-By, Zoe Belluck, Maura Mullaney, & Serena Pollard
With many new faculty members joining the Winsor community, it is sure to be another exciting year! Every faculty member is a special addition to our community, and Panel feels that it’s important to introduce them.
Amy Blackburn and Madeleine Warlan, Guidance Counselors
Interviewers: Why did you switch from a public school to a private all-girls school?
AB: I like schools, period. That’s where I want to work. But kids aren’t always as interested in learning [in public schools].
I: What are the differences between your jobs?
MW: Not much right now. We’re covering the same students. I’m working more in health and wellness and Dr. B works with peer supporting.
AB: And I work with the LGBTQ crew a little bit, too.
Caroline Burke, Latin
I: What are some of the biggest changes you have noticed since your time at Winsor?
CB: The LOC! The new space is SO nice! But I feel like all of the important things about Winsor are still the same.
I: How has once being a student at Winsor affected your teaching?
CB: The relationships I had with my teachers at Winsor have motivated me to get to know each of my students as a whole person. Getting to know my students both inside and outside of the classroom has always been really rewarding.
Tracie Ellison, Bookstore
I: What are your hours?
TE: I’m open from 7:45-8:05, 10:15-10:40, and 12-12:45! If I’m not here, I’m either in the business office, at a staff meeting, kidnapped by gypsies, or hiding under my desk.
I: How were your 10 years working with Wediko Children Services?
TE: It was fun, It reminded me of The Office to be honest that’s what I felt like It was like a little sitcom. I liked the staff and I liked the work they did for the children it was very good.
You meet some of the students and you see the results of their work. It was like family.
I: What drew you to Winsor?
TE: I saw the post online and I have very good friends who are alumnae of Winsor
When I saw the post I already knew this school was a good school, I actually called my friend and ask her for some feedback and she said it was wonderful school and they encourage girls to do everything
Ned Henningsen, English
I: Most surprising thing about Winsor girls?
NH: They seem to be really kind and supportive of one another.
P: Was Winsor being an all-girls school important?
NH: Yes, I thought it was an environment I was comfortable with. I’m also a feminist.
Laura Beebe, English
I: Does being a Winsor parent affect the way you teach?
LB: It affects me a lot in a good way, because it helps me understand the other side. I havve more empathy for students than before.
I: How does Winsor compare to your high school experience?
LB: It’s different. I went to a co-ed high school. You never wanted to talk about academics, it was something you kept quiet.
Vanessa Ruiz, Photography
P: Do you like teaching at an all-girls school?
R: I love teaching all girls. When you remove the element of boys, girls are more comfortable being themselves.
P: Favorite thing to photograph?
R: Kids. I really love children.
Sadie King-Hoffman, Library
I: How did you hear about Winsor?
SK-H: I am a graduate student from Simmons College.
I: Do you ever get bored in the library?
SK-H: I’m never bored in the library. There is always something going on. Lately, pumpkin crafts have been quite the trend and the library is very festive as a result.
I: Book you’d recommend to a student?
SK-H: My recommendations depend on the reader. If you’d like a suggestion, stop by the library and ask! I’m happy to help.
Sophie Rich, Performing Arts
I: Why did you come back to Winsor?
SR: I was thrilled to return to Winsor as a teacher because Winsor was the place where I felt that I discovered what it meant to love learning. It is exciting to teach at a school where girls are so motivated and engaged.
I: What are some of the biggest changes you have noticed since your time at Winsor? SR: The biggest changes are the 7-day schedule and, of course, the LOC. I am still prone to getting confused about what number day it is — although luckily pasta is still on Wednesdays. As a drama teacher, the LOC is the change that impacts me the most — I am in awe of it every day!
I: How has once being a student at Winsor affected your teaching?
SR: I feel like I understand the some of the wonderful traditions and funny Winsor girl ‘isms’ better because I was a student here. It may be hard for new teachers to understand why it’s so important that your notes are perfectly color-coded, or the necessity of having a killer cheer for the pep rally, but I totally get it.
I: How does teaching at Winsor and being a Winsor student compare, since you’ve been on both sides?
SR: It’s exciting to be able to use my insight as a Winsor girl and apply it to my job as a Winsor teacher. Especially in drama, my goal is to help students break free of worrying about being ‘right’ — I want them to think out-of-the-box, realize that there are a host of creative answers to any one question, and discover that it’s okay to experiment, fail, and try again.
Craig Allen, College Counselor
I: How long have you been a college counselor?
CA: Last year marked my twentieth year as a director of college counseling (or college advising, as it was titled at a couple of my previous schools) in a boarding school environment. I spent an additional two years at a day school in NC.
I: What made you want to come to Winsor? What are your impressions so far?
A day school in Boston that enjoys the wealth of talented, ambitious students one finds here at Winsor seemed very enticing to me from any number of standpoints. While I had recruited at this school (while working in college admissions at Duke) for a couple of years long ago, the biggest factor in my accepting the position here was the human one: I really, really enjoyed my day interviewing here…and the people I met made a very strong impression upon me. Of course, walking into a school where I am working with incredibly committed and bright colleagues helped tremendously in coming to my decision to move to Boston; that situation just was not as apparent at most of the other opportunities I investigated, and the energy and intellectual vitality at Winsor – both in terms of students and faculty just seem to combine to create a very different world from the boarding school I left. So far, my experience has exceeded my expectations!
Marilyn Weiss, Science
I: Hardest part about only teaching for a semester?
MW: The hardest part about teaching for only a semester at Winsor is knowing that I will not see the girls through the course. It is so rewarding to watch students grow over a year. I hope to remain in touch with the students who have already stretched me as a teacher at Winsor.
I: What is a surprising/ something you did not expect that has happened since you have gotten to Winsor?
MW: I was surprised and excited to see how united a group of ladies grades 5-12 can be. I love partaking in assemblies and noting that there are 10 year olds and 18 year olds sharing in culture. It is very special!
Sarah Pelmas, Head of School
I: What made you choose Winsor?”
SP: Walking through the halls makes you want to spend all your time here. Classes are incredible, there’s an unbelievable amount of energy, and the art is spectacular.
I: What should never change?
SP: The relationship between the faculty and students.
I: What made you want to be the Head of School?
SP: It’s really important for women to be leaders, even before they think they’re ready. I should live that belief myself.
I: Why did you leave D.C.?
SP: To come here. There’s a difference between leaving a place and going to a place. I wouldn’t have left D.C. for just anything. I loved it there.
I: Would you recommend that every girl attends a single-sex school?
SP: I don’t think every girl needs to, but I there are lots of reasons to be separate, and one of them is growing up thinking “this is my voice, I’m going to use it.” In meetings where three-quarters are men, it can get intimidating, but if you’re from Winsor, you won’t worry about it- you’ll speak. I love the way you can learn when it’s just girls. I love the fact that, without boys, girls will occupy the range of human existence [in a school]. Girls are motivated to work for their teachers.