Vital to the successful operation of The New Century School are the staff members who work somewhat behind the scenes—including those who provide extended care and assist in the classroom. Students might require care before the school day begins, after it ends, and during school holidays. Though not always directly in the spotlight, the individuals who supervise these extended care opportunities, therefore, have the immense responsibility of keeping the children who participate safe, entertained, and happy. Likewise, those who support teachers in the classroom as assistants are similarly tasked in addition to having other classroom-associated responsibilities. These dedicated people deserve recognition for the care they so generously provide.
This is where Ciera Daniels and Nicole Marshall come in. These two wonderful human beings are long-time TNCS employees and fulfill their duties with obvious pleasure. It’s rare, if not impossible, to encounter either of them not smiling. Immersed sat down with them to find out what makes them so particularly well suited to their work. (Why together? They not only work together, but are now besties and are almost never apart!)
Ms. Daniels began at TNCS in 2012 so has been at the school almost from the beginning. Ms. Daniels joined 5 years ago. Both are from Baltimore, MD, born and raised. They both work in aftercare at TNCS and either are currently serving as a classroom assistant (Ms. Marshall) or have done so in the past (Ms. Daniels), but, as you’ll see, they approach their job(s) as a team—and are all the more effective for this synergistic collaboration.
About Ciera Daniels
Ms. Daniels recently graduated college with a communications degree from Bowie State University and is currently working two jobs. She says she applied at TNCS as a sophomore in college, just looking for a side job for some extra income. “Honestly, it was one of the best decisions I ever made,” she said.
She next announced the big news that she is going to law school next semester to pursue a dual degree with a Masters in Public Policy at the University of Baltimore. “Since I was in fifth grade I knew I wanted to go to law school,” she said. “Then, 2 years ago, I did an internship with planned parenthood. We did a lot of lobbying and collaborating for gay rights and minorities, so I want to lobby for gay rights and minorities as a lawyer. That’s where I am.”
But that doesn’t mean she will no longer be involved in child care. She’ll continue at TNCS to support herself while she pursues her law degree and even feels that these two fields are not incongruent. “My work at TNCS is awesome,” she says, “and has taught me a lot. I have gained a lot of important skills here that I will use throughout my career.”
She seems to have the nurturing instinct built in. Her first job at the age of 14 years was in a daycare center, she currently works at TNCS in aftercare, and she wants her life’s work to be elevating the lives of others.
And that’s not all. Remember that second job mentioned above? She works mornings at the middle school at Kennedy Krieger Institute, and she says her two jobs complement each other well:
It’s a good shift from there to TNCS. I like the fact that I get to go there and be a bit more hands on, because I work with people with mental and physical disabilities. The kids here at TNCS are a lot more independent. So, I like that I can go there, be hands on and help those students with almost everything, and then come here and help these students do certain things and then step back and watch them go.
About Nicole Marshall
Ms. Marshall also came to TNCS somewhat serendipitously. She has established a career as a nanny and cares for children up to age 2 years. One year, when her position was reduced to just the morning hours, she applies at TNCS to work here in the afternoons. “I knew I wanted to be in a school setting,” she explained, “but I really didn’t expect to be here so long. It’s hard to leave. You just fall in love with it. It’s beautiful.”
Like Ms. Daniels, Ms. Marshall also started her work life in a daycare and also at age 14. She has now been working in early childhood education for more than half of her life. “I helped out at my godmother’s home daycare until I turned 18, and then I became a nanny. I also got a 90-hour preschool certificate but continued to nanny. And then I came here.”
TNCS’s Dynamic Duo
So what does their TNCS life entail? For one thing, they both express gratitude for what they have learned during their time at the school. Ms. Daniels came to really appreciate the Montessori aspect, which she had not been familiar with before coming to TNCS. “Montessori has opened my eyes a lot. The way it works is amazing,” she said. For her part, Ms. Marshall appreciates the experience: “When you take the 90-hour class, you only learn a little bit. You can’t really know it until you are doing it.”
They primarily work with the preprimary students, currently, which is by choice. “We want to provide structure. Having a routine is much easier for the kids,” said Ms. Daniels. Ms. Marshall says this is also hard in some ways because, once the students move up to primary, that routine gets disrupted, dissolving the bonds they had established: “When they go upstairs, they don’t want to say ‘hi’ anymore.”
Another thing they appreciate is the language aspect. “I took Chinese for 4 years in high school,” said Ms. Daniels, “and when I came here it helped strengthen my Chinese so much, especially working with Yu Lin when she was here. Working here has also helped me learn Spanish. I’ve had teachers give me homework to help me learn.”
Ms. Marshall is amazed by how independent the students are: “It’s been just great to see how well they do. I love being able to see them make their journey.”
Back to their approach, they really prefer handling aftercare as a unit. Ms. Daniels says, “It’s not the same without each other.” Ms Marshall says, “You’ve got to prepare yourself when one is not here.” She explains, “In aftercare, we like to give them a lot of different choices, and we learn what they like and don’t like. So we know what works, and they just love it. They don’t want to leave sometimes when their parents come.”
Some afternoon activities they might do together include listening to music, playing games, or sometimes just “running around.” Their teamwork pays off in that it also models cooperation for the students. Says Ms. Marshall, “they kind of all agree on what we decide to do each day. They all work together. Most of the time they just want to run around. They have so much energy at 5 o’clock.”
“We’re just big kids, too,” joked Ms. Daniels. “And we adore the kids.”
The most important thing they wanted to convey, though, is the value of their partnership with parents. Said Ms. Marshall: “We appreciate the parents. If we go to them and tell them anything about what’s going on with the kids, they fix it, they try, they’re very cooperative. They respect our opinions, even though we’re just aftercare.”
“We’re so appreciative of their cooperation because with potty training, new languages, learning new life skills, all the parents are so cooperative and understanding. It’s just great,” agreed Ms. Daniels.
And, let’s back up a second, “just aftercare”? More like, “just about the best thing that ever happened to aftercare”? Thanks for all you do, ladies!
Ed. Note: Just after this post published, Ms. Daniels and Ms. Marshall announced that they are writing a children’s book together. More great things to come from these two in 2019!
It’s clear right off the bat that Señora Duncan has embraced her position as TNCS Head of School. But that doesn’t mean it’s all smooth sailing all the time. “It seems like just when I feel like I’m starting to cruise a little bit, a new event pops up, or something new is about to happen, or I have to prepare for something coming up down the road. But that’s expected; it’s the first year,” she said smiling. So many things are happening, many simultaneously, that she’s pretty much on her toes all the time—“good thing I danced as a kid,” she joked. She ticks off a partial list of some of the events she either kept track of or oversaw in the preceding weeks, both during and outside of the school day, and each with its own particular set of needs: Observation Week and the Fall Festival for the Primary program, whole-school Book Character Dress-Up Day, Elementary and Middle School Information Night and Open Houses for prospective families, Winter Concerts . . . and the list goes on. “They come so fast, yet they seemed so far off back in June. Now June seems far away, and here we are in December,” she said. “So sometimes it feels like I’m just about to take a breath, but we have to keep moving to get ready for the next thing. It’s great because I either learn something new about the school, or I get to meet some more people, which is even better.” Speaking of new people, she recalls the 
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Her class comprises 19 students, and Xiu (“Nina”) Laoshi is an in-class intern teacher. Their shared goal is to instill a sense of community in their students, to socialize them. “I concentrate on the social aspect of the group,” explained Ms. Reynolds. “I’m seeing how they respond to one another during group activities. I want them to feel like a family—to see themselves as individuals as part of a family, a larger group.”
