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Staffing Progress & Opening Readiness

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

Staffing Progress at a Glance

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

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

Newly Announced Leadership

Administrators
Supporting teachers and students on their paths toward excellence.

Academic Programs

  • Director of Academic Programs, Ms. Saguna Haranahalli

College Counseling

  • College Counselor, Ms. Niyati Shah

Operations

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

Student Affairs

  • Director of Student Affairs, Teacher Jasica Gill
Click Here to View Leadership

Newly Announced Faculty

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

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

Click Here to View Faculty

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

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

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

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

Latin Beyond the Classroom with Mr. Ballantyne

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

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

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

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

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

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

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

Bringing the Ancient World into the Classroom

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

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

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

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

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

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

Why Latin Still Matters

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

Top Five Blogs of 2025!

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As we celebrate the new year, we’re excited to reflect on the stories, insights, and moments that resonated most with our community in 2025. From timely updates to thoughtful perspectives, these blogs sparked conversations and captured what mattered most to our readers.

Thank you for reading, sharing, and engaging with us throughout the year! 

#1 Campus Floor Plans Revealed!

Excitement is building as we take the next step toward opening our brand-new campus! With construction well underway, we are thrilled to share the floor plans that will shape the daily experiences of our students, teachers, and families. Every detail, from the flow of classrooms and collaboration spaces to the design of common areas and outdoor learning environments, has been carefully considered to foster curiosity, community, and a culture of joyful learning.  

Click Here to View Floor Plans!

#2 Class of 2025 College Acceptances Announced

BASIS Independent Schools continues to set the standard nationally for academic excellence. The Class of 2025 represents 206 graduates across five high schools—BASIS Independent Brooklyn, Fremont, Manhattan, McLean, and Silicon Valley. From coast to coast, our graduates have earned admission to the world’s top colleges and universities, demonstrating that they are ready to lead, excel, and contribute.

View the College Acceptances Here

#3 BASIS Curriculum Schools Exchange Program

This fall, BASIS Independent Fremont embarked on an extraordinary journey—one that brought five students from BASIS International School Bangkok to the Fremont campus and community for nearly three weeks. From October 12 to 30, Prann, Tiantian, Jiban, Panpan, and Titi became part of the BASIS Independent Fremont community, bringing with them the vibrant spirit of Thailand and a shared commitment to academic excellence that defines the BASIS Curriculum worldwide. 

Click Here to Read More!

#4 Meet the Winner of the 2025 Fellows Scholarship

To kick off a new year of Senior Projects, we are sharing a conversation with the inspiring winner of the 2025 Fellows Scholarship, a $10,000 prize awarded annually to one project. Maxim Smelyansky, a Class of 2025 graduate of BASIS Independent Brooklyn, their 2025 Valedictorian, and current Stanford University student, impressed our committee with his project titled The Future of American High-Speed Rail: Analyzing and Discovering the Most Effective High-Speed Rail Development Methods on Promising Rail Corridors in the United States.

Click Here to Read Maxim’s Interview!

#5 Introducing the BASIS Independent Dublin Mascot

A school mascot is much more than a symbol. It represents the heart and spirit of the entire community. It unites students, teachers, and families under a shared identity, creating a sense of belonging and pride that extends far beyond the classroom. The mascot helps build tradition and school spirit, inspiring students to support one another, celebrate achievements, and face challenges together. Whether it’s cheered for at games, displayed in hallways, or worn on school swag, the mascot reminds everyone that they are part of something bigger – a community that values teamwork, perseverance, and pride in who they are.

Meet Our Mascot

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

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

What Is the Orcalympics?

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

Highlights from the Day

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

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

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

Why Orcalympics Matters

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

Happy Holidays from BASIS Independent Bothell!

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

Best Practices: The Co-Teaching Model in Our Primary Program

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BASIS Independent Brooklyn’s co-teaching model in Gr. 1-4 pairs teachers together to deliver tailored instruction and support for Primary Program students. This co-teaching model consists of a Learning Expert Teacher, who draws on childhood development and pedagogical expertise to teach one class of students throughout the day, and Subject Expert Teachers, who focus on the content area they are most passionate about from their years of study. Their combined expertise energizes students and deepens engagement in specific subjects, such as math, science, and humanities, while providing differentiated instruction to challenge each student at the appropriate level of mastery.

