Welcome to Middle School at GCS

The GCS Middle School is designed to challenge and support students as they prepare for their next phase of education. We hold high expectations for our students, emphasizing independence, organization, and essential skills that will help them succeed both academically and personally.

We encourage students to always put forth their best effort, dig deeper into material, and take ownership of their learning. While academic rigor is a priority, we also allow flexibility around visual or kinesthetic learners, ensuring that each student has opportunities to engage with content in meaningful ways.

Middle school students engage daily in rigorous academic work while deepening their sense of identity and belonging within a vibrant peer community. They step into leadership roles through programs like Kids Club, where they select a topic, master it, and teach it to younger students, and Book Buddies, where they read and play alongside elementary students, supporting both literacy and connection across age groups.

Each day begins with Morning Meeting, a cross-grade gathering where students greet one another, share reflections, and review the day’s agenda. This daily ritual—grounded in our commitment to the Responsive Classroom approach—blends academic learning with social-emotional development. The result is a respectful, inclusive environment where students thrive as learners, leaders, and members of a larger school community.
For academic instruction, students rotate between specialized teachers for ELA, math, and science, with classes designed to align with best learning practices and meet students’ individual needs. Lead teachers instruct social studies in combined-grade classes. Additionally, students have opportunities to connect across grade levels during morning meetings, lunch, recess,  art, French, Phys Ed, health, music theory, and study skills, fostering collaboration and a strong sense of community.

Middle school students also engage in a wide range of enrichment classes that encourage exploration, creativity, and skill-building beyond the core curriculum. French is emphasized as the primary foreign language, giving students a strong foundation in global communication and cultural understanding.In addition, students have the opportunity to select from a variety of electives, such as Debate, American Sign Language, Math Field Day, Archery, and Graphic Design/Yearbook, allowing them to pursue their interests in ways that reflect their individual strengths and passions.
We are continually refining our program to better meet the developmental needs of middle school students. At this level, a traditional grading scale is introduced, helping students understand academic expectations and prepare for future education. Middle schoolers also have their own gathering, called The Collective, a time to build connections, reflect, discuss relevant topics, and participate in service projects while also taking leadership roles in the school-wide Gathering once a month.
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At GCS, we believe that parent involvement is essential to student success, especially in middle school. As expectations for students increase, so does the need for support both in and out of the classroom. We expect open communication between teachers, parents, and students, as well as active parental support outside of school, to ensure students receive the guidance they need at home and in the classroom.

Additionally, consistent attendance and punctuality are critical. Being present and on time allows students to fully engage in discussions, collaborate with peers, and take advantage of every learning opportunity. Due to the amount of content covered and the pacing of instruction, when students are absent, parents play a crucial role in helping them stay on track. Families are instrumental in fostering these habits, ensuring that students remain prepared, accountable, and successful in their education.

Assessments & