Tag Archives: Erika Johnson

04.19.24
by

TNCS Middle School Capstone Trip: Return to Costa Rica!

At The New Century School, Service is a Core Value, and, throughout the year, students take on various initiatives toward their service-learning goals, from intra-campus projects to broader, community service–oriented endeavors. To really bring home what service learning means, though, every other year, TNCS students get to experience how their efforts can have farther-reaching impacts.

Costa Rica, Here We Come!

On April 6th, TNCS Head of School Erika Johnson, along with Alexis Watson, TNCS Director of Student Support, accompanied nine 7th- and 8th-graders on their wonderful, amazing, long-awaited capstone trip to Costa Rica! This was the fourth such international service-learning trip, with the very first happening in Puerto Rico in 2019, followed by Costa Rica in 2020, and back to PR in 2022. Ms. Johnson is the first TNCS Head of School to chaperone the trip, but, recognizing the weighty responsibility of students traveling abroad, she felt it necessary to ensure their safety and guide them through the experience as well as to represent the school.

For many of the students, this trip marked significant firsts: first time out of the country, first time with passports, and the first time traveling without immediate family. It was a wonderful way to develop responsibility and independence. “At times, students were overwhelmed with the logistics of it all,” said Ms. Johnson, “like navigating immigration, where they had to stand in line and show their passports and other documents. Understanding how important all those documents are and being serious in the moment when asked questions by officers, all of those things became very real. That was a big revelation for them.”

Activities and Adventures

Their trip comprised 5 days in Costa Rica, bookended by a day of travel coming and going. The group arrived in San José and then drove to Arenal, a place bursting with natural beauty and adventure. Their visits also included Puntarenas on the Pacific Coast (there was a lot of criss-crossing the country by bus—a 4-hour ride!)

Their itinerary, planned by Explorica, was absolutely packed with exciting activities, including hiking up a volcano, horseback riding, ziplining, kayaking, and swimming in the ocean. They walked between 15,000 and 20,000 steps each day! The service-learning aspect came in the form of community service work at a local nature preserve (Manuel Antonio National Park), which meant clearing the brush from the road so it didn’t catch fire and then cause a threat to the resident animals.

Said Ms. Johnson: “I knew from experience that Explorica would provide that necessary level of care and professionalism. Our local guide, Raquel, was amazing. She took care of the logistics so I could focus on caring for students. She managed our busy schedule, which allowed me to make sure that students needs were met.” As Ms. Johnson described it, throughout the trip, every moment was maximized, from early morning wake-up calls to late-night reflections. “It rained the first 4 days,” she said, “but we did not miss a beat. It’s a tropical climate, and rainy weather is expected—‘la pura vida’!”

“Students were overjoyed with being in the tropical environment because it was just stunning. On a hike up the volcano we stopped in our tracks at the sounds of a howler monkey. Iguanas ran across our paths and snakes stared at us from the trees. They loved it all.”

Hablando Español

Beyond the thrill of adventure, one of the primary purposes of the middle school capstone trip is to use one of the languages students have been learning throughout their academic careers at TNCS in an authentic/immersive environment. Consider this box checked! Said Ms. Johnson:

It took a day or so for students to really jump in and use their Spanish continuously. But, as they exercised those muscles, their confidence grew. My Spanish improved, too, because I was trying to model using it. My Spanish is limited, so it was nice when they corrected me or explained something. That was helpful, especially when we were at local restaurants. One of my favorite aspects of this trip was seeing students realize that speaking Spanish is a skill and a talent. That really strengthened their confidence in their own personhood.

Reflections and Transformations

The trip fostered personal growth all around. Students not only learned to rely on each other for support, and discovered the fun and value of speaking Spanish in an authentic environment, but they also gained a deeper appreciation for shared experiences. This latter discovery is all down to Ms. Johnson, who, for the first time in a TNCS capstone trip, made journaling a part of the trip. She passed the journals out at the airport prior to departure and asked students to write about five things they each want to accomplish on the trip. (Final reflections on the trip in its entirety were due a week after returning to TNCS.) Once back at school, they can visit classrooms to share with younger students what they learned on the trip.

