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Faculty & Staff Directory

List of 4 items.

  • Authentic Relationships

    Burke teachers love our kids. Ask any of them and they’ll tell you that’s why they choose to contribute their talents at Burke. They enjoy the challenge of managing, and celebrating, a classroom full of complicated and fascinating young adults.
  • Collaboration

    Teachers have the autonomy to design their own curriculum using the most effective practices and methodologies. Our teachers actively seek out time to collaborate with their colleagues; they learn from each other and co-create interdisciplinary units that test students’ ability to think critically.
  • Growth Tracks

    Each year, Burke's faculty and staff all participate in professional growth tracks: year-long trainings and workshop series, facilitated by faculty members. In 2019-20, those tracks were Adolescent Development, Cultural Competency, Social Justice Pedagogy, and Teaching & Learning.
  • Professional Development

    We make it easy for teachers to attend conferences and workshops that help them hone their skills and run a comprehensive in-service program every year. In 2020, Burke also partnered with Global Online Academy to provide professional development around creating courses and building strong relationships in a virtual space.
Each summer, the Professional Development Committee awards Combustion Engine Grants, which enable our faculty to enrich teaching and curricula in innovative ways.

Combustion Engine Grants | Summer 2021

List of 2 items.

  • Topic: 9th Grade Humanities Skills

    Awarded to:
    Ginger A., Ryan L., Alexis M., Maureen M., Mustafa N., Elizabeth S., and Chalis W.

    The purpose of this project is to research, propose, and design plans for implementing a unifying 9th grade skills program in our Humanities courses. The project will enable teachers to assess students' skills, implement support mechanisms to help students improve, and prepare students for advanced coursework.
  • Topic: Proficiency Based Learning in the World Languages

    Awarded to:
    Fatou C., Marie D., Eugenio I., Mónica V., and Jessie Y.


    The goal of this project is to begin to shift learning practices in the World Languages to a proficiency based model. Students will be served at their proficiency level, which will facilitate their language career throughout high school. 
Co-ed, progressive, college prep school in Washington, DC featuring a challenging curriculum in an inclusive environment for grades 6-12.