal Mountain Boulevard, the access road for the ski area. I’m dealing with a couple hot spots on my feet, my legs feel tight. I’m under fueled, dehydrated, over tired.

A couple of switch backs crawl past and I’m deposited onto a gravel road. There is an aid station, I choose not to stop. The road starts to climb. Is it going to be like this all the way to the finish? My heart rate is 190. I feel a tingle run down my spine, I’ve stopped sweating. Like there’s nothing left for my body to give. I still have 15 miles of trail and 6000ft of climbing in the next 18 hours. That prospect feels like a crushing weight on my shoulders. A sense of dread grows like a shadow in my mind. I need to leave something in the tank. I slow to a purposeful walk.

I hate walking.

The next two miles are a fever dream. My mind is everywhere and nowhere. My mouth is a cotton ball. I don’t have the sense to drink, fogged by a desire to keep pushing. I half jog and half claw my way along fresh cut single track, stumble past way markers in the over flow parking lot, drag myself past other runners. The final stretch to the finish lumbers into sight, a steady half mile climb to the transition zone.

I muster a shuffling jog up the road past the camp and into the corral. Runner number four is waiting.

We hit a solid high five and I pass him the timing chip. Then I bump into him as I walk off to the side, my head goes down, my vision is blurry, I find a row of folding chairs and I slump into one. So much for optimism. Its 1:15 PM.

Ms. Abele

It is Friday, August 22 at 4:56 PM.

“How do I not die on this mountain?” 

That’s the question I asked myself since I committed to this project in June of 2024. I got roped into this via good old fashioned peer pressure (yes, this is the kind of peer pressure you really need to be worrying about). How could I say no? I didn’t want to look uncommitted. So I said yes and then came a summer of running, something completely uncharted for me. I have to note this because, having never run distance before, this was quite the undertaking.  

Fast forward to August, the time is here and Mr. Norcross and Mr. De Monnin were packing up the 4Runner for a road trip of the millennium, powered by Timberland and Lainey Wilson. Excitement and adrenaline were high and we were singing loud as we pulled up to Crystal Mountain spreading the love to everyone around us, including some pretty menacing competitors.

We were ready. With a start time of 10:00 AM on Friday, the campsite was nothing but laughs and fun Thursday night (honorable mention to the murder mysteries detective Logicio couldn’t solve). 

Ms. Perez-Vargas started us off on the five mile (yellow) loop at 10:00 AM sharp Friday morning. I was runner 8/8, so I ran last. My first leg was not until about 8 hours later. The five mile yellow loop. The pace killer. I had zero shame in power hiking that whole thing, power hiking being generous – about 2500’ in elevation gain up to almost 7,000 ft, you get the picture. Just try not dying on this mountain. A summer of training paid off for me, I was alive at the top for a gorgeous sunset over Mt. Rainier. It is Friday, August 22 at 6:26 PM.

Mr. De Monnin

It is Friday, August 22 at 11:21 PM.

The “easy” loop. The green loop. Just 2.8 miles. After surviving the yellow earlier and one brutal red loop already, I figured this was my victory lap. A short jog through the woods, stretch the legs, no problem.

Wrong.

In history, Napoleon underestimated the Russian winter and froze. I made the opposite mistake; I overdressed like I was about to invade Siberia. Within minutes I was cooking inside my layers like a Thanksgiving turkey. The sweat poured, the nausea hit, and suddenly this “easy” loop felt more like crossing the Alps with Hannibal’s elephants.

The climb at the start was no joke. “Easy” loop? More like ambush. My legs, already shredded from the earlier runs, protested every step, and I quickly realized I had underestimated the enemy. My headlamp showed me exactly three feet of trail at a time, just enough to remind me that the mountain was still there and still very much winning.

Somewhere in the middle, as I stumbled upward, I thought about doomed armies in history; Napoleon in Russia, the Persians at Marathon, even the British at Yorktown. Overconfidence and poor planning had undone them all, and here I was, the history teacher, making the same mistakes on a 2.8-mile loop.

