Our Students

WHO ATTENDS PARKMONT?

Students come to Parkmont looking for more help — more help in school, more individualized teaching at the pace and level that suits them, more opportunity to explore what they want to learn, and sometimes more than the world of special education can offer. They’re searching for academic success, social acceptance, and a chance to work collaboratively with adults who know and care about them. Some have not had access to these options due to financial hardships, so Parkmont has broadened the reach of our program to include families in the Opportunity Scholarship Program (OSP). All of these learners create a rich community that is as culturally, socio-economically, and cognitively diverse as any in DC.

While there is no “typical” Parkmont student, our population may fall into one or more of these categories:

  • Students who thrive in a hands-on classroom where learning can be tailored to their skills and interests. We have the flexibility to keep them stimulated and engaged.
  • Students who have fallen through the cracks and are underachieving in school. We provide more personal support and strong alliances with teachers.
  • Students who have learning disabilities or other learning challenges. They benefit from our smaller school setting and teachers who know their particular strengths and challenges.
  • Students grappling with ADHD and executive functioning challenges. Parkmont’s simplified structure and individualized support help them to focus and organize.
  • Students who experience anxiety, depression, or emotional instability, sometimes resulting in school avoidance or erratic school performance. They are encouraged by the intimate size of our community and the continuity of adult relationships.
  • Families challenged by dislocations, breakups, or stresses related to adoption and connectedness. Parkmont acts as a safe haven where academic progress can continue while other issues are sorted out.
  • Students “on the spectrum” who are often best at communicating with adults. They appreciate our simpler social environment while pursuing interests and talents that shape their futures
  • Home-schooled students looking for a more creative and flexible place to start or restart school-based education. Parkmont eases them through that transition.
  • Older students trying to finish and “clean up” a choppy or interrupted conventional school experience. They come to us to become college-ready.

Since 1972, we’ve become progressively more expert at working with a variety of learners who defy traditional labels by using what we know about their strengths and learning styles to address their challenges and support their interests.

If you’d like to start a conversation about your student, please fill out this form. A member of our admissions team would be happy to speak with you in the next 48 hours.

Parkmont Parents

Parkmont owes its existence to a group of parents who sought to make learning more engaging for their middle-school children. 50 years later, we continue to value parents as vibrant allies in the work we do with students. While we keep out-of-school events to a minimum, parents can expect to attend three events during the school year and end-of-year graduation ceremonies for 8th- and 12th-graders.

Beginning with the Admissions conversations, parents are part of the collaborative dialogue about a student’s academic progress, social-emotional growth, and future plans. The Advisor serves as the touchstone, keeping parents informed at key points in an academic session:

  • Academic Alert forms are weekly tallies of a student’s status in each class: what is owed, what is upcoming, and which assignments are priorities.
  • Interim Reports are sent home at the midpoint of the course and recommend steps to keep the students on track or to problem-solve specific concerns so they are positioned for success.
  • Course Evaluations are formal records of final grades and credit received, as well as a detailed narrative of the student’s work in the class.
  • Twice-yearly Parent Conferences are strategic and mutually informing conversations with the student, family, Advisor, and Head of School to share feedback and craft next steps. More frequent meetings may occur based on a student’s needs.

Parkmont keeps all parents informed, and we problem-solve obstacles and celebrate successes together. Our small size and extensive experience afford us a higher level of interaction with families and the continuity that students need to stay on course.

Faculty & Staff

There’s a reason why Parkmont teachers and staff stick around for years. They’re inspired by the opportunities to shape dynamic, relevant courses tailored to individual learners. By connecting the curriculum to sites in our surrounding community and the infinite number of sites available to us online, the classroom becomes limitless. Parkmont teachers find deep satisfaction in the successes of their students in small and large ways over the course of a stay here. And they are buoyed by the camaraderie and spirit of adventurous colleagues all intent on the same goal: to launch students onto paths toward confident, meaningful futures. 

Ron McClain
Ron McClain

Ron McClain

Head of School

Nijole Gedutis
Nijole Gedutis

Nijole Gedutis

Dean of Students

Meara Glover
Meara Glover

Meara Glover

Director of Admissions and Outreach

Sam Graul
Sam Graul

Sam Graul

Teacher, Technology Coordinator

Ethan Kuhnhenn
Ethan Kuhnhenn

Ethan Kuhnhenn

Teacher

Erin Lidz
Erin Lidz

Erin Lidz

Communications Director

Matthew McClain
Matthew McClain

Matthew McClain

Teacher

Zoe McLean
Zoe McLean

Zoe McLean

Office Administrator

Anthony Muehlberger
Anthony Muehlberger

Anthony Muehlberger

Teacher

Bridget Mullins
Bridget Mullins

Bridget Mullins

Teacher

Kim Schraf
Kim Schraf

Kim Schraf

Teacher, Poetry Festival Coordinator

Winnie Shi
Winnie Shi

Winnie Shi

Teacher

Willa Reinhard
Willa Reinhard

Willa Reinhard

School Administrator, Internship Program Coordinator

Sania Tildon
Sania Tildon

Sania Tildon

Teacher

Board of Directors

Parkmont’s Board incorporates the vision of the school’s founders as it sets school policy, oversees finances, and shapes the long-term goals of the school. It is composed of concerned stakeholders who care deeply about maintaining the philosophies, standards, and quality of Parkmont: the Head of School, current and former parents, alumni, key friends, and faculty representatives. They bring an exceptional degree of experience with Parkmont and the private school community.

Parkmont Board by the Numbers:

  • 11 Board members
  • 200+ years of experience leading and teaching in the independent school world
  • 195 years of experience serving on the Parkmont Board of Directors
  • 50% composed of alumni parents or past Parkmont staff
Joe Ferber
Joe Ferber

Joe Ferber

President

Tom Yoder
Tom Yoder

Tom Yoder

Secretary

Walter Ailes
Walter Ailes

Walter Ailes

Treasurer

Cassandra Hetherington
Cassandra Hetherington

Cassandra Hetherington

Cille Kennedy
Cille Kennedy

Cille Kennedy

Judy Lentz
Judy Lentz

Judy Lentz

Debbie DuSault
Debbie DuSault

Debbie DuSault

Ron McClain
Ron McClain

Ron McClain

Head of School

Richard Roth
Richard Roth

Richard Roth

Michael Weaver
Michael Weaver

Michael Weaver

David Weisman
David Weisman

David Weisman