Head of School for BASIS Independent Brooklyn’s Lower School, Ms. Rose Miller-Sims, cites the co-teaching model as one of the reasons that she was first drawn to BASIS Independent Brooklyn. Ms. Miller-Sims started her long career in education, first teaching at the collegiate and adult level and then shifting to primary school. She first joined our school as a Gr. 3 Learning Expert Teacher in 2017.

“This is a really unique model of co-teaching,” shared Head of School Rose Miller-Sims. “In other schools, co-teachers are focused on one very specific aspect of learning, such as supporting English Language Learners or students with diagnosed learning differences. In our model, we have two experts in teaching in a classroom, each with a different lens for how to support student learning. That is a big part of how we ensure that foundational skills are fully solidified in the primary years. The model leads to tailored instruction that really helps students fill gaps.”

“We have two experts in teaching in a classroom, each with a different lens for how to support student learning.”
– Rose Miller-Sims, Head of School at BASIS Independent Brooklyn Lower School

Our Learning Expert Teachers focus on students’ social, emotional, and academic needs, building deep relationships to support individualized learning and behavior. Learning Expert Teachers greet students in the morning, help students prepare for what to expect over the course of the day, and continuously monitor their progress toward individualized goals. These teachers also lead the “Connections” class, which helps guide students to draw connections across their classes through interdisciplinary projects, fostering collaboration and social skills. They work very hard to ensure every student, whether in need of extra support or advanced challenges, receives instruction suited to their current level of achievement.

“The Learning Expert Teacher is focused on one specific class of students,” commented Ms. Miller-Sims. “They get to know that group of students really well and make sure each child is getting what they need- not just on an academic level, but also behaviorally and socially. They spend a lot of time with students throughout the day. I like to say that they are the expert in their group of students and how they learn best.”

Subject Expert Teachers, on the other hand, focus on their passionate content area, designing lesson plans and managing academic learning outcomes in areas such as math, science, humanities, physical education, languages, and the fine arts. These teachers construct syllabi and communicate learning goals to parents in collaboration with the Learning Expert Teacher.

Proprietary research conducted by BASIS Independent Schools staff on our LET/SET model found that a true partnership between two actively engaged teachers working in tandem to bring out the best in one another and design lessons that best fit the needs of their particular students is unique.

Our Learning and Subject Expert Teachers raise the standard of learning in the classroom. While we set advanced goals for student learning, we also have a strong culture of support. We want to make sure that students have the confidence to take on what is presented to them each day in the classroom and throughout their school experience at BASIS Independent Brooklyn.

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.

Walking in Their Shoes: Leadership Steps Into the Classroom

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

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

Learning by Living It

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

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

Beyond Observation

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

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

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

Fresh Perspectives

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

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

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

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

Extending Love of the Arts at Home: Creating A Home Art & Makerspace for Your Children

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At our Lower School Coffee with School Leadership meeting in November, Visual Arts and Engineering teacher Ms. Nicole Porter delved into ways families can set up an art and makerspace at home. Her advice can help inspire our Lower School families to think of ways of setting up creative spaces that can engage students well into winter break and beyond.

“The number one question I am consistently asked in my meetings with families is how to nurture a love of art and creativity at home without letting art supplies and artwork take over,” shared Ms. Porter, who has led Visual Arts and Engineering as a Subject Expert Teacher at our Lower School campus for more than three years. Previously, Ms. Porter was an Early Education Teacher leading one of our PreK elements.

“Parents want to know how they can encourage the creativity and imagination we see in the classroom at home,” shared Ms. Porter. “In the Lower School Art Studio, students have access to multiple art materials and recycled items to utilize as they create from their imagination. Identifying a space for artmaking at home where children have materials at arm’s reach will inspire children to freely create at home. This can be as simple as a mat to set out at the dining room table and a caddy of supplies, or even a rolling cart, that your child can help to organize and maintain.”