By the halfway point, I was bargaining with myself like a desperate general. Just get to the top of this hill… okay, now just to that tree… okay, now just don’t pass out in front of other runners.

Finally, the trail leveled out and I started to descend. The cool air hit my face like a second wind, and for the first time all loop I thought, maybe I’ll actually survive this. Soon I spotted the faint glow of campfires and the transition tent through the trees, like the beacons of Gondor calling me home.

I stumbled in, handed off, and collapsed, drenched and exhausted. The “easy” loop had nearly broken me.

Lesson learned: never underestimate the so-called easy path. In history and in running, it’s often the “small” battles that test you the most.

It is Friday, August 22 at 11:51 PM…

Ragnar reminded us that growth rarely comes easy. It takes preparation, perseverance, and the willingness to stumble and then get back up again. Those 27 hours weren’t just about finishing a race; they were about proving what’s possible when people commit to a shared purpose. And while the official race results put us at 45th out of 159, the real victories came in the stories and the laughter. Like Ms. Abele winning Best Teammate for keeping spirits high on the late-night gondola ride, Mr. DeMonnin earning Most Nails Trail Runner after losing his lunch on the 2.8-mile loop and somehow still finding his legs, Ms. Perez-Vargas taking home Best Overall Enthusiasm and Energy for running like every loop was her first, and Mr. Norcross claiming Best Recovery after nearly perishing from heat and dehydration, only to bounce back and hammer the 5-miler twice in the middle of the night.

In many ways, this race was a mirror of what we do every day as educators. Some days are uphill climbs that test your endurance, others are “easy loops” that end up being harder than expected, and every now and then you just need a teammate to remind you that you’re not alone on the trail. What carried us through Ragnar was the same thing that carries us through the school year: resilience, trust, and a community that shows up for one another.

As educators, we bring these lessons back into our classrooms; not just teaching content, but showing students how to face challenges, support each other, and celebrate the wins, big and small. Our community of teachers makes the hard days lighter and the victories sweeter, and that’s a lesson worth running for.

A Dynamic Dean of Students – Introducing Kate M. Cales 

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Student support can make or break an individualized educational experience. At BASIS Independent Bothell, ongoing student support is a critical part of our academic program. Deans regularly monitor student performance and proactively identify those who need support or are making exceptional strides. Deans play a very specific role in developing and orchestrating a plan for students who need additional support above what is offered in the classroom. They meet with the student and assess, then they employ strategies such as extra teacher hours, peer tutoring, executive functioning, and organizational support. 

Our dean of students, Kate M. Cales, has a Bachelor of Arts in both Spanish and Political Science from Texas State University and holds a Master of Education in Early Childhood Special Education from the University of Texas. Ms. Cales joins BASIS Independent as the Dean of Students after over 16 years in classroom teaching and school mentorship positions. She cannot wait to help shape a culture that balances high standards with a sense of fun. 

We had an opportunity to talk with Ms. Cales about herself and about the importance of having impactful student services at an independent school.  

Ms. Cales, why did you choose to join the BASIS Independent Bothell leadership team? 

As a lover of language and people, I chose BASIS Independent because its strong academic framework balances high rigor with plenty of space for creativity, creating the best environment for learning. 

As the “Dean of Students”, what do you really do? 

This is a loaded question! I’ll simplify it the best I can. 

Behavior support — All students are expected to show respect, but getting along with everyone every day is tough.  I support teachers by working with students who have made poor choices or who are having a bad day.  

Social emotional learning curriculum expert — Research shows that “SEL develops skills that help us be successful in all parts of our lives—like communicating effectively, setting goals, staying motivated, and making decisions that benefit ourselves and others. With these skills, we can build healthy relationships, succeed in schools and workplaces, and contribute to our communities (CASEL-5).”  I will help teachers and students incorporate social emotional learning into our everyday selves.  

Academic support — A huge part of the student affairs team’s job overall is working with students on their learning goals, study techniques, organization, motivation, and overall identity as a scholar.  I will meet with students who are not meeting their learning goals in different classes, to lend support and add to their scholar toolbox. 

Ms. Cales on carpet with a group of students

What is your educational background? 

My work in education has taken me all over the world. At the start of my career, I was a lead teacher in a Spanish language classroom for 3–5-year-olds with special needs. This position spurred my pursuit of a M.Ed., in Early Childhood Special Education, which I completed in 2012 shortly before beginning a Kindergarten teaching position at a first-class independent school in Shanghai, China. 

In addition to a generalist certification and a SPED certification, I have a bilingual teaching endorsement. I also have experience leading IEP meetings, setting and implementing goals, in Spanish. I love all language acquisition and am passionate about a linguistically diverse and culturally sensitive community for learning, believing that it makes for a rich international learning experience. 

What things have you learned in your career that you are planning on bringing over to BASIS Independent Bothell? 

Working in public schools, private schools and international schools, I am familiar with many learning frameworks including the Reggio-Emilia approach, and PYP, which have inspired much of my classroom work over my career. I have many interests in early literacy development, and I have served as a mentor teacher for the School Literacy and Culture courses I took through Rice University in Houston. Supporting kids with access to rich language experiences (in any language) fosters their play skills which aids in their self-regulation, language acquisition, problem solving and sense of self. 

Ms. Cales with a student at a desk

What have your roles as a mentor included?  

In my time in the classroom, I have coached and mentored student teachers, paraprofessional staff and other colleagues. I’ve presented research-based information on play and early childhood literacy at the NWAIS conference 2023. In each school placement, I have regularly served on committees for employee welfare, accreditation and facilities. In 15 years in education I have recruited volunteers, planned events and assemblies, assisted in onboarding and have led my peers. I love contributing to a thriving school and look forward to serving in a leadership capacity at BASIS. 

What are you most excited about in the next year? 

Schools are vibrant, living things, and I’m excited to help nurture that spirit at BASIS Independent Bothell. 

What inspires you or excites you about working in education? 

Watching students grow will always be exciting. In the early literacy years, I love seeing children go from piecing together bits of language to reading fluently — and then again when they shift from learning to read to reading to learn. 

Learn more about our school by visiting our website or signing up for an upcoming information session,

Leading by Example: Associate Head of Upper School Honored as a Rising Star in Education

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At BASIS Independent Manhattan, we believe that inspired leadership fuels inspired learning. We are proud to celebrate our Associate Head of Upper School (grades 6–12, Ms. Jennifer Dickens, who has been recognized as one of The Rising Star Women Leaders in Education for 2025 by Women We Admire. This national recognition celebrates women shaping the future of education through innovation, collaboration, and vision—qualities Ms. Dickens embodies every day at our NYC private school.

Ms. Dickens joined our school community as a history teacher, where she quickly distinguished herself not only for her dynamic classroom instruction but for her unwavering commitment to students’ growth and well-being. As she moved into administrative leadership, she carried with her a deep understanding of what it means to be both an educator and a mentor.

“I am so proud that Ms. Dickens’ leadership is not only being recognized internally, but externally,” said Ms. LaNette Hodge, Head of School. “She has a rare gift for inspiring those around her to be their very best, whether they are students in her classroom or colleagues across our campus.”

Her impact is evident in every corner of our school. Whether she is leading professional development sessions on effective classroom management inspired by Teach Like a Champion, organizing icebreakers to build camaraderie among faculty, or simply recognizing a teacher’s effort with a thoughtful shout-out or a surprise treat in the staff lounge, Ms. Dickens has created a culture where every member of our community feels valued and supported.

Ms. Friederike Williams, Dean of Students for our Upper School and a longtime colleague of Ms. Dickens, shared:

“I had the privilege of teaching alongside Ms. Dickens, and I believe she made me a better teacher. I benefited from her expertise and insight while she was my teacher mentor, especially by acquiring new methods for lesson planning structure. She also showed me how reflection on this process would help me find the best way to present content for my students.”

