Back in 2013, I was teaching at an IB World School in Austin, Texas, and exploring the IB website for schools near Washington, D.C. That’s when Falls Church City Public Schools caught my eye. I emailed the principal of Thomas Jefferson Elementary (now Oak Street Elementary) to share that I was moving to the area and eager to join a school that embraced the IB framework. To my surprise, he replied within the hour! By the end of the week, I had booked my ticket to Northern Virginia.

My interview happened during SOL testing, so the school was eerily quiet. The principal felt obligated to explain. By the time I arrived in August, ready for my first year in FCCPS, the quiet had transformed into the lively hum of learning and growth.

As I reflect on the last 10 years, I feel incredibly lucky to have landed in such a special place. My teaching journey in Texas included private, public, and charter schools, and I can confidently say FCCPS combines the best of all these worlds. We have thoughtful parents who are true partners, a shared belief in the success of every child, and a mission that nurtures a love of learning.

But what truly sets FCCPS apart? After all, we’re not the only division with dedicated teachers, engaged parents, and strong test scores. The magic here, the “secret sauce,” goes deeper.

I’ve seen the magic! When teaching about ancient civilizations, I invite students to imagine and create their own civilization, starting with analyzing their classroom community. Using display boards, recyclables, and plenty of tape, we build a 3D map together. The VA Standards of Learning are seamlessly woven into the project, but the kids see it as an exciting journey into history and creativity.

Each year, the project takes on a life of its own, reflecting the unique personalities and passions of the class. One year, a group of optimists created “Newtopia,” complete with community gardens and popsicle-stick power lines. Another year, budding actors and actresses built “Great Lake City” and wrote and acted out a class play inspired by Greek mythology. And in a class full of activists and budding economists, “Democracity” was born, where students debated whether to allow a fictional company to set up shop and even designed their own currency for trade.

These projects make it easy to pinpoint the ingredients of FCCPS’s secret sauce: engagement, flexibility, and agency.

Engagement goes beyond compliance. Compliance means following rules. Engagement means diving into learning with enthusiasm. My students weren’t just following instructions but reading, writing, problem-solving, and collaborating because they were genuinely invested in the project.

Another key is flexibility. Flexibility doesn’t mean abandoning structure. It means using structure as a foundation for creativity. The routines and guiding principles of the classroom give students the confidence to take ownership of their learning, which helps each student feel empowered by their progress.

And then there’s agency, perhaps the most important ingredient of all. When students have a voice and choice, their curiosity blossoms, fueling a lifelong love of learning.

As Carol Dweck states in her work on growth mindset, “Effort is what ignites ability and turns it into accomplishment.” At FCCPS, we don’t just value effort; we nurture it, celebrate it, and build upon it every single day.

You might think this means I believe the secret sauce is in the teaching. While I believe the teacher matters and is responsible for many of the ingredients, the real magic of the secret sauce comes from the students themselves.

I may not know which college my third graders will attend or what careers they’ll pursue. Some jobs they’ll hold in 25 years don’t even exist yet. I know that every year, I have the privilege of meeting 22 young people who are beginning to explore their passions, define their values, and overcome their unique challenges.

A few years ago, I had a student who was particularly interested in simple machines. She was equally captivated by that classic arcade game, where a claw tries to grab a stuffed animal in a single turn. One day, inspired by her curiosity, she began creating her own arcade game using materials she found around the classroom. Before long, her enthusiasm was contagious, and the entire class joined in, turning her idea into a collaborative project.

Another year, I taught a student who was still learning English. She was hesitant to present projects and often doubted herself. The first Reader’s Theater assignment seemed overwhelming, but she found a way to shine by creating a costume from an old sheet. That small act of creativity gave her confidence, and soon, she was writing her own scripts and inviting her classmates to sign up for parts.

I could share countless more stories, each unique in its details yet all revealing the same truth. The secret sauce lies in each student’s growth, curiosity, resilience, and willingness to engage with the world. It’s in how they bring their authentic selves to the classroom, transforming it into a space where learning is about acquiring knowledge and discovering who they are and who they can become.