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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.

Announcing the Founding Head of School 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 Dr. Helen Min will lead BASIS Independent Dublin as its founding Head of School. With a deep commitment to academic excellence, Dr. Min brings a wealth of experience in teaching, leadership, and curriculum development to lead this new community.

We sat with Dr. Min 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? 
I hope to build on the rigor and excellent programs built at existing Bay Area campuses such as Fremont and Silicon Valley, while being responsive to the specific needs of the Dublin community. It’s essential for students to have a balance of academic rigor, extracurriculars, and social-emotional support. The most important foundation for a new school is the leadership and faculty, and that’s where we will begin – by building a strong and talented team of administrators and Subject Expert Teachers to establish BASIS Independent Dublin. 

How would you describe your leadership style, and how do you adapt it to meet the needs of different groups (students, faculty, parents, etc.)? 
I would describe my leadership as collaborative. I strive for transparency and to share decision-making when possible and credit where it is due. That said, I also strive to take responsibility for what happens and reflect and learn when mistakes happen. I believe we all have a lot to learn from each other, and while listening and collaboration take time, the outcome is worth the investment. With the different stakeholders and groups in a school community, it’s important to be responsive, but I will also rely on and work together with my team and staff to serve our community. It is important to remember that no one person stands alone when they represent a community. 

What are the key values that should drive a school’s culture, and how do you foster these values in your community? 
To me, key values that underpin the culture of a successful school are mutual respect and care for one another, curiosity and critical thinking, a love of learning, and a growth mindset for our students and for ourselves. While our students are certainly academically ambitious and high achievers, we also want to recognize and reward their efforts to build community, to look forward to being part of something bigger than themselves, and to take ownership in their learning. An important way to foster these values is to build and reinforce the culture together – leadership, faculty, families, and students – and to hold each other accountable in a supportive way. 

How do you plan to balance academic excellence with the emotional and social well-being of students? 
Academic excellence and the emotional and social well-being of students go hand in hand. For three years, I was the Director of Student Affairs at the BASIS Independent Fremont Lower campus, and when a student was struggling academically, we would approach this challenge from all fronts – helping them develop better executive functioning skills, independence, and accountability in their learning process, while also providing support and reinforcement for their academic learning. You really can’t have one without the other. We look for every opportunity to build on the practices of making good choices and reflecting on one’s growth and behavior, both in and out of the classroom. For older students, it’s also critical to involve them as the drivers of their learning. At the BASIS Independent Fremont Upper campus, students lead a lot of the after-school clubs, and this is a great way to foster their own interests and to give them agency in their own school experience. I’d like to continue this practice. 

How do you plan to involve parents in the life of the school and ensure open lines of communication with them? 
It is a typical pattern that parent involvement in school drops off as students get older. We also see that with older students, they may not tell their parents too much about what’s happening to them at school. It’s important to bridge this gap by creating opportunities for parents to be on campus to celebrate their students during school events, ceremonies, and competitions. It’s also essential to have a strong connection between parents and faculty, so that our Subject Expert Teachers proactively reach out to parents to keep them informed about their child’s learning, and parents and families, in turn, feel that they can reach out to them with questions. We also want to build the skills of self-advocacy and independence with students, so they are also taking the initiative to communicate with their teachers and families as well. 

Are there any particular school traditions you are excited to implement at Dublin? 
I look forward to cultural celebrations from our community, such as Diwali and Lunar New Year. Our parents contribute greatly to these celebrations, and there are many joyful and fun moments. I’m also excited for Spirit Week, Art Festival, performing arts events, Project Week, Senior Projects, and more! It’s truly special to see our community members come together in this way. 

Tell us of your proudest moment during your time with BASIS Independent Schools. 
One of my proudest moments at BASIS Independent Fremont was the grade 5 graduation at the end of my first full school year. I had headed the planning of the event and party for families and staff after, and it was such a wonderful way to conclude my first year as part of this community. It is truly wonderful to share a moment of such pride, celebration, and excitement with students and parents as they transition to their middle school years.  

