From Student to Educator: Growing Within an Independent School Community
January 16, 2026
By Grace Miller
History Faculty
Grace Miller teaches History at St. Mark’s School. Beyond the classroom, she serves as a dorm head, advises five students, coaches during two athletic seasons, and co-advises a student affinity group. A graduate of the St. Mark’s teaching fellowship in partnership with the University of Pennsylvania Graduate School of Education’s Independent School Teaching Residency program, Grace brings both academic depth and lived experience to her work. She graduated summa cum laude from the College of the Holy Cross with a degree in Sociology, a minor in Education, and a concentration in Peace and Conflict Studies. In the post below, Grace reflects on what it means to work and grow within an independent school community.
From the beginning of my career as an educator, I have envisioned creating a learning environment that fosters cooperation and community. Creating a meaningful and equitable classroom that centers empathy is of the utmost importance to me as I continue to develop my teaching practice. At St. Mark’s, my role as a teacher extends beyond the classroom; I enjoy building relationships with students in the dorms, on the squash and tennis courts, and throughout daily life. Supporting students’ growth in all these areas has been a rewarding experience I wasn’t expecting.
During my first two years at St. Mark’s, I was a teaching fellow in the University of Pennsylvania Graduate School of Education’s Independent School Teaching Residency master’s program. One of the first assignments in this program was a letter to myself reflecting on my past school experiences. Up until that point, I had not spent much time thinking about my K-12 schooling as a cohesive educational experience. As I wrote this letter, I began to see how my past experiences led me to St. Mark’s.
I attended an independent day school for high school, and the opportunity to work in a similar yet different setting immediately appealed to me. I knew of St. Mark’s and similar boarding schools, and I was curious to learn more about the school and its close-knit community. In addition, one of the main factors that drew me to St. Mark’s was my hope to contribute to a living and learning community after departing The College of the Holy Cross, where caring for the whole person and holistic education are essential.
I also can’t separate my practice as an educator from my experiences as a student. I was always quiet in the classroom, especially in high school. I rarely felt comfortable speaking during full-class discussions, but I enjoyed small group work. As a teacher, I approach engagement and participation in ways that allow different kinds of students to feel successful and comfortable in my classroom. I hope to be a resource for my students as they navigate St. Mark’s and develop confidence in themselves inside and outside the classroom.
I attribute much of my success in the classroom to the mentorship I received from Shelly Killeen (History and Social Sciences Department Faculty, Head Varsity Girls' Squash Coach) during the two-year fellowship program. Collaborating closely with a colleague allowed me to revise my work reflectively and intentionally. Shelly encouraged me to try out different teaching strategies and classroom activities as I continued to settle into teaching. The support I received from the St. Mark’s community helped me feel prepared and excited to shift from teaching fellow to full-time faculty member at the start of this year.