Ms. Dickens is not only a leader in her field but also an innovator. In November, she will attend a national education conference and present her insights in a session, “From Chalkboards to Chatbots: Rethinking AI in Middle Level Education.” Her work explores how artificial intelligence can be leveraged to empower students, personalize learning, and prepare young people for a world that is rapidly evolving.

This award from Women We Admire reinforces what our community already knows: that Ms. Dickens is a dedicated and visionary leader. She reminds us that true leadership is not about titles or accolades—it is about showing up for others, listening with empathy, and never losing sight of why we do this work in the first place.

Please join us in congratulating Ms. Dickens on this well-deserved honor. We are excited to watch her continue to lead, inspire, and redefine what is possible in education.

Get to know our leadership team and faculty!

Discover our well-rounded, high-achieving BASIS Curriculum and the student experience at a virtual info session or Admissions event.

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Leading with Purpose: Meet the Director of Student Affairs at BASIS Independent Bothell

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Ms. Andrea Sheffield joins the founding staff of BASIS Independent Bothell as the Director of Student Affairs after more than a decade with BASIS Curriculum Schools in Arizona. She graduated from Arizona State University with a Bachelor’s in Family and Human Development and a Master’s in Psychology in Education. At BASIS Curriculum Schools, she taught public speaking, led clubs, advised the National Honor Society chapter, and served as a Dean, Director of Student Affairs, Director of Academic Programs, and Assistant Head of School.

Ms. Sheffield the Director of Student Affairs (DSA) for BASIS Independent Bothell

“I have served a BASIS Curriculum School in almost every leadership capacity,” shared Ms. Sheffield. “I founded our Firebird Library; taught the American Sign Language club; advised our National Honor Society; ran a Raqs Sharqi Term Project; and designed a curriculum for a grade 7 public speaking class and taught that for a year.”

Working directly with students is what Ms. Sheffield loves best. She is excited to return to the Director of Student Affairs role and join the Orca community.

We had an opportunity to connect with Ms. Sheffield and introduce her to our BASIS Independent Bothell community.

Ms. Sheffield, it is terrific to have you on the founding administrative team. Tell us about yourself!

I am a military brat and the second oldest of four children. My sister and I are administrators, and my brothers are both artists. In my spare time I love to read, craft, scrapbook, and dance. I have been dancing for almost 20 years, and I was in a professional dance troupe in Phoenix, AZ. I am also learning to cook!  I now have four dinners I can reliably make (and, surprise to me, they are good!) and I am building a recipe book so that I can continue adding to my skills.

You have worked in schools before, what has been your favorite day in your school career?

It is hard to pick one favorite day out of 15 years. I think I love graduations the most. Going from grade 5 to grade 6, going from grade 8 into high school, and going from high school to college, each step feels so big. The students work hard every single day, and they can’t always imagine a future where they make it, so when it happens, it is magical. They realize that even when it is hard, they are so capable of getting where they want to be.

From your lens in Student Affairs, how are students able to thrive in a challenging academic program?

The biggest piece to understand is that learning should be approached like any other discipline—whether it be a sport or fine art. Learning is a skill and you have to practice at it. The BASIS Curriculum can only be successfully navigated if you embrace the belief that you can always learn more and improve—by adopting a growth mindset. Student support is about a toolset, through student-teacher office hours, parent support, and more. To succeed, students need to be ready for the full cumulative knowledge aspect of the curriculum; being smart is something you build and if you put in the work, and use the tools available, students get better at navigating their learning experience. In our program, students will learn how to take notes, build organizational skills and work habits, key tools that support their success and help them discover their potential. Our students are capable, and with the right support and effort, they can thrive. Learning is a fun thing that anyone can do, and you just need to put your mind to it!

What are the three things that are important to you with student support?