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.

Spring Education Leadership Academy: A Long-Term Investment in Our Schools 

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Spring Education Group is a multi-brand education network of superior private school institutions spanning infant care through high school. The network, currently composed of approximately 204 schools, including BASIS Independent Schools, brings together some of the best private school programs in the country, with proven track records educating children through unique and carefully crafted curricula.  

The Leadership Academy for Future Heads of School is meticulously crafted to empower individuals who aspire to become the torchbearers of education within the Spring Education Group. This program is dedicated to honing leadership skills, fostering strategic thinking, and developing operational excellence. Participants benefit from the mentorship of seasoned professionals from across Spring Education Group, engage in interactive workshops, and form connections with peers from diverse backgrounds. 

In a twelve-month timeframe, a cohort of individuals embark on a valuable journey. This journey involves a structured program comprising a six-month instructional course followed by a six-month hands-on practical experience. This comprehensive approach is designed to empower participants with the skills, knowledge, insights, and valuable connections within the educational field, enabling them to excel as future leaders within Spring Education Group.  

In order to be selected for this program, an individual must demonstrate an unwavering commitment to education and leadership and is selected for their exemplary leadership qualities, dedication, and vision for driving positive change within our academic community. 

In the first cohort of the Leadership Academy, two members of BASIS Independent Schools were selected.  

When did you join BASIS Independent Schools (BINS) and in what role? 
BB: I have been with BINS since 2017. I started as a Subject Expert Music Teacher at BASIS Independent Fremont, teaching music and drama for K – Grade 6. I transitioned to teaching band/musical theater at BASIS Independent Fremont Upper when it opened in 2019. I then became the Dean of Students for the Middle School Program in the 2021 school year. Lastly, I joined BASIS Independent Silicon Valley Lower once the campus opened in 2022, where I served as the Dean of Students for our TK – Grade 5 students. 

AS: I have been with BINS since the start of 2020, a fantastic time to start a new job! Just weeks after we began, we went into a shutdown due to the global pandemic. I initially joined as the Associate Director of Admissions, taking over as the Director of Admissions in July 2020.  

Did you work in education before joining BINS? 
BB: I have a Bachelor’s in Music Education. Following my undergrad., I taught middle and high school band in Kentucky. In 2011, I returned to school for a graduate degree in woodwind performance at Ball State University. While there, I taught education and general music classes to undergraduates. Afterward, I pursued a Doctor of Arts and did some adjunct work teaching general music. I moved to California in 2016, where I taught elementary general music for one year before starting at BASIS Independent Fremont. 

AS: I had a brief stint in education, working as a high school teacher while living in London, but most of my background is in social services and human resources. 

Why did you choose to apply to the Leadership Academy? 
BB: I chose to apply for the Leadership Academy because I am completing an Ed.D. in Educational Leadership. I started the degree in 2021 when I accepted my first Dean of Students position. I wanted to be well-equipped for a leadership role and took it upon myself to ensure I served the students and faculty to the best of my ability. 

AS: I applied because it seemed like a wonderful opportunity for growth, professional development, and to learn something new. I was also excited by the prospect of visiting different campuses, and learning from the leaders there.

What were you expecting to gain from this experience? Did it meet your expectations? 
BB: At first, I was not sure what to expect. I remember meeting everyone at the Spring headquarters on day one. We spent the next two days reviewing what the program had in store and meeting the team leading the program. After those two days of meetings, I knew it would be an excellent opportunity to network and see how the Spring Education Group operates. Learning what the CEO and other Spring leaders are passionate about within the company was an incredible experience. 

AS: I was hoping to gain three things: expertise and knowledge of areas I knew less about; the opportunity to learn from other leaders in our diverse organization; and a networking opportunity, to meet people from different parts of our vast organization. Spring Education Group does a wonderful job of hiring a very diverse workforce, and having the ability to interact, work with, and learn from them was wonderful. 