When we don’t incorporate those kinds of activities, it’s a missed opportunity for the bonding and even for their own appreciation for what has happened to them internally. I think those are some of the ingredients of that special sauce that make group dynamics work. It takes some intentionality to achieve what we’re trying to get out of the trip. So, each day students journaled about their experience, and I think the ability to reflect on what they did that day allows them to solidify memories and carry that information forward.

Journaling happened daily and was freestyle apart from the beginning and ending prompts from Ms. Johnson. This not only helped students gain insights into their experience, but it also infused the trip with deeper meaning. Ms. Johnson made sure that layer of meaning shone through in other ways as well: “On the last day, students had two activities: one was a recorded thank you message to their family and the second was that I made a little book from Ms. Watson, and each student wrote a thank you note to her.”

Meanwhile, Ms. Johnson herself participated in some reflection as well. She also had goals, both as an educator and as a traveler, all of which she accomplished:

My first goal was to learn something new about each student. Another was conquering the zip line—you can’t come this far not to do everything. Others were to see a sloth (I saw five, including a baby—they were so cute!); lay out in the sun, which I love; and last but least was to eat fresh mangoes.

As for her favorite parts of the trip, Ms. Johnson again approaches that wearing both her personal and her professional educator hats.

My favorite part when I’m in tropical places is always watching the sun go down. It was so lovely with the waves and the palm trees and the quiet. Seeing the students overcome challenges was also memorable. They might have started off saying, ‘I don’t know if I can do this,’ but to hear them say, ‘I did it’ by the end was really special.  Additionally, the trip was transformative for the students in that they have a different appreciation for each other. I don’t think it’s possible to have shared experiences and not see each other.

Ms. Watson also shared some reflections. “My favorite experience was ziplining!” she said. “To be amongst nature in that way was truly breathtaking. To be in the middle of the tropical forest flying is a once-in-a-lifetime experience that I will never forget.” As for goals, she says:

My goal was to support students in trying new things and following through with all the amazing adventures we went on. I believe they received a newfound piece of their independence along with a sense of cultural understanding of traditions and customs outside of their own. Our students were able to see how other people do some of the same tasks they do in a different way. I believe they were able to see that the world is so much bigger than what is in their backyard, and to me that is the joy of international traveling. In supporting students, I was able to explore new things myself and partake in new adventures as well.

Student Perspective

Immersed was able to convene briefly with the students to learn about the experience from their points of view. While some clear themes emerge, it’s also true that their experiences were unique—each student got something a little different out of it. It’s eminently clear that this trip was deeply meaningful to them. Their responses cover their favorite part of the experience, what most surprised them, and what they feel they took away from the experience overall.

I learned a lot of new skills like responsibility and how to be away from my mom. I also learned a lot more Spanish. We did a lot of really cool activities. My favorite was going to the beach.

I also learned how to be away from home for the first time. It was also just it was a nice country. I think my favorite part of the trip was being able to communicate in Spanish, to be able to practice it. I also liked going to the hot springs, which was really relaxing and calming.

My favorite part of the trip was the horseback riding. What I learned from this trip was to be more independent because I rely a lot on my mom. I practiced a lot of my Spanish over there. The most surprising thing for me was how much I missed my family. The most surprising thing was the weather, the constant change from rain to sun.

I liked going to a new country and experiencing things for the first time, especially with my school. I liked being more independent and speaking the language. My favorite part was definitely the food—the rice and beans. The food was also the most surprising because they stick to the same meals for breakfast, lunch, and dinner, unlike here.

The most surprising thing was how different the money was: 500 colónes (₡) equal 1 dollar. It was fun to figure it out. It was a really good opportunity for me to learn how to talk to people in a different language, and it was good to experience the culture. My favorite experience was going to the fruit markets because I got to try new fruits.

Most surprising to me is that there was a lot of wildlife and nature in Costa Rica. I could tell they really care about it a lot. My favorite experience was learning about the country with my friends. We got to go hiking up a volcano, which was really fun with friends. We also learned about the volcano and how it formed. What I got out of the trip was learning how to be independent; we weren’t there with our parents, we only had our friends and teachers, which was kind of different, but I liked how it taught me to be independent.

