“Work, Honor, Strive” echoes through the halls of Woodgrove High School every day. This motto captures the expectation of all students to be outstanding scholars, peers, and people. It can be a daunting expectation to live up to, especially if there is no one to set the example. However, these students have a plethora of teachers and other staff members who have gone above and beyond to show their dedication to education, both for themselves and for their students.
Loudoun County Public Schools is known for its competitive and excellent teachers, and Woodgrove is no exception. According to the National Center for Education Statistics, 51 percent of high school teachers nationwide have a master’s degree, and 1.4 percent have a doctoral degree, as of the 2020-2021 school year. According to the Virginia Department of Education’s quality profile of Woodgrove, a whopping 72 percent of the staff have a master’s degree, and 3 percent have a doctoral degree. These impressive statistics are backed by even more impressive faculty members, and Latin teacher Dr. Benjamin Dyke is a prime example.
After receiving his bachelor’s degree from Calvin College and starting his teaching career, Dyke became a student once more at the Greensboro campus of the University of North Carolina, pursuing a master’s of education. “I felt like I was prepared to teach, but I felt like I could know more,” he explained. As he continued his own education, he was contributing to the education of his high school students. Although it was difficult to balance, Dyke claims the challenge was worthwhile. “I think it made me a better Latin teacher, because I was just that much more knowledgeable,” he said. “I really think an advanced degree should happen while you’re working, especially as a teacher.”
After graduating with his master’s, Dyke declared he was finished being on the student side of a classroom. Ironically, he was back only five years later, pursuing a Doctorate in Educational Leadership at Shenandoah University. “I was curious,” he shared. “It’s like I wasn’t done learning.” A lot of his time at Shenandoah was spent doing research. He stated, “It helped me think about how schools and classrooms function and why we do what we do.”
Dr. Karen Curtis did not always have that distinguished prefix; she claims she was a C and D student in high school. “My final report card my senior year—it’s horrible,” she shared. “I didn’t have any desire to learn past the sixth grade.” She had originally planned on being a fashion designer, but her dreams changed because of one teacher. “I was in my first education curriculum and instruction class with Dr. Maglieria…and she started talking about how children learn, and I said to myself, I’m going to be her one day,” Curtis shared. After receiving her bachelor’s degree in Home Economics Education from Virginia Tech, she started getting teaching jobs in Fairfax and Loudoun counties. While she taught, she received her master’s degree in Career and Technical Education from Virginia Tech and a PhD in Curriculum and Instruction from George Mason University.
Curtis’s education in psychology and development has given her unique wisdom into how learning affects our brains. “If we stop using our brain, then those cells start to die off. I mean, our brain is kind of use it or lose it,” she explained. She has continued enriching her brain even after receiving her PhD through things like receiving the National Board Certification for education. “We need to make room for new memories,” she said, “and when we don’t make new memories, we don’t stay engaged, and then we really start to deteriorate, not only intellectually. Eventually, it’s socially and physically.” Dyke encourages students to pursue higher education whenever they can, even if they think they are too busy. “Your life is never going to clear the space, so if someone is interested, go for it. Don’t wait for the right time, just do it,” Dyke said. “That probably applies to a lot of things in life, not just education.”
The highly educated faculty do not just bring a unique and refined education to their students, but also encouragement for students to continue to higher education. They work hard, bring honor to their schools, and strive to make their school a most distinctive establishment.