How would you describe The Leadership Academy to someone that didn’t know anything about it? 
BB: The Leadership Academy is a way to see all the aspects necessary to run a school within our organization. It provides hands-on experience while learning the intricacies of HR, Finance, Education, Leadership, Talent Acquisition, Data/Analytics, Ancillary/Summer Programs, Facilities, Operations, Enrollment, Re-Enrollment, Marketing, Legal, and Communication. 

AS: I would describe it as a comprehensive, collaborative, and challenging opportunity that was designed to push us out of our comfort zones, offering knowledge about areas of school leadership that were new to us. This is for people who are ready to face what they don’t know and then make the efforts to fill those gaps. 

What is something that surprised you about this experience? 
BB: I was surprised by the amount of support and guidance provided during the program. Human Resources has been incredibly helpful in guiding us through the content while regularly checking in and offering support. 

AS: I think the most surprising part for me was being able to explore our different brands, and seeing how different approaches work in different markets. We’re here to grow schools and make them successful, but the way everyone gets there looks very different. Another surprising thing was the extent of our shared services here at Spring Education Group. I truly had no idea how vast and influential these departments were and how they’ve been contributing to my day-to-day success behind the scenes. 

How would you encourage others to participate in this experience? 
BB: I would encourage anyone considering applying to go for it! The Leadership Academy has helped me boost my career in so many ways. Getting to see where the program can take me has been incredible. 

AS: I would tell others that this experience has allowed me to reexamine my career priorities, and build a path going forward. It has allowed me to understand in more depth what it takes to run a school. Think of the Leadership Academy as a group of cheerleaders giving you a cheat-sheet to success as a new leader. 

What role are you in now for the 2024 – 2025 school year, and do you feel The Leadership Academy helped prepare you for that role? 
BB: I am the Director of Upper School at Stratford Fremont Osgood. I feel well prepared knowing the resources that the Spring Education Group has to offer. The training I have received has been extremely beneficial. 

AS: I am now the Head of Operations for BASIS Independent Fremont. Yes, I feel that this program has helped prepare me for the role and reinforced that the answers to everything I need to know can be found in our network!

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BASIS Independent Schools, a subsidiary of Spring Education Group, is a national network of PreK-12 private, secular schools that educate students to the highest international levels. Our ten campuses, located in some of the most bustling, dynamic metropolitan areas in the country, are part of the BASIS Curriculum Schools global network. We believe in setting a higher standard for students and promoting self-reliance and accountability in a culture where hard work is celebrated, and intellectual pursuits result in extraordinary outcomes.
We are currently accepting applications for future positions in various roles at BASIS Independent Schools. Joining our team means immersing yourself in a dynamic, stimulating, and unpredictable academic community. Here, collaboration is key, and you’ll be part of a social and supportive environment that values growth.
As a member of our team-whether in teaching, administration, or school staff-you will contribute to the fulfillment of BASIS Independent Schools’ mission. This presents a remarkable opportunity to work in a fast-paced organization that embraces growth and offers room for professional development.
Click here to view current job opportunites and apply!

Director of Academic Programs Announcement

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We are excited to announce that Mr. Gavin Pielow has been named the founding Director of Academic Programs for BASIS Independent Bothell.


Letter from Mr. Pielow, Director of Academic Programs

The most transformative lesson I ever learned wasn’t about finding answers – it was about asking better questions. I trace this insight back to my AP Government teacher, Mr. Shaw, who did something remarkable in our classroom: he taught us that the quality of our understanding depends not on the answers we receive, but on the depth and curiosity of the questions we dare to ask. 