Living in New York City presents unique challenges for families wanting to create creative spaces for their children. Establishing a dedicated area for artistic expression and creativity is invaluable for your child’s development, and it is well worth the effort. Here’s how to create an effective art and makerspace at home for your Pre-K to Grade 2 child based on Ms. Porter’s expert guidance.

Finding Your Space

Even in compact NYC living spaces, carving out a creative corner is possible. Consider some of the following ideas:

  • Repurposing part of a dining table with a washable tablecloth that kids can use for drawing and painting
  • Setting up a small table in a corner of your child’s bedroom dedicated to art and crafts
  • Setting up a rolling cart full of supplies that can be moved as needed
  • Creating a “maker bin”
    • This is a box containing some materials to upcycle: toilet paper and paper towel tubes, interesting paper, scissors, tape, glue, and some crafty notions: googly eyes, rhinestones, and stickers. Also, add in some tempera Kwik Sticks or a few markers that can be carried to whatever space is available. This is very similar to what is used at school and quite manageable in any apartment or home.

Consistency of location helps establish the routine of creative work, even if the space isn’t permanent.

Setting Up with Organization

In smaller living spaces, organization becomes crucial:

  • Consider using vertical storage with wall-mounted organizers or pegboards
  • Label containers clearly with words and pictures for young learners
  • Separate “self-serve” materials from “ask first” supplies that are messier
    • For example, tempera paint sticks may be a good “self-serve” option for your child, while liquid tempera paints are an “ask-first” item that requires more guidance to set up and to clean up.
  • Consider transparent containers so children can see what’s available
  • Pens and pencils sorted into cool and warm color cups will help children to explore color choices
  • Review and model expectations for using individual art materials at home
  • Start with just a few materials and gradually add more to the art space
  • Establish a rotation system to keep the space fresh without overwhelming

“Self-serve” ideas – with set guidelines, children can use independently:

  • Tempera Paint sticks like Kwik Sticks
  • Washable markers and colored pencils *(separated by warm and cool colors)
  • Black markers for outlining
  • Pencils
  • Scissors
  • Glue stick
  • Copy, Mixed Media Drawing 60# plus, and construction paper
  • Found materials from family adventures for collage, etc.
  • Sticky rhinestones and other treasures
  • Colorful craft and washi tape rolls
  • Stickers: dot stickers in assorted colors are fun and versatile

More possible “self-serve” items:

  • Watercolor paint set with a spill-free water cup and 3-4 quality brushes of different sizes
  • Tissues to blot paint
  • Model magic or clay
  • Rubber stamps

“Ask-first” ideas:

  • Paints
  • Strong craft glues
  • Clay
  • The list is endless…

City-Specific Material Collection Ideas

New York City offers unique opportunities for gathering creative materials:

  • Collect fallen leaves and found materials from family adventures
  • Gather interesting papers from packaging the neighborhood and stores
  • Visit your local art supply shop for some amazing supply options
    • Pro Tip: Stagger giving supplies to your child, so children have time to explore and learn to use different art materials. This will also keep your child interested, creating and minimizing the potential for a mess. Less is more when you are creating a materials setup that your child will be using “self-serve.” The goal is for your child to freely take, use, clean up, and return materials.

Creating Cleanup Systems That Work in Small Spaces

The goal here is to facilitate independent painting at home by establishing a routine for cleaning brushes and mixing paints that will maintain your child’s pallet of color while they paint. With a clean brush the dark colors will not cover the brighter colors that you child may desire to paint a sun or the sky. Children can create the colorful work they intend to and still enjoy the excitement of mixing new colors! In school, our motto for painting is: Swish, Wipe, Blot. This reminds artist to clean their brush between paint colors.