The most the most surprising thing to me was that there were sloths. We went to an animal sanctuary and there they were! Not only did I get to learn some Spanish words from just natural exposure, but I got to speak Spanish to other people and practice my pronunciation with someone who actually spoke the language. My favorite experience would probably have to be hiking, just because I like the opportunity to be active. Even though there was a lot of rain, the rain cleared, and when we reached the top, the view was just breathtaking.

On this important journey, goals were achieved, memories were made, and bonds were strengthened. From spotting sloths to conquering fears, each student left Costa Rica with a sense of accomplishment and a trove of unforgettable moments. Returning home, they carry with them not just memories, but a deeper understanding of themselves and the world around them.

09.15.23
by

TNCS Head of School Erika Johnson Shares Her Thoughts on the New School Year!

Although September has a way of overwhelming us all, the 2023–2024 school year got off to a remarkably smooth start at The New Century School. This is due in no small part to Head of School Erika Johnson, who worked through the summer to ensure that TNCS was ready for another fantastic year of teaching, learning, and experiencing.

It’s All About the Three Cs

In her second year as Head of School, Ms. Johnson says she comes to this year with “fresh eyes”:

Last year it was all new, and this year I’m finding that there’s still more to unearth. There’s no way to know a place and all the people and parts in a year; last year was learning all of the parts, and now we’re able to see relationships and how the system works together. So I think we’re going into year 2 with a better understanding, and we’ll continue to unpack it as well as bring new things.

Even with new things on the horizon (a school is a dynamic place, and change is inevitable—and good!), Ms. Johnson strives for continuity among the flux.

Growth can only come with some consistency, and so I’m excited about the leadership team and the amazing, brilliant individuals I get to work with every day. I think that that will mean a lot for our student body and their ability to feel connected because  they are constantly growing and changing, and it’s our responsibility to create some stability for them. Having a consistent leadership team will allow the students to grow and develop even more. We also have much of the same faculty and staff returning, which also means consistency. In the K1 classroom, for example, if you came in as a kindergartener last year, as a first-grader this year, you’re going to have the same teachers. So those students will not have to make a big transition, and I’m very  grateful for the faculty and staff for returning and maintaining the commitment to the student body.

If a theme is emerging here, it’s no accident. One of Ms. Johnson’s superpowers (yes, she has more than one) is the ability to weave together loose threads into a cohesive whole. Her mission during the last school year at TNCS was to strengthen and sustain the TNCS community. This year, that resolve has not wavered, and she knows that the right people are in place to continue this work, both from the inside as well as off campus with the Family Partnership committee. Her mantra? “Building community, building capacity, building curriculum.”

Building Community

Carrying over from some of the work put in last year, Ms. Johnson says, “building community really is about building a community of learners in each classroom and a community of learners for each division. The New Century School is made up of a preschool division and a K through 8 division; the hope is that we we are building learning communities in both of those divisions who are able to work together to uphold the portrait of a graduate that we introduced last year and really become citizens in in each of those communities.”

“In the spirit of building community,” she explains, “we are introducing what I’m calling ‘Wellness Work’.” This wellness work is almost anything outside of the core academic classes that is designed to nurture the “Whole Child,” such as advisory for social/emotional enrichment, racial literacy classes, and health and human sexuality. “We’re offering these opportunities more consistently this year and connecting them under one umbrella. TNCS is committed to the development of personhood.” What are communities composed of, after all?

As for how the school year is going so far, Ms. Johnson feels positive about it. The litmus test for her is whether students are happy. “When the kids first arrived, there were lots of hugs and smiles and hanging out. That good camaraderie leads to good communities. I also think our teachers are off to a strong start, and I’m cranking out as much as I can each day to provide support to them.”

Building Capacity

Some of the more wonderful aspects of TNCS are not easily achieved, although they may appear to happen as if by magic to onlookers. The differentiated education is one (of many); multiage classrooms are another. Ms. Johnson has the ability to take concepts and practically apply them. In so doing, she is giving faculty and staff the tools they need to make the “magic” happen. “I’m focused on really building the capacity of our faculty and staff so that they are able to allow each child to approach the content in an individual way, without feeling like they have to create a lesson plan for each child. There’s a real craft to teaching, and I want to honor that,” she said.