This approach mirrors what excites me most about BASIS Independent Schools and why our educational model resonates so deeply with me. Our goal extends beyond delivering information. We aim to cultivate intellectual architects: students who learn to navigate complexity, challenge conventional thinking, and approach scholarship as an active, dynamic process of discovery. Our passionate subject expert teachers go beyond subject instruction. They guide students in developing the intellectual tools to think like mathematicians, scientists, historians, and writers. This approach creates learners who are both knowledgeable and intellectually nimble. 

I’m especially thrilled to bring this exceptional approach to education home. Growing up in Bothell just minutes away from where our new school stands, I’ve watched our community transform into a vibrant ecosystem of technological innovation and intellectual dynamism – a metamorphosis that mirrors the educational journey we aim to create for our students. Just as local companies have pioneered groundbreaking solutions, I am raring to help cultivate an academic environment that sees challenges as opportunities for creative problem-solving.  

My journey in education has taught me that powerful learning happens when we embrace ambitious curiosity. Each role I’ve taken, from a classroom teacher working with students in challenging environments to a policy analyst examining educational systems, has reinforced one fundamental truth: education is not about filling minds, but about igniting them. This means challenging students to see beyond what is, and imagine what could be. In my view, each student is a unique constellation of talents and potential, and our job is to help them shine their brightest. 

As we prepare for our inaugural year, I’m filled with excitement about the academic journey ahead. One of my key priorities as Director of Academic Programs is to foster a learning environment that balances academic rigor with joy and discovery. I’ll be working to implement innovative programs that challenge our students while nurturing their natural curiosity. Together with our families, we’ll build an academic program that not only prepares students for success in college and beyond but also instills in them a lifelong passion for learning and discovery. 

In the spirit of the curious learners we aim to nurture, I close not with an answer, but with a question: Are you ready to join me in creating something extraordinary at BASIS Independent Bothell? I can’t wait to discover the answer together! 

Warmest regards, 

Mr. Gavin Pielow 
Director of Academic Programs 

Head of Operations Announcement

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We are proud to announce that Mr. Robert Wood has been named the founding Head of Operations for BASIS Independent Bothell. Mr. Wood is currently the Head of Operations at BASIS Independent Silicon Valley Lower and will be joining the Bothell administrative team in spring 2025.

Letter from Mr. Wood, Head of Operations

When I think back to my childhood teachers, a few key individuals come to mind. My grade 5 teacher inspired me to stay positive through challenges. My middle school art teacher embraced the philosophy of “no mistakes, only happy accidents”. And my high school economics teacher taught me the basic principles of microeconomics and the practical economics of looming adulthood. Each of them left a lasting impression, and I strive to embody them as a school administrator and leader today.  

When I joined BASIS Independent Silicon Valley in the fall of 2020, I was unsure of what to expect. It didn’t take long to realize that I had become part of something special. Although I already had a few years of teaching experience, it was spectacular to join a program where students are not only challenged academically but also provided with a wide array of opportunities outside of the classroom to explore their passions and discover new interests. I sought to capture the imaginations of my history students, guide them through the argumentative reasoning process in classroom activities, and, hopefully, inspire future entrepreneurs.  

While I will forever treasure the experiences that I had in the classroom, I found my greatest impact in supporting the opening of BASIS Independent Silicon Valley Lower in the fall of 2022. If opening a new school wasn’t enough of an adventure, being part of one of the largest campus openings in BASIS Independent Schools history sure was! As a member of the Operations Team, I developed systems to ensure the school ran smoothly and worked cross-functionally to maintain our high standards for excellence in all aspects of the student and parent experience.  Over the past few years, it has been incredibly fulfilling to continue learning and adapting to the needs of a new school. My team and I have implemented adjustments, both big and small, to make our students’ daily lives easier. We have empowered our teachers by ensuring they have the materials they need to deliver engaging and joyful lessons. Additionally, we have supported our Auxiliary Team by catering to a multitude of club offerings, after-school competitions, and summer camps. 