Primarily, it is working with students and parents to build trust and community. The core themes are fairness, consistency, and an open partnership. First, when students know that you will treat them fairly, they are more likely to engage positively and persevere through challenges. Second, having consistency creates reliable boundaries and builds relationships. Third, having an open and collaborative partnership to ensure students and teachers are comfortable to meet with me, ask questions, have conversations, and just take a break as needed.

Tell us, what is the primary focus of a Director of Student Affairs (DSA)?

I like to say the DSA is the calmest person in the room. They have the big umbrella and big picture of the social, emotional and academic well-being of all students. As DSA I work with my team and school leadership on how we define the toolset and strategies for students and teachers to support students, with the goal of helping students build strong connections and relationships. Additionally, my role is to help teachers work with our spiraling curriculum and partner with parents to help them get through the big picture. Through these activities, this is how we build culture. It is also important to maintain a healthy balanced approach to academics and social life, and my team I work with students to help them manage both effectively.

How are students supported throughout the school year?

Putting routines into place is essential to creating a culture of support. What has worked is Academic Enrichment or ‘AE’ as we call it. This is intended to be quiet study time. Student hours are another way we support students. Each teacher offers two hours a week for student-teacher office hours. Through the school year, my team and I will begin to identify students who may need more support either through organization or behavior, that may impact their success academically. It is important to me to get them through the process, which includes developing academic support plans as needed. The Student Affairs team will identify methods for students to be successful and have a partnership with parents, too.

What excites you about this new school and role?

I am looking forward to working alongside a passionate team of faculty, administrators, and families who are committed to bringing our program to life for students who are eager to participate in this new campus community. The team is energetic and looking forward to building a wonderful school. What also excites me is that our program offers a great curriculum. It teaches students something about themselves and prepares them to take on challenges as they get older. In their academic experience, they will learn failure and how to get past that failure, and how to represent themselves and stand out, and lead. I am excited to know the new students, learn names, and their parents. It is a new beginning with many opportunities!

What are you most excited about, moving to the Seattle metropolitan area?

Listening to the rain, growing plants in the Pacific Northwest climate instead of the desert from which I traveled, and exploring all the unique coffee shops.

BASIS Independent Bothell is a K-12 private school in Bothell, Washington. Join our interest list for updates on upcoming admissions events, application details, program information, and more.

Introducing the Director of Auxiliary Programs at BASIS Independent Bothell

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We are trilled to welcome Ms. Garcia to BASIS Independent Bothell as the Director of Auxiliary Programs. Ms. Garcia is excited about the opportunity to join the home of the Orcas because of its vibrant school community and dedication to student growth both inside and outside the classroom. The school’s commitment to offering enriching extracurricular programs that spark curiosity and build leadership aligns perfectly with Ms. Garcia’s passion for creating meaningful experiences beyond the academic program.

Ms. Garcia holds a Bachelor of Arts degree in Art from The University of Texas at San Antonio. After college she spent 18 years in New York City teaching, being a childcare provider, coaching powerlifting, and working as a camp leader in the Berkshires region of Massachusetts.

“This is our founding year, and I couldn’t be more excited to be part of launching our brand-new school,” expressed Ms. Garcia. “One of the things I am especially looking forward to is bringing a wide range of incredible club opportunities to our students. My vision for building our auxiliary programs and extracurriculars is to create a vibrant and well-rounded student experience that encourages creativity, teamwork, and personal growth.”

We sat down with Ms. Garcia to ask a few questions, introducing her and gaining insight into her vision for students at BASIS Independent Bothell.

We are excited to have you a part of the BASIS Independent Bothell team. Please tell us about yourself.

I have a deep passion for creating engaging extracurricular experiences for students, ensuring that each program fosters growth, leadership, and community. My background includes overseeing large-scale after-school programs, managing operations, and developing creative initiatives that bring students together. I have been the Summer Programs Coordinator at BASIS Independent Silicon Valley’s Upper Campus, as well as held leadership roles in summer camps across the country, where I have developed and managed diverse programs for students of all ages.

