“After about 25 years working overseas, we relocated to the United States to be closer to our family and our son as he begins college here. That is why we came to Gulliver. It is an amazing school, and the IB program aligns with my professional background. IB is a rigorous program that develops students academically and ethically. It encourages students to think about how they can contribute to a more peaceful world and helps shape their character. That purpose is what motivates me each day.
I have worked at schools in Morocco, Saudi Arabia, the United Arab Emirates, and Malaysia. I officially began working in IB schools in 2012, although my son attended an IB school starting in 2006. My career in international education began in 1992 as a Peace Corps volunteer working in Tunisian public schools.
Because of that, I have been involved in international education for many years. At previous schools, I chaperoned several IB CAS trips to places like Borneo, Tanzania, Nepal, Laos, and Morocco. Those trips were highlights of my career because they allow students to connect classroom learning with real experiences in other cultures and traditions.
Gulliver does an excellent job nurturing the whole student. It is not just about achieving high test scores or getting into the most selective universities. What matters is being part of a school that cares about students as complete individuals, not simply as future Ivy League applicants.
Some comparable schools focus heavily on admitting students most likely to attend highly selective colleges. At Gulliver, however, many students stay from pre-K through twelfth grade. The school does not push out students who may not fit a narrow admissions profile. Instead, it strives to be inclusive and accessible.
One recent experience was an IB trip to Vietnam. As I help organize the next one, I will meet with embassy officials and visit villages to do service work. Even though others will be leading the trip, I am excited to chaperone again. Moments like the end-of-year tradition when seniors jump into the pool are also special parts of the school community.
Southeast Asia offers students a cultural experience very different from what many have encountered before. Many of our students come from Latin American backgrounds, so Vietnam introduces them to a culture heavily influenced by Chinese traditions and its own unique history. During the trip, students visit places like Ha Long Bay, a UNESCO World Heritage Site, travel along the Mekong River, and explore the War Remnants Museum, which presents the Vietnam War from a perspective that challenges many American assumptions.
The trip brings together culture, art, history, and shared experiences among students while encouraging deeper learning about diplomacy and global perspectives. It truly checks many boxes.
One thing I have noticed at Gulliver is the level of resources available to students. Affluence can create advantages in ways I had not fully seen at previous schools. The international schools where I worked—many serving children of diplomats and business leaders—had strong resources. However, Gulliver operates at another level.
The support systems here, especially in social-emotional counseling and college counseling, are exceptional. Students have access to opportunities and guidance that position them very well for success. Coming from other schools, I see clearly how well-structured this environment is and how much support students receive.”
