Becky spent the first seven years of her career teaching behavioral special education. She worked with children that had been deemed “unfit” for the public school system because of trauma-based behavioral issues. Within this field, she became particularly interested in reading instruction and understanding the ways in which reading is taught in school. She explained that many schools utilize a system in which students spend the majority of class reading independently, with limited direct instruction in phonics and other foundational reading skills. However, existing research shows that this is, in fact, not the most effective way to teach reading, especially for children with learning or behavioral differences. Effective reading instruction involves direct, systematic phonics instruction and goes more in depth with the teaching of new material, especially in the early stages of reading development. She also explicitly teaches new vocabulary and provides multiple opportunities for cross-curricular instruction, as language comprehension and background knowledge are critical for understanding a text. This approach employed by her and others in her field is improving literacy outcomes for all students. Currently, Becky works as a special education teacher within a public school district in Massachusetts. She primarily works with early elementary school children (grades K-2) and remains passionate about ensuring that all students have access to quality literacy instruction.

Becky first realized that she wanted to teach here at the Mountain School, but always loved working with children and was passionate about equity within our society. On top of this she has always been grateful and aware of the privilege that she has possessed throughout her life. As a child and throughout her youth she explains she knew that not everyone had access to the same level of education she was fortunate to have. At and since leaving TMS she has become more and more aware of the inequities that exist within the public education system that our society functions within today. With this awareness and passion that she was able to find during her time here she now works towards trying to better the greater community with her work.

She says she wants current and future TMS students to cherish their time in this special place because this is a truly unique experience. Hamilton is living proof that the ideas and impact of the Mountain School have effects that reach far beyond its borders. She truly demonstrates what it means to not only be part of the Mountain School community within her work, but also what it means to fight for the betterment of your own community.