Opening BASIS Independent Bothell is the next exciting chapter in this journey. My wife and I have been enthusiastically planning our move to Bothell, while also preparing for the arrival of our first child, due in December! When we visited the Pacific Northwest many years ago, we fell in love with it instantly and knew it was the exact environment in which we wanted to raise our family. 

As we approach the opening of BASIS Independent Bothell, I’ve been reflecting on what it means to be a founding staff member once again. Being part of a founding team is a unique opportunity to help shape the school culture, alongside students and parents, and to build a strong and supportive administrative and teaching team in collaboration with our Head of School, Mr. Runyon. My role as Head of Operations will also allow me to dedicate focused attention to supporting our future Auxiliary and Summer Program Team members. 

Ultimately, my goal is to be a pillar of support and ensure that every day at BASIS Independent Bothell is a success. I can’t wait to meet all of you. 

I am proud to be an Orca. 

Mr. Robert Wood
Head of Operations

School Counseling and Self-Care

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BASIS Independent Bellevue is committed to nurturing our hard-working students using our internationally benchmarked curriculum. While academic success is a cornerstone of our institution, students also need to gain a sense of wellness that is crucial to their current and future success. With holistic wellness in mind, self-care practices are essential for scholastic excellence. 

BASIS Independent Bellevue’s new counselor places a strong emphasis on self-care as vital for the well-being of students. Our School Counselor, Ms. Olivia Bryant, is a useful resource for students and can help them on their self-care journey. She states, “Learning how to cultivate resilience and manage the bumps in the road of life is one of the most foundational gifts we can give young people. That is why self-care is so important.” 

But what does self-care look like for today’s students?  

Our new School Counselor, Ms. Olivia, is a valuable asset to the students and our overall learning community.

Understanding Self-Care 

Self-care encompasses various aspects of a student’s life, including physical, emotional, and mental well-being. Nurturing oneself in these areas takes time but helps young people achieve a balanced and healthy lifestyle. 

Physical Self-Care 

Physical self-care involves maintaining health through regular exercise, a balanced diet, and adequate sleep.  

  • Exercise Regularly: Engage in physical activities like sports, yoga, or even a brisk walk. Staying physically active helps reduce stress and improve mood. Make sure to check out the sports and other Enrichment Opportunities we are offering this year. 
  • Healthy Diet: Eat a balanced diet rich in fruits, vegetables, and whole grains. Try to avoid excessive caffeine and sugary snacks.   
  • Sleep: Ensure you get 8-10 hours of sleep per night. Establish a consistent sleep schedule to help your body regulate its internal clock.  

Emotional Self-Care

Managing emotions is crucial for overall well-being. Ms. Olivia recommends: 

  • Stress Management: Practice stress-relief techniques such as deep breathing, journaling, or listening to music. 
Ms. Olivia having fun with students at our recent celebration of Hispanic/LatinX Heritage Month. Getting outside, enjoying arts and crafts, and having fun with friends are all great ways to manage stress and practice self-care.
  • Emotional Awareness: Recognize and express your emotions. We want our students to know it is okay to seek help if you’re feeling overwhelmed. 
  • Mindfulness and Meditation: Incorporate mindfulness exercises or meditation into your daily routine to stay grounded and present. 
  • Practicing Gratitude: One strategy to improve happiness and combat stress is through consistently highlighting the things that bring us gratitude each day. Daily gratitude journaling is proven to improve well-being. 

Caring for Mental Health

Ms. Olivia wants to remind our learning community that “Mental health is health. Just as we prioritize going to the doctor for check-ups and physicals, it’s important to tend to our mental well-being too.” She encourages seeking mental health support in both the large and small stressors of life because it can be transformative to simply have a supportive person to talk to. It is a sign of strength to be able to ask for help, and Ms. Olivia encourages our families to reach out to her if your student is struggling. Together, she hopes that our students receive the support they need at school and at home to manage feelings of stress.   

