Unlike most departments at LS, the math department follows a unique system when it comes to assigning teachers to courses. Rather than staying in the same classes year after year, math teachers at LS rotate through different courses regularly. Every spring, they submit a “wish list” of classes they’d like to teach the following year, and the department leadership works to assign each teacher a balanced schedule.
This balance includes not only a mix of new and familiar classes, but also variety in grade levels and difficulty. As a result, teachers may find themselves teaching freshmen one year and seniors the next, or shifting from a Standard class to an AP-level one. The process is built to be fair, flexible, and refreshing.
Helen Sotiriou, a long-time member of the LS math department, describes it as “being a kid on the first day of school, because you’re teaching something new, and that’s always, you know, that’s all very exciting.” For her, the unpredictability and novelty of the schedule bring a sense of enthusiasm and purpose to each school year. This system of rotation, she says, has been in place longer than her own tenure–over 25 years–and she appreciates how it keeps the job engaging.
In contrast to departments where a teacher might teach the same class for decades, the LS math department ensures that everyone has the opportunity to teach a range of material over time. Teachers typically receive one or two new classes each year and rotate off of others, encouraging ongoing growth.
Ms. Sotiriou explained that having new courses to teach every few years keeps her energized and sharp. “It never gets boring. We’re always learning and adapting.” The constant evolution of what she teaches challenges her to continue growing–not only as a teacher, but also as a learner. She emphasized that this system isn’t just good for teachers–it also benefits students.
By rotating through different courses, teachers gain a broader understanding of the math curriculum as a whole. That deeper insight makes it easier to support students across all levels. As Ms. Sotiriou puts it, “rotating through different courses gives us a broader perspective. It helps when supporting students across levels and connecting curriculum,” since she knows exactly what students have already learned and what they will encounter next. This ability to link past and future content helps her guide students more effectively, especially when they’re struggling or preparing for the next level.
She summed it up in one phrase: “Balance is the keyword.” With every new class, there’s a new challenge, and that’s something she welcomes. “As a math person, you just really wanna stretch yourself and try things you’ve never taught before…but it keeps my brain going.”
Of course, rotating courses isn’t always easy. Teaching a brand-new class takes extra prep time and effort, especially during the first year. But for Ms. Sotiriou, the benefits far outweigh the challenges. She appreciates the opportunity to teach a range of students. “This system has proved to be interesting and dynamic,” she said. “And I really enjoy teaching kids across all grade levels and difficulty levels.”
At the end of the day, the math department’s rotating system fosters creativity, adaptability, and connection. Teachers constantly expand their own skills, while also gaining a better understanding of their students’ learning journeys. As Ms. Sotiriou reflected, “Overall, I wouldn’t change the system. I can’t imagine teaching the same course for 25 years straight. The rotation keeps us growing and connected.”
Meghan Notari, another longtime teacher, echoed the same sentiments. Ms. Notari pointed out that one of the greatest strengths of the system is how it promotes departmental improvement and connection. “It’s really easy to have growth in the department,” she said. The system encourages a holistic understanding of the curriculum, where teachers not only know what they’re teaching, but also what came before and what comes after in a student’s time at LS.
But beyond student support, Notari sees this rotation model as a powerful tool for professional collaboration. As she put it, “It allows us to work together, allows us to get ideas from each other.” When a new teacher takes over a course, they not only bring a fresh perspective–they also inherit the wisdom of those who taught it before. This creates a wide community for teachers to rely on, and this cross-pollination of ideas allows the curriculum to grow and adapt organically. Teachers contribute feedback, introduce new materials, and share challenges openly, knowing that the course is a shared responsibility. She states how “It allows us to work together, allows us to get ideas from each other.”
That said, there’s still room for individuality. Ms. Notari explained that while collaboration is a huge benefit, every teacher has to teach in their own authentic way. “At the end of the day, we’re the ones standing up there, so I can’t try to stand up there and be Seth,” she said, referring to another well-known teacher in the department.
Like Ms. Sotiriou, Ms. Notari enjoys having a mix of levels and grades to teach, and her background promotes this model of teaching as well. She always knew that she wanted to be a teacher, and went to college to major in math but also get a certification in education. With a small math department at her school, she formed close bonds with her professors, who encouraged her to pursue further study. She entered a PhD program at Lehigh University, where she began teaching college-level classes while studying. However, the math in this program was very theoretical, and while she appreciated the challenge, she realized her true passion was teaching in the classroom. “There are no numbers in sight,” she reflected on her graduate school days. “It’s just like mapping spaces.” Thus, she began teaching at a private school, eventually moving to the Boston area and teaching at LS.
Her background makes her especially well-suited for the department’s rotating teaching model. But she also noted that one of the department’s great strengths is its diversity of experience. Teachers at LS come from all kinds of backgrounds, as she mentomined Ms. Sotirious’s background in engineering. That variety creates space for many different teaching styles, and for students, that means a richer educational experience.
