Click on one the following links to meet a member of the Landmark Community:

Bill Chamberlain
Kim Watkins
Alison Bell
Joe Rose
Scott Jamieson
Adam Katz

Bill Chamberlain
University of Illinois [Champaign/Urbana]: BM Music (1978)
East Carolina University: MM Music (1985)
Simmons College: M.Ed (2003)

Kimberly Watkins
Gordon College BA English and Secondary Education, Mathematics Minor. (2005)

Some may think I was drawn to Landmark for its spectacular location. It is true that Landmark is beautiful. But, as I went to Gordon College just 3 miles down the road, I was looking at several other schools in the area that were equally pleasing.

The uniqueness of Landmark is found in its deep commitment to community. This community grows out of the experience of cooperatively learning how to better teach and relate with our population of students. It attracts people who truly want to devote their lives to helping others, both students and coworkers.

I felt this immediately when I stepped onto Landmark’s campus, even before I started working. I had arrived for my interview several minutes early, and as I stood waiting in Alexander’s grand lobby, several people introduced themselves to me, and one even led me through the winding innards of the school to secure a cup of coffee. In the two years I have worked at Landmark I have come to call it more than the place I work. I have come to call it a sort of home.

back to top

Alison Bell
College of the Holy Cross BA Psychology (2005)

After two years of being a resident assistant in college and years of volunteering with young people, working in the residential program at Landmark seemed like a logical step. I worked as a residential supervisor for my first year at Landmark, and I really enjoyed getting to know the students beyond their daily academic environment. My work routine was always flexible and different, from taking kids to doctor’s appointments to helping students with homework to chaperoning bus trips to the movies.

In the spring of my first year, I observed an Early Literacy tutorial; afterwards, I had the desire to help and work with students in a different setting: the classroom. I really liked the idea of the one-on-one tutorials and getting to specifically design and implement a lesson based on the particular needs of my student. This summer, I was trained in a special reading program, the Lindamood-Bell Phoneme Sequencing program (LiPS), and I made the transition into the Early Literacy department as a tutorial teacher.

I love my students, and I feel very fortunate that I have a great rapport with them. Also, I feel very supported by my incredibly knowledgeable department head. Everyday, I work on Language Arts skills with my students, where reading is our focus, specifically phonemic awareness, decoding and fluency. Since the beginning of the school year, I have seen tangible improvements in my students’ reading ability. Overall, I am extremely lucky, because my work has been an incredibly rewarding and fulfilling experience.

back to top

Joe Rose
California State University, Northridge
BA Communication (1992)
MA Mass Communication (1999)

I have the true honor and privilege of being a teacher at the Landmark Prep School. I teach a variety of social studies courses, including U.S. History, Speech and Debate, Psychology and Sociology.

Landmark is an extraordinary place with an incredible combination of special people all working together for a common and noble purpose. It is more than a school; it is truly a family. It is this simple fact that makes this one of the greatest jobs in the world.

I came to teaching later on in my professional career after a successful run as a corporate marketing and public relations professional. It wasn’t until I taught several communications courses at Emerson College in Boston, that I realized that my true calling was to be an educator.

After spending three years at Emerson, I decided to turn my sights to the high school level, where I could become part of a community that would help me grow both as a teacher and as a person. It did not take long to discover that Landmark was just the place I was looking for.

Ultimately, what makes my work at Landmark rewarding is the fact that for ten months of the year I get to spend the majority of my time helping to motivate and prepare young people to grow, evolve and discover that they are themselves special. It is my belief that this empowerment of young people is the most important thing an educator can seek to do for his/her students.

In the end, helping young people discover their individuality, confidence and a strong sense of social awareness is where I feel teaching both begins and ends. This is what Landmark is all about. We are rightfully renowned as the international vanguard in the field of learning disability education, but setting students on the path to find themselves and their place in the world is where Landmark truly makes its mark.

back to top

Scott Jamieson
Bowdoin College BA Government and Legal Studies
Year of Graduation: 2002

I am a teacher, campus coordinator, and a baseball and basketball coach. I teach in the Study Skills Department, and I also teach one-on-one Language Arts tutorials. My role as Campus Coordinator includes managing the staff members who work in the dorms on weekday afternoons and evenings and on the weekends. I also organize and coordinate student activities on the weekends. I work directly with the Dean of Students, Assistant Dean of Students, and Houseparents, and I also helped create the new Intramural Program. I came to Landmark after working at Bowdoin College as an Assistant Director of Residential Life. I had no teaching experience before I came to Landmark, however thanks to Landmark’s focus on teacher training, I have been able to learn on the job. Because of my coaching and residential responsibilities, I have been able to continue to work closely with students both inside and outside the classroom. My favorite part about Landmark School is the community atmosphere. For example, the new intramural dodgeball and volleyball programs boast teams of both students and staff who compete against each other at night. The staff really enjoy interacting with students and other staff outside the classroom. All of the students and staff are great people who genuinely care about one another.

back to top

Adam Katz
University of New Hampshire BA Political Science (2002)

My Journey into the teaching profession began after many years of working with high school aged students while coaching lacrosse. After a brief stint in politics, I decided to change direction and began working as a special education aide at a large public high school. While this position taught me a great deal about how to work with students who struggled in school, I also felt as though I needed more of a challenge. My Department Head, a former Landmark teacher for many years, recommended that I take a look at what the school had to offer. From the moment I stepped on campus for an interview last winter, I have been impressed by the support and sense of community that is so prevalent at Landmark School. As a first year teacher, the days are often long and occasionally trying, yet you are never alone. Fellow teachers and the administration really take care of each other here, and the growth and development I have seen in my students in just the past several months has been a wonderful reward. You teach here, you learn here and you have the rare chance to become part of a community that does so much for so many. I am confident that you will like what you see.

back to top