Beyond education, I am also a strength and conditioning coach and have created training programs for powerlifters nationwide. Whether it’s in the classroom, at an event, or in the gym, I thrive in dynamic environments that encourage teamwork, problem-solving, and personal growth.

What are you most excited about in the next school year?

I am most excited about bringing fresh ideas to after-school programming and finding new ways to inspire and engage students. I love designing activities that encourage collaboration and creativity, and I look forward to seeing how students engage with new opportunities. Additionally, I am eager to connect with new colleagues, build strong relationships, and contribute to a vibrant school community.

You previously worked at BASIS Independent Silicon Valley—what after school programs have you been most proud about facilitating there?

At BASIS Independent Silicon Valley, I was especially proud of creating an immersive escape room for one of our middle school events. It was a large-scale, themed experience that required students to work together to solve puzzles, think critically, and engage in a fast-paced, interactive challenge. Seeing students fully immersed in the experience, collaborating under pressure, and celebrating their successes made it incredibly rewarding. Beyond that, I also enjoyed supporting club leaders, increasing student engagement in after school programs, and organizing social events that built school spirit.

What opportunities will students have to pursue their passions during the first school year?

In our founding school year, we will offer academic competitions such as AMC, Math Kangaroo, MATHCOUNTS, and IAC, along with additional opportunities as interest grows. Club offerings will include speech and debate, coding, robotics, art, dance, and sports, and many others giving students a wide range of ways to explore their passions. We will also introduce a competitive athletics program, including basketball, soccer, and volleyball. Over time, we will continue to expand and strengthen these offerings to reflect the needs and interests of our students. I can’t wait to see all the creativity, enthusiasm, and brilliance our students bring as we kick off this unforgettable first year together.

What are you most looking forward to about living in the Pacific Northwest?

What I am looking forward to is experiencing the natural beauty of the Pacific Northwest, from exploring the outdoors to enjoying the vibrant seasons. I also love the strong sense of community in the region and can’t wait to immerse myself in a new environment that values education, creativity, and innovation. Plus, I won’t say no to great coffee!

BASIS Independent Bothell is a K-12 private school in Bothell, Washington. Join our interest list for updates on upcoming admissions events, application details, program information, and more.

Announcing the Founding Head of Operations for BASIS Independent Dublin!

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BASIS Independent Schools, a globally recognized network of private schools celebrated for exceptional outcomes, is proud to announce that Ms. Apra Singh will lead BASIS Independent Dublin as its founding Head of Operations. Ms. Singh strives to prepare well-rounded, curious, and thoughtful students – students who advocate for themselves and others, contribute meaningfully to the community at large, and are well-equipped to succeed in college and beyond.

Head of Operations, Ms. Singh, sitting at desks with students.

We sat with Ms. Singh to discuss her vision and goals for the future BASIS Independent Dublin community.

What is your vision for BASIS Independent Dublin, and how do you plan to implement it?
My vision for BASIS Independent Dublin is to create and foster a school culture rooted in collaboration, respect, academic rigor, and excellence.

Bringing this vision to life will require a team effort. Our goal is to hire exceptional Subject Expert Teachers and staff, enroll enthusiastic students, and foster strong partnerships with families. I believe that through hard work, collaboration, and adaptability—and by staying committed to our true north of student-centered decision making—we will achieve this vision together. 

My hope is that BASIS Independent Dublin becomes a landmark in the community and is a space for all stakeholders – students, staff, and families to feel like they belong.  

You’ve held this role before. What does a typical day look like for a member of Operations?
The truth is, there is no such thing as a “typical day” in Operations. The work is dynamic, fast-paced, and ever-changing—no two days are exactly alike. As Head of Operations, you serve as the figurative “person behind the curtain,” ensuring that every aspect of the school runs seamlessly. While every day is different, what remains the same is my connection and commitment to being a supportive presence in the lives of our students.  

