Anonymous wrote:

Anonymous wrote:Lots of misinformation here. I don't know how anyone objectively looking at the Potomac math faculty could state that anyone of them is unqualified. Here are their bios:

I have a bachelor's degree in mathematics from Middlebury College and have taught most high school levels, from beginner’s algebra to multivariable calculus and linear algebra. I believe that the salient features of math – its aura of abstract purity, its requirement of discipline, its worlds of thought to explore, and its offer of opportunities to find truth – make it not only good for the mind, but ennobling.

This teacher also received a presidential commendation in 2022:
https://www.potomacschool.org/academics/academic-stories/~board/pp-upper-school/post/most-influential-teacher-award

I am a Northern Virginia native who graduated summa cum laude from Virginia Tech with a BS in mathematics. I also hold a Master’s Degree from Tech’s School of Education, where I was the Mathematics Education Student of the Year. Before coming to Potomac, I taught pre-algebra, algebra, geometry, algebra 2, and precalculus in various middle and high schools in Virginia, Illinois, and New Jersey.

I hold a bachelor's degree in physics and mathematics from Xavier University, a master's degree in physics from the University of Rochester, and a J.D. from Georgetown University.

I received my bachelor's degree in biochemical engineering from Duke University and have extensive experience with technology, and I especially enjoy working closely with colleagues to incorporate the use of technology in the classroom. In addition to my IT interests, I also enjoy a broad spectrum of activities, from drama to debate. I recently relocated from Houston, where I taught a wide range of IB and AP math courses at Lamar High School since 1997.

I was a double major in Theatre and Mathematics at Grinnell College, and have pursued both professionally.

I hail from Boston and have earned two degrees in secondary mathematics education--a bachelor’s from Boston University and a master’s from Framingham State College. After graduation, I worked for several years in a Massachusetts public school where I taught all levels of math, from Algebra 1 through AP Calculus. In 2007, I spent a year in Istanbul on a Fulbright Teacher Exchange Scholarship and taught high school math in a Turkish private school. I loved my time abroad, contracted the travel bug and, after a few years back in Massachusetts, took off for Kuala Lumpur, Malaysia, where I spent three years teaching integrated and IB math at an international private school in Malaysia while exploring Southeast Asia.


In our experience, our kids at Potomac have found math to be one of the most enjoyable areas of study. The teachers have been phenomenal, and we believe they are doing an excellent job preparing students in courses that range from Geometry to Multi-Variable Calculus and Linear Algebra.

Lots of misinformation above. Post assumes teachers are teaching. FYI running down math aptitude of students is not a good look. Also agree that no one in extended is getting into honors. I can think of zero kids every making that leap. Most honors kids fall into a few categories-sibling in older grade so they know the curriculum, kid who is years ahead by participating in outsourced math programs. No one in honors doesn’t have a tutor or access to the curriculum. Anyway has not been a great part of Potomac.

It’s a b*stardized version of Harkness, but it requires a really thoughtful and experienced teacher to execute it well. Recent grad of a party school ain’t it. Shocked that Potomac would hire someone like that. Makes it seem like they are looking after their finances more than their students.

Anonymous wrote:

Anonymous wrote:Lots of misinformation here. I don't know how anyone objectively looking at the Potomac math faculty could state that anyone of them is unqualified. Here are their bios:

I have a bachelor's degree in mathematics from Middlebury College and have taught most high school levels, from beginner’s algebra to multivariable calculus and linear algebra. I believe that the salient features of math – its aura of abstract purity, its requirement of discipline, its worlds of thought to explore, and its offer of opportunities to find truth – make it not only good for the mind, but ennobling.

This teacher also received a presidential commendation in 2022:
https://www.potomacschool.org/academics/academic-stories/~board/pp-upper-school/post/most-influential-teacher-award

I am a Northern Virginia native who graduated summa cum laude from Virginia Tech with a BS in mathematics. I also hold a Master’s Degree from Tech’s School of Education, where I was the Mathematics Education Student of the Year. Before coming to Potomac, I taught pre-algebra, algebra, geometry, algebra 2, and precalculus in various middle and high schools in Virginia, Illinois, and New Jersey.

I hold a bachelor's degree in physics and mathematics from Xavier University, a master's degree in physics from the University of Rochester, and a J.D. from Georgetown University.

I received my bachelor's degree in biochemical engineering from Duke University and have extensive experience with technology, and I especially enjoy working closely with colleagues to incorporate the use of technology in the classroom. In addition to my IT interests, I also enjoy a broad spectrum of activities, from drama to debate. I recently relocated from Houston, where I taught a wide range of IB and AP math courses at Lamar High School since 1997.

I was a double major in Theatre and Mathematics at Grinnell College, and have pursued both professionally.