In homes where space is at a premium:

  • Use washable art smocks to protect clothing
  • Create visual set-up cleanup charts with photos for painting
  • Designate an area to mix paint colors so your child maintains their color palette in the paint box
  • Designate a drying area for wet artwork
    • It is best to dry paint and wet work flat, if possible, so it does not run and drip. A small wooden drying rack is versatile for materials and paper storage as well.  
  • Establish simple routines and verbal reminders to help keep materials fresh and organized
    • These are a few verbal reminders we use in Art class:
      • Artists of all ages often work on multiple projects at onceIn class,
      we say: “I put things back where I found them, as I found them.”When painting,
      • remember to ‘Swish-Wipe and Blot’ the brush between colors
      • “Snap that cap” (for markers)
  • Consider using washable materials when possible

Displaying Art in NYC Apartments

The artwork created by students should be displayed for students to take pride in what they create and inspire creative displays at home. Here are some ways to do this without student art from taking over your house:

  • Create monthly or seasonal art notebooks of like sized papers with a construction paper cover. Hold it together with 3 binder clips as used at school. This is a great way to keep project together, and it also makes them easy to store
  • Use magnetic strips on the refrigerator or a metal board
  • Install a clothesline with clips along a wall
  • Dedicate a small wall space as a rotating gallery
  • Take photos of three-dimensional creations before disassembling

Ms. Porter loves to talk about any and all ideas—even brainstorming with parents. She is the proud parent of two children who grew up in Brooklyn, so she knows the benefit of creating a vibrant art and makerspace that works within your home.

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.

Meet Our New Subject Expert Teacher, Dr. Kyle Covert

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We are thrilled to introduce Dr. Kyle Covert as a founding Subject Expert Teacher (SET) at BASIS Independent Dublin.  Dr. Covert, who will serve as a Subject Expert Teacher in science, will be transferring to BASIS Independent Dublin from BASIS Independent Silicon Valley, where he has taught since 2024.  

For Dr. Covert, the opportunity to join the BASIS Independent Dublin founding faculty is exciting because it is a chance “to come back to the community that I love – I previously lived in Dublin for five years – while being able to stay with the school that I believe truly challenges our brightest minds.”  

Dr. Covert received both a dual Bachelor of Science degree in Biology and Chemistry and a PhD in Bioanalytical and Physical Chemistry from the University of the Pacific.  During his senior year of undergraduate work, Dr. Covert was recognized as the “ACS Undergraduate of the Year in Analytical Chemistry”.  

Prior to becoming a full-time teacher, Dr. Covert gained extensive industry experience, which has greatly influenced his teaching style; he seeks to share his field experience with his students to provide them with a taste of what a scientist’s life is like. His work experience includes seven years of research at the Lawrence Livermore National Lab and the Swiss Light Source, as well as five years at Agilent Technologies as an LC/MS Applications Scientist and Lead Trainer on Single Quadrupole instruments and software.  

Included in Dr. Covert’s research experience is assistance in drafting two successful NSF grant proposals.  He has contributed to several publications and presentations. 

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

My main goal as a teacher is to have my students teach someone else what they learned. If a student can share an interesting fact about science at the dinner table, then I’ve done my job. I try to incorporate other sciences in any subject I teach so students make connections on how this all works together.

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

To my last point, I ran an experiment with my Honors Chemistry students that involved making bread dough from scratch. Students learned how fermentation works in Chemistry, normally a Biology topic, but we go in depth about the chemical reactions occurring. They then took the dough home and baked it over Thanksgiving break. My favorite part was receiving comments from parents that they would’ve never thought they would see their child cooking, let alone bread they made on their own. 

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

If you are already in the BASIS Curriculum Schools family then I welcome you to an amazing new campus and I cannot wait to teach your student SCIENCE! If you are considering BASIS Independent Dublin, I highly encourage you to explore this opportunity. As a brand-new and rapidly growing community, our school will offer an exceptional academic environment. Our Subject Expert Teachers greatly prepare students for the rigors of college and provide a foundation that will help them succeed in life. 

When he’s not in the classroom, Dr. Covert can be frequently found browsing articles and researching random topics just for the sake of learning something new; from the history of submarine warfare to how light particles interact with metal. His favorite thing to do outside the classroom is play videogames with his wife and daughter, and practice new recipes in the kitchen. 