The Operations Team oversees a wide range of critical functions, including human resources, staff recruiting, health and safety, facilities management, campus maintenance, tuition and finance, re-enrollment, and the day-to-day logistics that keep the school functioning smoothly. It’s a role that requires adaptability, strategic thinking, and a constant focus on supporting the broader mission of the school as well as every individual in our community.  

How do you define operational excellence in a school setting?
Operational excellence in a school setting means creating and maintaining systems that allow every member of the community to thrive. It is defined by the ability to deliver consistent, efficient, and proactive support across all areas of school life, including facilities, staffing, safety, communication, finance, and daily logistics. 

At its core, operational excellence means a commitment to continuous improvement, responsiveness, reliability, and collaboration. When operational excellence is achieved, it’s often invisible because everything simply works. But its impact is deeply felt in the learning environment it helps create. 

What role do extracurriculars play in the social and emotional wellness of our students?
Extracurricular activities are an essential part of student life and play a significant role in supporting students’ social and emotional well-being. They provide an opportunity for connection, self-expression, and personal growth outside the classroom.  

At our schools, we offer a diverse range of opportunities, including academic, athletic, artistic, leadership-focused, and everything in between. Whether a student likes to build robots, debate the pros and cons of Daylight Saving time, or paint a mural for the drama club’s latest production, there truly is something for everyone! 

Through these programs, students build friendships, develop confidence, strengthen communication and teamwork skills, and often feel a sense of belonging and purpose.  

Additionally, many of our clubs are student-initiated and student-led, providing valuable leadership and organizational experience. By empowering students to design and manage their activities and events, our extracurricular program becomes a true reflection of the passions, interests, and personalities of our student body. 

How do you plan to ensure that staff and families feel supported by your Operations Team?
To ensure that staff and families feel supported by the Operations Team, my approach will be rooted in proactive communication, responsiveness, and a commitment to continuous improvement. I believe that the primary purpose of Operations is to support the broader school community, and that begins with building trust through transparency, consistency, and follow-through. 

Strong relationships with students, staff, and families are the foundation for creating and implementing effective systems—whether for ordering supplies, aftercare, clubs, or daily arrival and dismissal. My goal is for the Operations Team to foster a collaborative, solution-oriented culture and to be a reliable, approachable resource that families and staff feel confident turning to for support. 

I also recognize that with any new school or initiative, there is always room to grow. I am committed to partnering with families and staff to reflect, adapt, and improve as we shape a thriving school community together. 

This past year, you were part of Spring Education Group’s Leadership Academy. How do you feel this experience prepared you for this new role?
The Leadership Academy was a transformative experience that challenged me to step outside of my comfort zone. The academy allowed me to explore the intricacies of running a school within our organization and provided me with the knowledge and tools to do so successfully.  

Through this experience, I gained valuable insights into important areas of operational excellence, including human resources, finance, communication, leadership, talent acquisition, data analytics, enrollment, legal compliance, and more. 

The Academy provided me with a strong foundation, a practical roadmap for success, and I’m very excited to apply what I’ve learned as we launch BASIS Independent Dublin. 

Tell us of your proudest moment during your time with BASIS Independent Schools. 
The past five and a half years have been the most rewarding of my career, filled with countless proud moments shared alongside my fellow educators. One moment that stands out above all others was the graduation of our first-ever cohort of seniors at BASIS Independent Fremont, a milestone that represented more than four years of preparation, perseverance, and collective effort. 

I remember sitting on stage, looking out at our graduates, many of whom I had known since middle school, and feeling overwhelmed with pride and love. It was an incredibly emotional day for all of us, and the joy we felt in celebrating their achievement was truly unparalleled. Every time these students come to visit us from their prestigious college programs, we are reminded of how far they have come and all the work they put in to get there! 

To stay connected with us as we share news about our campus and upcoming events, we invite families to submit an inquiry form to join our interest list.