I hail from Boston and have earned two degrees in secondary mathematics education--a bachelor’s from Boston University and a master’s from Framingham State College. After graduation, I worked for several years in a Massachusetts public school where I taught all levels of math, from Algebra 1 through AP Calculus. In 2007, I spent a year in Istanbul on a Fulbright Teacher Exchange Scholarship and taught high school math in a Turkish private school. I loved my time abroad, contracted the travel bug and, after a few years back in Massachusetts, took off for Kuala Lumpur, Malaysia, where I spent three years teaching integrated and IB math at an international private school in Malaysia while exploring Southeast Asia.


In our experience, our kids at Potomac have found math to be one of the most enjoyable areas of study. The teachers have been phenomenal, and we believe they are doing an excellent job preparing students in courses that range from Geometry to Multi-Variable Calculus and Linear Algebra.

Lots of misinformation above. Post assumes teachers are teaching. FYI running down math aptitude of students is not a good look. Also agree that no one in extended is getting into honors. I can think of zero kids every making that leap. Most honors kids fall into a few categories-sibling in older grade so they know the curriculum, kid who is years ahead by participating in outsourced math programs. No one in honors doesn’t have a tutor or access to the curriculum. Anyway has not been a great part of Potomac.

Anonymous wrote:Lots of misinformation here. I don't know how anyone objectively looking at the Potomac math faculty could state that anyone of them is unqualified. Here are their bios:

I have a bachelor's degree in mathematics from Middlebury College and have taught most high school levels, from beginner’s algebra to multivariable calculus and linear algebra. I believe that the salient features of math – its aura of abstract purity, its requirement of discipline, its worlds of thought to explore, and its offer of opportunities to find truth – make it not only good for the mind, but ennobling.

This teacher also received a presidential commendation in 2022:
https://www.potomacschool.org/academics/academic-stories/~board/pp-upper-school/post/most-influential-teacher-award

I am a Northern Virginia native who graduated summa cum laude from Virginia Tech with a BS in mathematics. I also hold a Master’s Degree from Tech’s School of Education, where I was the Mathematics Education Student of the Year. Before coming to Potomac, I taught pre-algebra, algebra, geometry, algebra 2, and precalculus in various middle and high schools in Virginia, Illinois, and New Jersey.

I hold a bachelor's degree in physics and mathematics from Xavier University, a master's degree in physics from the University of Rochester, and a J.D. from Georgetown University.

I received my bachelor's degree in biochemical engineering from Duke University and have extensive experience with technology, and I especially enjoy working closely with colleagues to incorporate the use of technology in the classroom. In addition to my IT interests, I also enjoy a broad spectrum of activities, from drama to debate. I recently relocated from Houston, where I taught a wide range of IB and AP math courses at Lamar High School since 1997.

I was a double major in Theatre and Mathematics at Grinnell College, and have pursued both professionally.

I hail from Boston and have earned two degrees in secondary mathematics education--a bachelor’s from Boston University and a master’s from Framingham State College. After graduation, I worked for several years in a Massachusetts public school where I taught all levels of math, from Algebra 1 through AP Calculus. In 2007, I spent a year in Istanbul on a Fulbright Teacher Exchange Scholarship and taught high school math in a Turkish private school. I loved my time abroad, contracted the travel bug and, after a few years back in Massachusetts, took off for Kuala Lumpur, Malaysia, where I spent three years teaching integrated and IB math at an international private school in Malaysia while exploring Southeast Asia.


In our experience, our kids at Potomac have found math to be one of the most enjoyable areas of study. The teachers have been phenomenal, and we believe they are doing an excellent job preparing students in courses that range from Geometry to Multi-Variable Calculus and Linear Algebra.

Anonymous wrote:^^^Clearly written by the admin. Ask the kids in Upper School how they feel about math. You’ll get a far different answer!

Anonymous wrote:Ok - real talk - and most of the people who are commenting on here would never admit this but this comment is 100% correct

The issue is that not all students should take math at an accelerated and honors level. That is why the school has three levels of math courses. Parents cannot except that their child is perhaps not capable to succeed in the highest levels so they want the school to water down the honors level program.

The perception among parents of what college's want in admissions certainly exacerbates this issue. However - it is not that the Math department is particularly weak, its that Parents freak out about math class/placement/grades more than any other program. They aren't having nervous breakdowns or demanding their kids get transferred to a higher english or science class at anywhere near the same level. The administration regularly capitulates to parents demanding a class change against the advise of the teacher (and sometimes against what the student is actually saying they want when they are not around their pushy parents). Then when their child struggles its "blame it on the teachers" the "teacher isn't teaching well enough" never "I pushed to have my child placed beyond their current knowledge/ability." This constant movement also hurts the kids who are correctly placed in the advanced classes because the class gets disrupted when a new student has to be brought up to speed. The movement also happens in the other direction when parents try to game the system by moving their B honors student down a level in order to chase a higher grade. Last year parents were pushing as late as May for kids to get moved to a different class level. The constant movement fuels the "math is a problem" reputation, which causes parents to be more aggressive and less likely to listen which causes the problem to continue to spiral.

The issue is that not all students should take math at an accelerated and honors level. That is why the school has three levels of math courses. Parents cannot except that their child is perhaps not capable to succeed in the highest levels so they want the school to water down the honors level program.