By Torben Heinbockel ‘26
This article is the summary overview of The Voice’s New Faculty Spotlight Series. If you would like to read more, individual profiles and full Q&A spotlights for each teacher are available on The Voice website and published alongside this piece.
This year, St. Paul’s Upper School welcomes several new (and recently returned) faculty members in subjects such as English, mathematics, sciences, history, and music. While some are new to St. Paul’s, others are familiar faces taking on new roles. Each of them is bringing a specific sense of purpose to their teaching and a long-term commitment to their students.
The Voice reached out to find out who they are, why they came to St. Paul’s, and what they hope you will gain from their classes.
Mr. Tom Ford | Upper School Choral Director
During Mr. Ford’s campus visit in February, he noticed that there was something unique about St. Paul’s. What struck him the most was the school’s “rich choral singing tradition” and its emphasis on the arts at a time when many schools no longer value them. The enthusiasm and respect that he observed among the Concert Chorale singers during his visit gave him the impression that this was a choir that desired to demonstrate excellence, not merely participation.
Mr. Ford believes that students should experience the “power of choral music.” For him, music is a very special gift and “medicine for the soul.” Rather than seeking to instill rigid notions of right and wrong into his students, he encourages students to express themselves creatively and develop a lifelong interest in singing. According to Mr. Ford, successful rehearsals are not the result of coincidence. They occur due to mutual respect, a willingness to take risks, and full engagement from all participants in the room.
Mr. Marvin Aguilar | Upper School English Teacher
Mr. Aguilar was attracted to St. Paul’s because of the manner in which the school develops both the academic skills and the social-emotional development of its students. Specifically, he is interested in encouraging “young men as 21st-century scholars” who accept responsibility for their own learning and character through the study of literature with diverse perspectives.
Junot Díaz’s Drown was a significant factor in his approach. This was the first time he ever saw elements of his self-identity as an American Latino boy reflected in the pages of a book. He also witnessed how the book affected his students and altered their perceptions of what books may look and sound like. In addition to reading and writing, Mr. Aguilar expands upon the concept of literacy in his classroom. He instructs his students to identify messages in the Internet, advertisements, social media, oral traditions, language, and the arts. He designs his instructional methods and assessments so that his students can illustrate critical thinking in numerous formats other than through essay form.
Mrs. Sarah Bateman | Upper School Math Teacher
Mrs. Bateman’s journey to becoming a math teacher began with adversity. As an elementary school student, she failed to perform well on timed arithmetic exams, and her teachers suggested that she be placed in a lower level of math. Rather than accepting the suggestion, she taught herself the material and proved to herself that she had the ability to develop academically in math.
After teaching at the college level, she decided to leave that role in order to teach high school again and came to St. Paul’s. Her primary objective presently is to assist students who believe that they are “not math people.” Her goal is to create a classroom environment where students can say at the end of a day, “I learned something today, and I want to return tomorrow.” Another objective that she wishes to achieve is to ensure that all of her students realize that being proficient at arithmetic and being proficient at math are two distinctly separate things. In her classroom, math is about developing the ability to think, reason, and build confidence, not simply about speed with numbers.
Dr. Katherine Arner | Upper School History Teacher
Before joining the history department at St. Paul’s, Dr. Arner was familiar with St. Paul’s as the faculty spouse of another member of the faculty. She was attracted to the school’s mission and to the experiences that students participate in outside of the classroom, such as Kinsolving, organized athletic teams, and international travel. These experiences, she believes, have provided her with opportunities to grow as a teacher, and she is continuing to learn alongside her students.
When considering important historical issues, the Holocaust is foremost in her mind. She considers it a lens through which students can grapple with issues regarding humanity, dehumanization, complicity, being a passive observer or a proactive participant, resistance, and justice. Critical thinking and critical reading are key components of her instruction, particularly in today’s world of social media, artificial intelligence, and false news. She encourages her students to actively annotate their readings, support their claims with evidence, and critically evaluate multiple viewpoints of current events. Most importantly, she desires to create an environment in her classroom where students depart with empathy, solid thinking skills, an appreciation for evidence-based research, and the idea that learning is a collaborative process.
Mrs. Kris Tidball | Upper School Science Teacher (Chemistry)
While Ms. Tidball is new to the Upper School, she is not new to St. Paul’s. Many of her students are familiar with her from her previous tenure as an 8th-grade science teacher. Chemistry has always been Ms. Tidball’s favorite branch of science. She actually entered college as a chemistry major prior to changing courses. When the opportunity arose to become the Upper School chemistry instructor, she spent considerable time contemplating the decision. She loved her experience with the middle school and felt comfortable with the work.
Prior to winter break, she became aware of the posting for the job and contacted the administration for additional information. Recalling her grandmother’s advice that “things happen for a reason” and to “follow my heart,” she submitted her application. Ultimately, she believed that returning to chemistry and reconnecting with her former students were the deciding factors in her decision. Ms. Tidball appreciates the complexity of chemistry, but perhaps even more, she enjoys observing the personal growth of her former students in their academic endeavors, their athletic pursuits, and their leadership roles. Her greatest hope is that her students will understand that she is concerned with their “well-being as individuals” above all else. Additionally, Ms. Tidball recognizes that science is not everyone’s favorite subject, even though they may have chosen chemistry, and she wants her students to know that she will provide assistance to them “in whatever way” they require her assistance, always.
What lies ahead
Each of these teachers is contributing something unique to St. Paul’s: a trust in the power of music, a modern perspective on literacy, a story of overcoming self-doubt in mathematics, a historically based method for developing empathy and justice, and a chemistry classroom based on caring and connection.
Photos and complete Q&A profiles for each teacher can be found online at The Voice.
Contact theinbockel@stpaulsmd.org if you wish to submit suggestions for future faculty/student feature stories.
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