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

Meet Our New Subject Expert Teacher, Ms. Maha Jayapal

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We are thrilled to introduce Ms. Maha Jayapal as a founding Subject Expert Teacher (SET) at BASIS Independent Dublin. Ms. Jayapal, who will be a Subject Expert Teacher in math, will be transferring to BASIS Independent Dublin from BASIS Independent Silicon Valley, where she has worked since 2019.  

“I’m excited to join the Dublin team because I’ve always enjoyed being part of new beginnings, and this feels like another great opportunity to grow with a new community,” said Ms. Jayapal. “I look forward to building strong relationships with students and families as we shape this campus together.” 

Ms. Jayapal brings a rich blend of academic excellence, professional dedication, and personal passion to her role at BASIS Independent Dublin. She earned a Bachelor of Arts in Engineering with Distinction from Madras University, graduating in the top three percent of her class, and she later completed a Master of Science in Applied Data Science from the University of San Diego. She has also pursued extensive continuing education, earning certificates in Programming and Python Data Structures from the University of Michigan and completing advanced coursework in Applied Data Science, including Applied Data Mining, Applied Predictive Modeling, Machine Learning, and Deep Learning. In addition, she has completed 13 core units in Early Childhood Education at Ohlone College in Fremont.  

Having experienced the value of a BASIS Independent Schools education firsthand as a parent, Ms. Jayapal is deeply aligned with the school’s mission and rigorous academic environment. She appreciates the challenging curriculum and believes strongly that each student brings unique strengths to the classroom. She is committed to creating a warm, engaging learning environment where students feel empowered to participate, ask questions, and develop confidence. 

Ms. Jayapal approaches teaching with a clear sense of purpose. She is dedicated to understanding concepts deeply so she can present material to students in a clear, structured way that supports genuine comprehension. Her primary goals include guiding students in building strong conceptual foundations and cultivating productive learning habits. She finds it especially rewarding to witness students grow academically and achieve excellence. 

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

I believe math should feel approachable and fun, not intimidating. I focus on helping students understand the “why” behind the steps, so they can think logically and solve problems with confidence. I also try to create a classroom environment where it’s okay to make mistakes, that’s how real learning happens.

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

What I love most about teaching is seeing those small, meaningful moments when students feel connected to learning. Right before leaving the classroom for fall break this year, a student told me she was going to miss school, and that really made me smile. It showed me that our classroom had become a space she looked forward to, and creating that kind of environment is one of the most rewarding parts of teaching.

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

For families considering BASIS Independent Dublin, I can confidently say that, having both taught at BASIS Independent schools and watched my own children go through the program, it is a place where students grow not just academically, but also as thinkers, collaborators, and individuals. The support from teachers and the strong sense of community truly make a difference. I’m excited to welcome new families and be part of this exciting next chapter.

Outside the classroom, Ms. Jayapal enjoys spending time outdoors—hiking, camping, and taking long walks. She is also a licensed Zumba instructor, bringing her enthusiasm for movement and wellness to all she does. 

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

Mountaineer Athletics Fall 2025 Recap: A Season of Growth and Grit 

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This fall was one to remember for the BASIS Independent Bellevue Mountaineers. From the volleyball court to the soccer field to our very first swim season, our student-athletes brought energy, teamwork, and heart to every practice and competition. Under the leadership of our passionate coaches, the Mountaineers continue to climb higher, building a foundation of excellence that will carry into our expanding high school program. 

Girls Volleyball

The Mountaineer volleyball program, led by Coach Fischer, embodied the heart of what it means to be a developing athletic program. A program built on growth, teamwork, and skill development over wins and losses. The team finished the season 3–8, but the record was never the measure of success. Coach Fischer emphasized progress, communication, and confidence, and her players responded with remarkable unity and improvement across every level of play. 

Both the D1 and D2 teams grew steadily throughout the season, building chemistry and trust with every match. Their commitment to learning and supporting one another defined the fall and set a foundation that will strengthen the program for years to come. 

One of the most memorable moments came during the Blackout Game, which brought the entire BASIS community together for a night of excitement and pride. Monty the Mountaineer made a special appearance as students, families, and staff filled the gym to cheer on their team. A halftime serving challenge and school raffle added to the fun, creating a celebration that perfectly captured how athletics unites our campus. 