Building capacity cuts both ways—both teachers and students need the capacity to optimally fulfill their respective roles. As such, one tenet of the TNCS student that Ms. Johnson will be drilling down on this year is executive functioning skills. For 8th-graders, the ultimate goal of honing these skills is high-school preparedness. “We’re deeply committed to making sure that each of our 8th-graders is enrolled in the high school of their choice next fall, and that means meeting with them, hearing them, and helping them understand the application process,” she explained.

The rest of the student body will not be left behind in this regard, of course.

Teachers are explicitly teaching attention, organization, and self monitoring. They have a rubric to track students over the course of the week and give them a grade based on whether the particular skill is emerging, developing, or mastered. Many people don’t think about metacognition—they don’t think about their thinking. It’s not until somebody points it out that you’re able to acknowledge, ‘yes I have a pattern, and in order for me to break that pattern I have to monitor my thinking and my emotions’. We are asking children to self-monitor all day long, so we have to help them develop the awareness of how their brains are functioning. When they understand their own patterns, they better appreciate the need to shift their thinking or adopt a strategy to be more productive, concentrate a little longer, or even remember to bring a pencil to class. There are things that are out of our control, but then there are things that are within our control. By helping students to understand that early, we’ll create very dynamic and powerful lifelong learners.

Students, meanwhile, are using weekly planners that teachers help them fill out at the start of the week and offer reminders about at the end of class. Teachers are asking families to initial the planner at the end of the day to say that they have seen what their student completed. “Hopefully this will create a bridge of communication between what’s happening in the classroom and what’s happening at home,” said Ms. Johnson.

All of this meshes superbly with the Montessori foundation of independent learning that underpins TNCS.

Building Curriculum

Curriculum is also getting a sprucing up. “We have a real focus on curriculum this year and solidifying lesson plans as well as what content area we’re covering and the approach to covering it. We’re also going to continue with the racial literacy taught in the Pollyanna Curriculum and really understanding each other a little better,” said Ms. Johnson.

In fact, one more new thing that Ms. Johnson has embarked on this year is pursuit of an Education Doctorate (EdD) through American University. With all three of her children in college, she converted one room to a home office for her studies. “I’m really excited about how I’m going to be able to take what I am actively learning in the classroom and apply it to the challenges and the triumphs of TNCS,” she said. “To bring that knowledge back in a tangible way to, again, build community, build capacity, build curriculum.”

“We’re All Teachers, All Learners”

If you’re wondering how she makes time for all of the important work she does (remember those superpowers alluded to earlier?), to her, it’s more about a mindset. “You can’t ask students to do things that you’re not willing to do,” she explained. “Modeling is the strongest educator because people have to be able to see it. We model it, then I think it inspires, encourages, and nurtures our students. For example, I’ve challenged all of the administrators to sit in on the Spanish classes, so we’re all also learning the language alongside students. It’s the nerd in me.” A beautiful corollary here is that this modeling is teaching students to model, which is important in a school where mixed-age classrooms and inquiry-led education provide opportunities for students to be both explorers and teachers.

“We all must be teachers,” said Ms. Johnson.

06.09.23
by

TNCS Bids a Fond Farewell to the Class of 2023!

Another first has just transpired at The New Century School: the first-ever student to start at the then-brand-new TNCS campus at age 2 and ascend all the way through the preprimary, primary, elementary, and middle school divisions has just graduated 8th grade. Yes, the class of 2023 has done it: they are high school bound. They are TNCS’s fourth graduating class.

This school year at TNCS has been a transformative one, and, as TNCS Head of School Erika Johnson eloquently stated at Wednesday’s 8th-grade graduation ceremony, endings are really only beginnings. One chapter closes to allow another to open. This is true not just for the 2023 TNCS graduates, but also for the school itself. Refer to the retrospective post to revisit all the heights scaled, victories achieved, and obstacles hurdled in TNCS’s first 13 years as a school, and then just reflect back on this 2022–2023 school year to really see TNCS coming into its own. We owe this to all of the vision; love; nurturing; energy; passion; and, yes, sometimes, headaches, that go into founding and then sustaining a school from TNCS community members both past and present.