Parents also play a crucial role in supporting their children’s holistic well-being: 

  • Supportive Environment: Create a supportive home environment where self-care is encouraged and practiced. Allow your student time to take brain breaks and find ways to help your student live a balanced life.  
  • Open Communication: Maintain open lines of communication with your children about their feelings and challenges. Taking the time to simply listen to their perspective and validate their feelings can make all the difference.  

Practical Resources at School

At BASIS Independent Bellevue, we offer various resources to support our students’ well-being: 

  • Counseling Services: Our school counselor is available to provide guidance to students through individual school counseling meetings. During this time, Mountaineers are provided a safe and supportive space to express feelings, problem-solve, and work towards individualized goals.  
  • Small Groups: In addition, Ms. Olivia offers small group meetings with students aimed at fostering a sense of belonging in our community while learning practical skills to enhance their overall social and emotional well-being. 
  • Character Themes of the Month: As a school community, we are also focusing on investing in students through monthly character education lessons. Each month, students will have opportunities to discuss and reflect on topics related to growth mindset, respect, gratitude, empathy, and more. Every Mountaineer Monday, students build these skills through classroom discussion and reflection. Additionally, our school counselor will be offering cookies and guided activities related to each theme of the month in her monthly event, Cookies with the Counselor.  

Self-care is essential for students to thrive both academically and personally. At BASIS Independent Bellevue, we are dedicated to supporting our students’ well-being. We encourage students to prioritize their self-care and reach out for support when needed. Our school counselor, Ms. Olivia, is here to partner with parents to provide students with support when facing both successes and challenges. Our school community wants to make sure students connect with our counselor and engage with topics like self-care during their educational journey. Ultimately, directing energy toward self-care as a school community helps our Mountaineers find balance, strength, and acceptance in their daily lives. 

Leadership Spotlight: Associate Head of School Leo Yoon

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Before the annual summer Teacher training, BASIS Independent Brooklyn’s leadership team welcomed Leo Yoon to campus as Associate Head of School. He brings years of experience as a teacher and administrator in the private school world. He also joins our community at an exciting time – our community just celebrated 10 years of educating students in Brooklyn, and our school was recognized as the Best K-12 Private School in Brooklyn, Best Private High School in Brooklyn, and Best Private College Prep High School in Brooklyn according to Niche.com’s 2024 rankings.

Most recently, Mr. Yoon led the Upper School Program at The Wilberforce School in Princeton, New Jersey, where he served as Head of Upper School for eight years. He has been dedicated to educating young people throughout his career. He brings with him almost two decades of experience in education, having served in a variety of roles, including math teacher, student dean, director of middle school, and head of upper school. Mr. Yoon holds a Bachelor of Science in electrical engineering from SUNY Binghamton as well as graduate degrees from Westminster Theological Seminary and Teachers College, Columbia University. To help families get to know more about Mr. Yoon, we asked him about his background and ideas as he moves into the Associate Head of School for BASIS Independent Brooklyn. Below is an interview that has been edited for length and clarity.

Can you share what drew you to a career in education?

While I studied electrical engineering in college, I spent my college summers helping out at a youth education center. During my senior year of college, a close friend (who would one day be my wife) asked me what I would do as a career if I could do anything. This led to some honest thinking. I liked engineering, but I loved what I did during the summers–teaching and working with middle and high school students. This probably sounds cliché, but I loved and honestly still love the potential that educators have in making a positive difference in kids’ lives during some of their most formative years. I find it a great privilege and responsibility to be in such a position.

What appealed to you about joining BASIS Independent Brooklyn?

Two things appealed to me most about the school: its commitment to academic excellence and the school environment. The material that’s taught at BASIS Independent is at the highest levels of academic rigor that I’ve seen as an educator. But what’s more impressive is how effectively this challenging material is taught at the school and how students are encouraged and pushed to learn at their highest potential, which leads to the second thing that appealed to me…the school environment. I love that the school is committed to creating an environment where students feel valued and supported to think freely and creatively and, at the same time, are challenged to excel.

