Our Adolescent Program

Our Adolescent Program (grades 7-8) offers a unique combination of academic work and field experiences within a small, safe community. Our teachers are Montessori trained and under their guidance, students participate in rigorous, individualized work as well as small group projects.

Our students have opportunities to participate in a multitude of practical life “Occupations” such as Gardening, Culinary Arts, Young Chautauqua Historical Reenactment, School Community Projects and Eco-book.

Our students participate in a wide-range of Creative Expression elective classes. Choices include activities like Archery, Art, Biking, Photography, Sign Language, Ceramics, Rock Climbing, Hiking, Sci-Fi Film and Yearbook. These afternoon classes are held both on-site and throughout the community.

With the knowledge and real-life experience our students gain at HDMS, they leave our program prepared to succeed in any high school environment.

Meet our Adolescent Team

Miss Jessi - Adolescent Program ELA Teacher

What is your experience and training and how did you come to our school?

Why do you believe in our public charter Montessori school?

Mr. Sean - Adolescent Program Math Teacher

What is your experience and training and how did you come to our school?

My career in education started a bit later, after time as a Ski School Director, Personal Trainer, Project Manager, and other endeavors.

I started teaching at a Charter School, for third grade, after which I moved to WCSD for a sixth grade classroom, then as a Middle School teacher. I was lucky to become involved with the GATE Magnet program, teaching Mathematics and Science, as well as electives, such as Health & Fitness and Physical Education.

I moved into a Facilitator role in WCSD GATE for the MS Magnet program for a few years, then went back into the classroom for a year before becoming the GATE Specialist. Two years ago, I left the WCSD for the private sector. Most recently, I have been working as the principal for a private High School.

Why do you believe in our public charter Montessori school?

I visited HDMS during the 23-24 school year and was duly impressed by the culture, and how it felt like believe a school should feel, meaning that students were engaged, teachers were upbeat, and the program functioned well.

I am happy for the opportunity to help our students learn to ‘speak math’ with confidence, and to help the students enjoy the process of learning.

Mr. Larry - Adolescent Program Science Teacher

What is your experience and training and how did you come to our school?

One of the most remarkable moments of my life was the summer when I was helping with the construction of our family cabin in the Sierra Nevada Mountains, Tuolumne County, California. My mother brought me a letter sent from the University of California at Berkeley that stated I was accepted to attend the University that Fall. That was an awesome letter! Once I completed a Bachelor of Arts degree in Zoology at Berkeley, I moved to Newport Beach to attend University of California at Irvine graduate school to study Secondary Science Education. One benefit of living in Newport Beach was that I was able to go surfing every morning during the summer and work nights at Disneyland. I have been teaching high school and middle school science off and on since then.

Because of my enthusiasm for the outdoors, I moved to Wyoming where I completed a Master’s degree in Animal Science at the University of Wyoming, worked on a buffalo ranch outside of Laramie, and chaired the science department at Cheyenne East High School. Oh yes, I also did a lot of fly fishing. Because of my love for science and research, I moved to Ann Arbor, Michigan where I completed a doctorate in Biological Chemistry at the University of Michigan followed by six years of postdoctoral training in neuroscience and stem cell biology. After all of that, I was back in the classroom teaching high school and middle school science.

It has been a pleasure to move to Reno to be close to my family and teach science at local charter schools, including High Desert Montessori School.

Why do you believe in our public charter Montessori school?

It is clear that High Desert Montessori School shares a commitment to child-centered developmental education—and the life-changing transformations that result from that commitment. Care of self, care of others, and care of the environment is a big part of their education. I look forward to providing opportunities to explore choice and unique learning opportunities for our adolescent learners in the area of science and environmental education. I will be working closely with the team at HDMS and Washoe County School District to deliver the best possible Montessori school experience for our students.

Miss Celeste - Adolescent Program Social Studies Teacher

1) What is your experience and training, and how did you come to our school?

I have taught 5th grade for three years and previously spent four years leading educational programming within local environmental nonprofits. Those experiences deepened my commitment to teaching future generations not only academic skills but also the importance of caring for the world around them and caring for one another. I am a certified K–12 educator with additional training in cultural competency, Positive Behavior Interventions and Supports, and Restorative Justice practices—tools I use to help create a welcoming and supportive classroom environment. I was drawn to HDMS because its values align with my own, and I’m excited to be part of a learning community that honors whole-child development.

2) Why do you believe in our public charter Montessori school?

I believe that public Montessori education offers a unique opportunity to nurture each students’ natural curiosity, independence, and love for learning. I value the way this model prioritizes social-emotional growth alongside academic development and gives families an inclusive, intentional alternative to traditional schooling. I am passionate about ensuring every child has access to a learning environment where they feel seen, supported, inspired, and empowered to succeed. I believe that this starts with a classroom culture rooted in positivity, connection, and joy.