Class of 2023 Ceremony

As always, the ceremony was heartwarming and bittersweet, engendering as many (joyful) tears as smiles. The graduates were dressed in white from head to toe, with bright yellow sashes around their shoulders. They were resplendent.

TNCS Dean of Student Support Alexis Boyd was Master of Ceremonies, while speakers included Head of School Erika Johnson with the commencement address and other beautiful speeches from TNCS Music Director Martellies Warren as well as from various TNCS students. The graduating 8th-graders passed the baton to the rising 8th-graders, and the rising 8th-graders to the rising 6th-graders (who very, very solemnly “accepted”). Ms. Johnson’s ask of the graduates is that they move through their next chapters as “trustworthy,” “steadfast,” and “true” human beings. They fervently promised to do so, one of many very touching moments.

Some rousing musical performances followed, and then each student gave a bouquet of flowers to their teachers, who were sitting opposite from them on the stage. Finally, each student was presented with their graduation certificate and had a photo op with Ms. Johnson on stage. At this point, smiles had reached maximum width! For your viewing pleasure, here are the wonderful photos gathered from parents, Ms. Boyd, and even some students.

This slideshow requires JavaScript.

Scholarly Pursuits

With this post, we also want to share TNCS’s accomplishments from a different perspective—that of the graduates themselves. They’ve been active participants in not only blossoming within its walls but also in shaping the school from the inside out. So let’s hear it from them! They are each true TNCS originals.

From DM

My fondest memory at TNCS is this one time where me and [M] would ‘go to the bathroom’ and stay outside for like 15 minutes, thinking we were so cool. Some VERY found memories that involved me getting into trouble include me stealing Kate’s gel pens and REFUSING to admit I did it, stealing [I’s] squishy toys and iPod, and the uh…van incident (I’m so glad I am not that type of troublemaker anymore). Every second hanging out with the 4th and 5th grade classes was incredible. All of them were like my long lost cousins, and felt like a second family. The amount of times we burst out laughing and supporting each other through our hardships will forever warm my heart.

From CH

One of my favorite memories from TNCS was when the 7th and 8th grade classes went to Puerto Rico. This was such a special experience and to be on vacation with all of my friends was something I wasn’t expecting to happen. I will always remember this trip.

From KW

Whether it was playing games at recess, having hotdog eating contests at the Spring Fest, or us goofing off during dismissal, there was never a dull moment with these 8th-graders!

From NM

Coming into my 8th grade year, I didn’t expect much. I was ready to get over this grade level and go on to the next. I didn’t expect to meet the people I did. This year hasn’t been the greatest, but I don’t think I would change it. Maybe some bits, but I really am grateful for the time I have had. I remember graduation, and my parents got the time wrong so they came after the event. I told Ms. Boyd and Mrs. Johnson, and at first I thought they were joking when they brought up the idea to redo the graduation for my parents to see, but to my surprise they weren’t. We redid the graduation, and I think that’s one of the nicest things someone did for me. So in other words I really am grateful for the time I was given at The New Century School.

From DD

My fondest memory was when I went on the Superman when we were on a field trip to Six Flags, I was excited to go on the ride and I enjoyed it 😄!

Editor’s Note: More quotes will be added as they come in. Some students were not ready for more homework so soon after graduating 😅🎓! Indeed, we owe a very special thanks to CH and KW for collecting the student quotes!

09.23.22
by

Music Is in the Air: TNCS Welcomes Back Martellies Warren!

As mentioned in a previous post, the 2022–2023 school year at The New Century School promises to be its best so far (and, if the trend continues, next year will top even this year!). Amidst all of the excitement of celebrating its 10th anniversary and welcoming a new Head of School, TNCS got some more good news: Martellies Warren rejoined the fold!

He’s Baaack!

