Shaping the Future of Teaching and Learning at SAAS

This school year, two experienced teacher-leaders at SAAS—Hannah Chapin and Chelsea Adrada— have taken on new roles, joining Alison Ray to expand the academic leadership landscape at SAAS. Together they bring over 40 years of combined experience in schools including classroom teaching, subject specialization, and educational leadership. Their deep understanding of students’ intellectual and developmental needs, along with their commitment to enhancing both faculty and student learning, drives their leadership.

Alison, in her fourth year as Dean of Teaching and Learning, previously spent 14 years in various roles at SAAS, including English Department Chair and Dean of Faculty for Humanities. In her current role, Alison’s focus is on helping faculty refine their craft through professional development, and building structures and programming to support mission-aligned teaching and learning. To that end she has led and supported initiatives like the Instructional Coaching model, standards-based grading in Middle School, and our Associate Teacher cohort.

Hannah transitions to the Upper School Dean of Academics and Differentiated Curriculum after a decade at SAAS teaching Biology, Anatomy, and Endocrinology. Chelsea has spent 14 years at SAAS, with contributions that include developing the Middle School Robotics Program and computational thinking classes, and now serves as Middle School Dean of Academics and Differentiated Curriculum. Together, Chelsea and Hannah are charged with ensuring SAAS continues to innovate and adapt its curriculum to meet the ever- evolving needs of students, with a special emphasis on inclusive learning, neurodiversity, and academic rigor.

All three deans continue teaching while driving academic growth and innovation at SAAS. We sat down with Alison, Hannah, and Chelsea to discuss their roles and vision for the future.

Like many administrators at SAAS–I’m thinking of Rob teaching Innovations classes, Giselle teaching History— you also have one foot in the classroom. [This winter trimester, Alison is teaching a senior English seminar, Chelsea is teaching Geometry, and Hannah is teaching Endocrinology]. What animates your teaching? What do you love about SAAS as a learning environment?

Chelsea: What I love about teaching here is that it’s a place where both students and teachers are encouraged to explore their passions, whether that’s in the classroom or in extracurricular activities. There’s a vibrancy here that encourages everyone to bring their full selves to the community. And because of that, teaching at SAAS feels like part of a larger, exciting conversation that extends beyond the classroom walls.

Hannah: For me, curiosity- driven teaching really makes SAAS special. We’re constantly learning about how our students learn and how we can adapt our teaching strategies to meet their needs. We place a high value on being reflective teachers—always asking, “How can I improve this? How can I make this more engaging for my students?” Also, there’s so much flexibility here for both students and faculty to explore their interests. That freedom lets people explore and dive deeper into areas of strength and curiosity.

What about differentiation? How do you ensure each student’s individual learning needs are met, given the diversity of strengths, challenges, and interests?

Hannah: We embrace the diversity of our student body. Differentiation is baked into everything—from the courses we offer to how individual lessons are structured. It can mean giving students agency to lean into their strengths or providing different ways for them to demonstrate mastery. It’s about making sure each student has what they need to succeed.

We don’t have a single definition of what a “successful” student looks like. It’s not about fitting into a mold; it’s about creating a community that reflects the unique strengths and identities of everyone who joins us. That flexibility allows students to feel seen and valued for who they truly are.

Alison: Something we hope to instill is that inclusive teaching is a mindset. From hiring to lesson planning, we aim to foster an environment where teachers create different pathways for diverse learners. We don’t just “cover” the material; we make sure every student has the opportunity to engage meaningfully in their learning. This mindset shapes everything we do at SAAS.

How has teaching and learning shifted over the past five to ten years? How has SAAS adapted to these changes?

Alison: The world has changed dramatically, and students are hyper-aware of it. They’re not just passively receiving information—they’re actively engaged with the world around them, often navigating a complex and sometimes overwhelming mix of messages. This has made them more discerning about their learning. They want to know that what they’re learning is relevant to their lives and the world they’re going to enter after graduation. We need to constantly reevaluate what we teach and how we teach it. It’s more important than ever to emphasize critical thinking and teach students how to approach complex issues thoughtfully and responsibly.

Chelsea: And that’s why the theme for our professional development this year is belonging and agency. It’s so important right now to help students and teachers feel like they have the power to act—to make meaningful contributions in their communities and beyond. If students don’t feel a sense of belonging, they won’t feel like they have agency. It’s crucial to create an environment where students feel valued and empowered.

Hannah: Right, and we’re supporting faculty with professional development that focuses on building these skills. We’re giving teachers the tools they need to support students in navigating the challenges of today’s world, while also embracing their individual learning styles and strengths.

Can you give some examples of what the SAAS Culture of Performance looks like in the classroom? How do students demonstrate what they’ve learned?

Alison: Performance at SAAS doesn’t just show up in expected ways; it’s showing what you know through action, which means our methods of assessment aren’t only traditional ones. A performance could be dancing on a stage, presenting a scientific model to peers, or defending a thesis in a humanities class. Students are asked to apply their learning in authentic contexts, which brings the material to life.

Chelsea: In math, we emphasize communication—not just finding the right answer but being able to explain how you got there. That includes understanding different approaches to solving a problem and being able to discuss those with peers. We encourage collaborative problem solving in real time, which mirrors how math is used in the world beyond the classroom.

Hannah: In science, students could be dissecting a frog or analyzing ecological data, but in all cases they’re learning how to communicate their understanding of complex concepts. They’re not just memorizing facts; they’re thinking critically and expressing those ideas clearly, which is a vital skill in any field.

As academic leaders, you also prioritize professional development (PD) for faculty. How do you ensure that teachers have the skills they need to succeed in today’s classrooms?

Chelsea: We’re focusing this year on neurodiversity in the Middle School—understanding cognitive load, working memory, and how these factors impact learning. It’s all about creating a class- room environment where every student feels they belong and has the chance to succeed. We want teachers to have the tools and knowledge necessary to respond to the needs of individual students.

Alison: Professional development also means offering choices. Just as we differentiate learning for students, we want teachers to have the freedom to pursue development opportunities that resonate with them. Whether it’s through external workshops or internal PD sessions, teachers can extend their learning through a variety of opportunities relevant to where they are in their growth as educators.

Hannah: We also recognize that our teachers come from diverse professional backgrounds, so we try to offer PD that matches where they are in their careers. This helps them lean into areas of curiosity or address specific challenges they’re facing in the classroom.

Finally, how do you see teachers building connections with students at SAAS?

Hannah: Teachers at SAAS are incredibly deliberate about creating connections. Whether it’s through small gestures, like taking a moment to check in with a student during class, or larger rituals that foster community, the goal is always to make students feel seen. Feedback is another key element of this— when teachers give specific, constructive feedback, students know they are being heard and supported in their growth.

Alison: Absolutely. Building trust through reliable, constructive feedback is crucial. When students know their teachers are invested in their learning and growth, they are more likely to engage deeply and take intellectual risks.