At the October 27 Jamboree, the D1 team showcased their development, earning two hard-fought wins over Eastside Christian. The team’s serving game was anchored by Vivian L., whose accuracy and consistency made her a standout all season, while Yvonne Q. provided steady leadership and inspired her teammates through her composure and hustle. 

The D2 team finished their season with an impressive 4–0 record at the October 28 Jamboree, claiming the championship title. Their teamwork, communication, and consistent serving, led by Carry and Melody, were key to their success and a reflection of the program’s overall progress. 

Coach Fischer shared that her focus this season was on sportsmanship, team bonding, and foundational skill-building, emphasizing that improvement, not the scoreboard, was the true goal. The Mountaineer volleyball teams have set the standard for a culture of growth, effort, and excellence that will continue to elevate the program for years to come. 

Co-Ed Soccer 

The Mountaineer soccer season was a story of endurance, growth, and heart from start to finish. It began with the very first team meeting, when Coach Thies and Coach Abele set the tone for the year. They told the players that they may or may not be the most talented team, but they would be the most conditioned. That message became the team’s identity, a commitment to effort, perseverance, and pride in representing their school. 

Together, Coach Abele and Coach Thies led the Mountaineers through a season defined by determination and growth. Every match tested their endurance, as the team often only had 11 players, yet the players grew stronger with each challenge. Through long minutes and relentless competition, they learned to communicate under pressure, support one another, and play with courage. 

Arosh S. and Aiden S. powered the offense with standout performances that became defining moments of the season. Their chemistry and creativity fueled the attack, highlighted by a thrilling game where Arosh scored five goals. Meanwhile, Mingming G. stepped into a brand-new role as goalkeeper, showing remarkable adaptability and composure. His courage and consistency anchored the defense and reflected the leadership and selflessness that define Mountaineer athletics. 

As the season progressed, the team’s transformation was undeniable. Reflecting on the journey, Coach Abele shared, “It was really cool to see them come together as one. It was night and day from the beginning of the season.” She added, “They were really a team out there. The growth has been incredible to see.”

The Mountaineers closed their season on November 4 against KSDA, finishing 3–5 overall, a record that only hints at how far they came. From that first meeting to the final whistle, this team’s story was one of perseverance, unity, and belief in one another, a season as inspiring as it was competitive. 

Swim Team 

This fall marked the beginning of a new chapter for Mountaineer Athletics with the launch of the first-ever BASIS Independent Bellevue Swim Team, led by Coach EE. What started as an early morning experiment has quickly become one of the most exciting and promising programs on campus. 

The swimmers trained with discipline and focus, meeting for early morning practices on Tuesdays and Thursdays from 6:45–7:45 a.m. and dry-land workouts on Wednesdays after school. The commitment required to show up and train before sunrise showed their dedication and desire to improve every day. 

While this inaugural season was focused on training rather than competition, the team made great strides in technique, endurance, and overall confidence in the water. Each practice built momentum, as swimmers refined their strokes, learned race fundamentals, and supported one another through challenging sets. The sense of teamwork and encouragement within the group set the tone for the future of the program. 

Coach EE has been intentional about building a strong foundation for the seasons ahead, focusing on consistency, technical growth, and team culture. The swimmers have embraced that vision, laying the groundwork for a program that will continue to grow and thrive as BASIS Independent Bellevue expands into high school competition. 

The Mountaineer Swim Team is off to an incredible start, and the waves they have made this fall are only the beginning. 

Looking Ahead 

This fall was a season defined by growth, grit, community, and pride. Our athletes and coaches have built something special, an athletic culture rooted in sportsmanship, camaraderie, and excellence. From thrilling rallies to record-setting goals to 6:00 a.m. workouts, every moment reflected the heart of what it means to be a Mountaineer. 

As our program continues its journey of growth in the winter season, the Mountaineers are ready, stronger, prouder, and united in spirit. 

Go Mountaineers! Onward and upward! 
“We never lose, We either win or we grow.”