OUR TEACHERS
Teacher Karen
TRANSITIONAL KINDERGARTEN
Rainbow Learning Center founder Karen Merchant has an MA in Human Development, with a specialty in Art Education and a BFA in Filmmaking. Her broad scope of education and creative expertise also includes certification as a Parent Educator of NVP at the Echo Center, in Reggio Emilia programming through Branches Atelier, and in Alcohol and Drug/Education Counseling, with a focus on families in stress, and in Teaching Artist training through the Music Center.
Teacher Brooke
LOWER SCHOOL
Brooke Schiffman has a B.A. in Elementary Education and English Literature from the University of Rhode Island, and an MA in Special Education from Loyola Marymount University in Los Angeles, CA.
Brooke is influenced by the education theories of Howard Gardner and John Dewey. Brooke’s curriculum is inspired by Gardner’s model of “Multiple Intelligences” to allow all students the chance to succeed. She is also inspired by Dewey’s progressive model of education, and works the idea of learning by "doing” into her curriculum.
Brooke is influenced by the education theories of Howard Gardner and John Dewey. Brooke’s curriculum is inspired by Gardner’s model of “Multiple Intelligences” to allow all students the chance to succeed. She is also inspired by Dewey’s progressive model of education, and works the idea of learning by "doing” into her curriculum.
Teacher Tim
UPPER SCHOOL
Tim Noonan has a B.A. in Early Childhood Education and English from Boston College. Prior to FWS, he taught second grade for 4 ½ years at J. Erik Jonsson Community School in Dallas, Texas, a school focused on employing research-based, brain-compatible teaching and learning practices while building relationships with children and families. An Eagle Scout, Tim has brought his love of camping and the outdoors into various Outdoor Education projects, including educational hikes and team-building campouts. An avid subscriber of “The Lifeskills,” Tim tries to infuse character development and service learning into the children’s daily practice. His students run their own class business, using the funds to purchase classroom supplies and gym equipment, as well as to make charitable donations. Teacher Tim believes in using a multimedia approach to learning and his students can often be found writing and filming short videos to showcase their writing and demonstrate understanding.
Teacher Jenny
UPPER SCHOOL
Jenny Creel is originally from Chattanooga, Tennessee. She has a BA degree in Exercise Science from the University of Mississippi, an MA in Education from the Cardiff University in Wales, and a Post Graduate Certification in Elementary Education from Drexel University in Philadelphia.
Jenny has taught all over the world: at the Utahloy International School in Guangzhou, China; the International School at Lucie Berger in Strasbourg, France; the Chartwell International School in Belgrade, Serbia; and in Chattanooga, Tennessee.
Jenny believes that every classroom presents a unique community of learners who vary not only in abilities, but also in learning styles. She sees her role as a teacher as someone who gives children the tools with which to cultivate their own knowledge. To accomplish this goal, she teaches to the needs of each child so that all learners can feel capable and successful. Jenny presents curriculum that involves the interests of the children and makes learning relevant and authentic to life. She incorporates transdisciplinary units, projects, group work, individual work, and hands-on learning in order to make children engaged learners. Finally, she ties learning into the world community to help children become global citizens.
Jenny has taught all over the world: at the Utahloy International School in Guangzhou, China; the International School at Lucie Berger in Strasbourg, France; the Chartwell International School in Belgrade, Serbia; and in Chattanooga, Tennessee.
Jenny believes that every classroom presents a unique community of learners who vary not only in abilities, but also in learning styles. She sees her role as a teacher as someone who gives children the tools with which to cultivate their own knowledge. To accomplish this goal, she teaches to the needs of each child so that all learners can feel capable and successful. Jenny presents curriculum that involves the interests of the children and makes learning relevant and authentic to life. She incorporates transdisciplinary units, projects, group work, individual work, and hands-on learning in order to make children engaged learners. Finally, she ties learning into the world community to help children become global citizens.
Teacher Leilani
DIRECTOR OF THEATER PROGRAM/ DEAN OF STUDENTS
Leilani Brooks was born and raised in Los Angeles California. With a B.A. in Theater from UCLA (with a focus on Arts Bridge Education), she went on to work for Disney/Buena Vista Productions for over 10 years. In that time she performed in numerous stage shows, and managed productions and press events. It was her love of working with families and children that brought her to teaching. Leilani teaches from a discovery and art perspective, tapping into what students already enjoy and using it to help facilitate standard subjects. She has taught as a substitute teacher within the Los Angeles Unified School District working exclusively with children with learning disabilities. Leilani has also served as an enrichment coordinator for a start-up language school, developing an arts curriculum and setting up web pages for parents to find additional project-based learning materials to assist their children in varying levels of learning. Her latest and most personal project has been to inspire a new generation of children who are oversaturated with negative imagery in the media. In 2014, she started her own business of ABC ME flashcards for kids, depicting one's cultural history and examples of leadership to promote a healthy sense of self-worth. For Leilani, every day is an opportunity to practice perseverance and to be great!
Teacher Kindred
ART TEACHER
Kindred Gottlieb graduated from the LA County High School for the Arts in 1991 and earned her BA in Neuropsychology and the Creative Process from Hampshire College where, for her final thesis, she designed the groundplans for a giant walk-through brain. Among her odd jobs, Kindred has been Assistant to the Head of Biology at The New York Hall of Science, Lighting Director for Seattle Repertory Theater, and Company Stage Manager for the comedy troupe Culture Clash. In 2000, she returned to art, studying sculpture full time at Chautauqua School of Art, The New York Studio School of Drawing, Painting, and Sculpture, and Universität der Künste, Berlin. While in Berlin she became Technical Director for Dock 11, a Dance theater and school. She took many classes in Butoh and movement improvisation and became interested in the intersection between movement and visual art. Also in Berlin, she created puppets and props for the children's theater company Berliner Tastentheater. Returning to Los Angeles in 2005, she taught technical theater at UCLA's Theater Department as their Master Electrician and designed lights for local dance companies including Helios, BodyTraffic, and String Theory. Kindred is currently the Art Director and Assistant Puppeteer for the puppet film company Classics in Miniature and shows her sculptures at the Hive Gallery in Downtown. For the last 4 years she has taught sculpture and movement improvisation at Wisdom Arts Laboratory and oversees the Sunday Day School program at Orange Grove Friend's Meeting. In 2013 she received a Certificate from UCLA in Social-Emotional Arts Education.
Teacher Megan
MOVEMENT TEACHER
Megan Galloway is a certified Pilates instructor in Pasadena, CA. She brings a therapeutic and anatomical approach when working with clients on a wide range of physical needs. She is passionate about teaching healthy movement patterns and enjoys doing continuing education in special populations to further her understanding of kinesiology and the musculoskeletal system. Her goal is to foster body awareness and self confidence in children and to provide them with a positive, non-competitive mind/body movement experience.