As for how Mr. Warren returned to TNCS, we have TNCS Head of School Erika Johnson to thank. . . and maybe some cosmic good luck. “This is a period in my life where things are aligning,” said Mr. Warren. “I’m learning that what looks at first to be an obstacle can sometimes be necessary to have you in place for your next step.”

The sequence of events goes like this: Mr. Warren was about to start working at a Montgomery County Montessori school and had come to TNCS during the first week of the school year to gather some required paperwork for his new job. He encounters Ms. Johnson, whom he had coincidentally met briefly years earlier, and they strike up a conversation on realizing the acquaintanceship. “We had an existing connection that opened the door for us to sit and talk,” he explains. After they caught up a bit, Ms. Johnson realized she was talking to “the” Mr. Warren, the former TNCS Music Director who everyone still speaks so lovingly about, and she didn’t hesitate. They discussed Mr. Warren’s professional goals, and, it just so happens that one of his big goals—a leadership position—was put on hold temporarily due to an unexpected life event. This pause was going to mean that Mr. Warren was going back into the classroom full time, instead of joining the high school’s administration team. He was completely fine with this, but when Ms. Johnson offered him a spot back at TNCS as Director of Music and Extended Activities, he saw that maybe this is how it was supposed to be: one door closed in order to open a better one.

Mr. Warren describes his decision-making process as typically very deliberate and unhurried, and he asked Ms. Johnson for some time to consider her offer. He ended up not needing much and got back to her the same day. “I let her know I’m very interested, but my main concern is doing this right and not letting down the other school,” he explained. With his return to TNCS destined to be, however, the Head of the other school was nothing but supportive, telling Mr. Warren he couldn’t pass up this wonderful opportunity.

Where He’s Been

Mr. Warren used his 3-year hiatus from TNCS to develop professionally and to tie together all of the various threads he had been exploring. He is a certified Montessori teacher and taught as Montessori Lead Teacher for several years at TNCS—some of his former primary students are current TNCS middle schoolers, in fact! Teaching in a traditional classroom was a new skill he honed while at Woodlawn Middle School from 2019–2022. “I learned a lot there,” he said, “especially how important understanding the culture is and building relationships with students in order to be effective in that environment. You have to earn students’ trust.”

He says his experience at Woodlawn rounded out his knowledge of the school setting so that, in addition to being an expert in the Montessori method, he also knows state standards and the public school perspective. This well-rounded view has meant that in returning to TNCS, he is able to help out in all sorts of ways, where and as needed.

This versatility is actually nothing new. It may surprise no one to learn that Mr. Warren positively thrived in the all-virtual and then hybrid live/virtual instructional environments the pandemic demanded. “I absolutely loved it,” he said. “It took a lot of preparation, but I would have my fun slides ready, and then it’s just all about personality!” If anyone knows how to engage an audience, it’s Martellies Warren!

Speaking of engaging an audience, Mr. Warren is still vocalizing with Anthony Brown and group therAPy*, and they have earned an additional Grammy nomination since we last checked! Just as exciting, Mr. Warren is the proud recipient of a gold record for 2015’s “Worth”!

A new album is due out next year along the theme of affirmations. Performing in a musical group wasn’t easy during the pandemic, of course, but they held it together. “It made me realize how fragile the music industry is,” he said. “The pandemic took us off the stage, and fortunately that’s not what I was solely depending on for my livelihood. It helped me realize how lucky I am to have my other work. It also forced us to figure out how to make this work and do a lot of virtual things. It made us all technology experts,” he joked. So, affirmations is about finding the positive among the seeming negative.

Where He’s Going

At TNCS, Mr. Warren is teaching music classes twice weekly to all students except those in the preprimary division. These classes will start with some music theory, sight reading, solfège skills, and so on and then get right to singing. “I want to make sure that they’re getting the music skills they need. Especially my middle school students—I want to make sure they’re not walking into someone’s choral program ill-equipped. I want to give them everything to make them feel more confident if they want to pursue music,” he said.

Mr. Warren has also instilled in his students the importance of maintaining professionalism on stage, and many of his former students still remember this. When an artist is performing, we owe them respect, which means staying quiet and letting them do their thing without distraction. He says that, since back at TNCS, he has heard an older student tell a younger student, “You’ve already had recess; it’s time to pay attention. Music is serious.”