Tell us about some of your plans or priorities in the year ahead?

I’ve thoroughly enjoyed getting to know the school leaders, teachers, and some families during the last few weeks and am very much looking forward to meeting the rest of the community. I’m especially excited to get to know the students! Teachers are, of course, fundamental to a school, and one of my main goals for this year is to support them in a way that allows them to further develop their craft as educators.

We understand you are not just a new member of school leadership, but you are also a parent at our school. What difference does that second perspective bring?

As a parent, I understand firsthand many of the hopes and concerns that parents have regarding their child’s education. Having such a perspective allows me to approach decision-making with a deeper understanding and sensitivity toward the potential effects the decisions will have on both students and their families.

Do you mind sharing a fun fact that families might not know about you?

My two daughters, Zoe and Isobel, love rollerblading, and since we recently moved to a place just a few blocks from Prospect Park, I decided to take up rollerblading again to join them on the trail. So, if you see a middle-aged Asian man with two girls rollerblading at the park, feel free to say hello…but only if he looks like he knows what he’s doing (if he looks like he has no business on rollerblades, please assume it’s not me and save me an embarrassing encounter!).

You just moved from New Jersey to Brooklyn. What are some of your favorite things about the borough so far?

THE FOOD! My family and I have really enjoyed trying new foods and restaurants. On the recommendation of one of our administrators, we found our favorite dessert spot in Brooklyn so far: Culture (frozen yogurt)! Besides the food, I love that we can walk everywhere! We’ve doubled our daily steps, which bodes well for us since we’ve probably doubled our calorie intake with all the good food!

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. 

The Yoon Family on vacation this year.

Why Mandarin?

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When families begin learning about our Early Learning and Primary programs, they often ask us the same question: “Why do you teach Mandarin to all your students?”

Mandarin is a required part of our curriculum from Transitional Kindergarten to Grade 4 because Mandarin provides our early learners with the opportunity to engage both sides of their brains, provides students with visual and artistic stimulation, and promotes the development of interdisciplinary thought and analysis.

Mandarin is a tonal language. This means that the same word can have multiple different meanings depending on the tone. Students of the language must attend to both the basic sound as well as the tone in order to understand a word.

The difference in brain activity between Mandarin and English speakers is well documented in scientific research. Most recently, The Proceedings of the National Academy of Sciences of the United States of America published a study that outlined the specific differences in brain activity between speakers of tonal and non-tonal languages.

The results demonstrated that while speech processing is largely carried out in the “common left hemisphere,” Mandarin speakers activate an additional sector of their brain called the “right anterior temporal cortex,” which is crucial in recognizing differences in tone. Learning to speak a tonal language means that one must exercise this connection between the left and right hemispheres of the brain in order to improve their tonal comprehension abilities.

Additionally, Mandarin’s use of written characters for each word rather than an alphabet provides students with visual and artistic stimulation. Introducing Mandarin at an early age promotes the development of interdisciplinary thought and analysis, enabling the students to draw connections between their lessons from different subjects. 

We have two tracts for our Mandarin program: heritage and non-heritage. This is the only subject in which the class is split into two. The heritage class is for students who may speak Mandarin at home and is taught entirely in Mandarin. The non-heritage class is for students who have had little to no exposure to Mandarin and begins each year with beginner Mandarin, slowly becoming more advanced over the course of the year.

Mandarin instruction at BASIS Curriculum Schools employs a variety of teaching techniques for accessing different styles of learning. For example, because tone is so important when speaking Mandarin, students often use music and song to practice their speaking skills. Through a variety of teaching methods and instructional media, students rapidly improve their conversational Mandarin abilities.

Though Mandarin is the required World Language from TK – Grade 4, a student’s exposure to another language doesn’t end there. Beginning in Grade 5, students will study Latin as their World Language. Then, from Grade 7 and onwards, students will choose between French, Latin, Mandarin, or Spanish as their World Language.

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.