As if that isn’t adorable enough, it’s a sign of wonderful things to come: the return of the exalted winter and spring concerts. These are still very much in development, but “stay tuned.”

Also on the horizon are Fine Arts–related field trips, which fall under his Extended Activities hat. Those, too, are still TBD, as Mr. Warren navigates how to safely resume such excursions with vestiges of the pandemic lingering. On campus, extended activities means more than extracurriculars. He is seeking alignment between what students do in class and out (One school, One program, One community). This means talking with teachers, understanding their daily curricula, and incorporating those themes and reinforcing those lessons in all of the fun supplemental activities available at TNCS. “We’re trying to structure this in a way that it runs as smoothly as possible by taking the information that they’re getting from the school day and now applying that in a different way,” said Mr. Warren.

Finally, Mr. Warren is back not just for his former and new students, but also for the TNCS community, including faculty and staff. “Even if it’s not in my job description, what can I do  to help? The leadership team is amazing, and I’m so lucky to now be part of it.”

*Why is the AP in group therAPy capitalized? It stands for “Answered Prayers,” and how very fitting is that?

09.16.22
by

Meet Erika Johnson: TNCS’s New Head of School!

At The New Century School, the 2022–2023 school year is going to be an especially consequential one. It not only marks a decade since opening as TNCS, but it has also brought the TNCS community a new Head of School. As Head, Erika Johnson has an important message for us: One school, One program, One community.

Indeed, as we’ll see, Ms. Johnson sees her role, at least initially, as one of unifying all of the many wonderful threads that have made TNCS what it is into one cohesive, beautiful tapestry.

Meet Erika Johnson!

Let’s start with how Ms. Johnson came to be TNCS’s new Head of School—this story may surprise you! With the former Interim Head’s time fulfilled, TNCS was actively recruiting candidates. But when TNCS Co-Founders/Co-Executive Directors Roberta Faux and Jennifer Lawner met Ms. Johnson in the context of seeking Diversity, Equity, and Inclusion (DEI) instruction for TNCS students, they knew they were speaking to a natural leader and asked her to be Head of School instead! (And, looking ahead a bit, the theme of DEI will come up again.)

Background

To back up, Ms. Johnson and her husband are originally from Baltimore. They traced quite a route around the country before returning here in 2014, however. Ms. Johnson attended McDonogh School from elementary through high school, then earned a bachelor’s degree in English from the University of Maryland. From there, she went on to pursue a Master’s degree in Liberal Studies from Loyola University. (And she’s not done yet—next year, she’ll enter a doctoral program at American University for an Ed.D. in Educational Policy and Leadership.)

Amidst all that education, she still found time to get married in 2000 and start a family in 2002. Her twin boys were born in Atlanta, GA, where she was teaching kindergarten and after-school programs with the Boys and Girls Club of America. In 2005, the Johnsons relocated to Oklahoma City, OK, where they welcomed a daughter. There, Ms. Johnson taught middle school, and Mr. Johnson was a youth pastor. Soon after, he was called to lead a church in Dallas, TX, where they remained from 2008 to 2014. While in Dallas, Ms. Johnson homeschooled her three children and helped her husband build relationships with the community, such as by offering a food pantry. An avid advocate of literacy, she handed out books to the young people coming through the food pantry line.

If you’re starting to see some themes emerge, you’re on the right track. “I’ve always been in the classroom in some capacity,” said Ms. Johnson. Whether that’s in an actual classroom or in an ad hoc classroom taking place around the dining room table, along the food pantry line, or in her childhood bedroom as she taught her dolls to read, Ms. Johnson is a born educator. She describes being “plucked” from her congregation by the leader of the youth ministry to start teaching Sunday school lessons at the age of 11. “For me, those lessons always led back to teaching reading. Literacy has always been very important to me, so I was introducing stories and phonics and all these things through Sunday school lessons, and I’ve been teaching ever since,” she explained.

“Diversity Is Not Visual”

As for how the Johnsons wound up back in Baltimore, they returned to take over the elder Mr. Johnson’s tree removal service so he could retire. One of Ms. Johnson’s positions back on her home turf involved serving as Director of DEI at Notre Dame Preparatory School. “My heart is in the private school world,” she said.

As a student of color at McDonogh for 12 years, I am acutely aware that all students need an advocate. Now more than ever, when diversity is not visual, students need advocates not just in the classroom but within the administration so that the entire organization is able to shift to meet the needs of all students. There was a time when diversity could be relegated to Black and white. Today, diversity means so much more, and often one’s identity cannot be seen with the eyes. Our education systems must teach inclusion as we grow awareness about the complexity of identity.

And that brings us to TNCS.

Erika Johnson at TNCS

Ms. Johnson started at TNCS at the end of the last school year, taking those last couple of months to observe. She did, however, jump in and assist with some immediate needs around campus, so she got some on-the-job training. Since then, she has accomplished quite a bit.

“One School, One Program, One Community”

Right away, Ms. Johnson noticed that a lot was happening around her. Staff and faculty members were working diligently at their tasks, but not necessarily doing it “together.” “Part of the plan that I’ve set forth for the Leadership Team is to create One school, One program, One community. This unifies us so that the preschool is not isolated from the K through 8 program and vice versa. We’re really hoping to help families understand that what we begin at 2 years will walk with those students up through 8th grade,” she explained.

As part of this unification mantra, Ms. Johnson in collaboration with her Leadership Team (Ann Marie Simonetti, Director of Admissions; Abby Hou, Director of Preschool; and Alexis Boyd, Director of Student Support), has created the “Portrait of a Graduate.” This launches from TNCS’s four Core Values of compassion, service, respect, and courage and defines graduates by five traits, including:

  • Authentic global citizen
  • Inquisitive lifelong learner
  • Reflective communicator and collaborator
  • Creative problem-solver
  • Inclusive leader

“These are the things that we want to see from our 8th-graders as they move on to high school, but this also gives our faculty and staff a vision for who they have in their classroom—that everything they’re doing should be linked to the development of these traits,” said Ms. Johnson.

Another unification measure TNCS has implemented under Ms. Johnson’s leadership concerns the former TNCS Parent Council, which has now been renamed Family Partnership and will merge with the volunteering arm. Instead of the former Classroom Parent, that role has transitioned to Family Representative. “We’re trying to use more inclusive language and to demonstrate our understanding that families come in many different forms,” she explained. Also new this year, the Leadership Team will participate in the monthly Family Partnership meetings. They hope to build a strong link between the Family Community and the Administration.

“Sit and Steep in the Community”

With all that Ms. Johnson has already accompIished, she is careful to not overdo it so early. She explains it this way: “People ask what my vision for TNCS is, and I think the reality is that nobody can come in and cast vision for an organization they don’t know. I need a year to sit and steep in the community. I need to get to know the available resources and the curriculum, so that I can cast a vision. My hope is that the Portrait of a Graduate will resonate with the community. It really is who TNCS had already declared themselves to be. Now, how do we activate a plan to ensure success for each student?”

While she is developing this vision, she has a request of the community: Please be patient with us. “The leadership team is brand new. We are trying to honor the program as it has been designed while also remaining true to our Montessori inspiration and multilingual focus. We’re also trying to implement the necessary infrastructure to make those things possible. That’s going to take a bit of patience from everyone in the community,” she said.

In a true testament to all that Ms. Johnson has done so far for TNCS, this perspective is shared among the faculty and staff. Director of Admissions and Marketing and Montessori Programming Advisor Ann Marie Simonetti says, “Ms. Johnson joined us as a visionary leader with a deep respect for, and commitment to, the TNCS community. Her dedication to building relationships and deepening partnerships is evident in her daily interactions with students, families, faculty, and staff. I am grateful for the opportunity to serve alongside her on the Leadership Team as we endeavor to inspire lifelong learning and empower each member of our community to be their best.”

Although she gives her best to the TNCS community, Ms. Johnson balances work life with family life, and showers her loved ones, including King, her rescue Pit Bull, with love, laughter, joy, and respect.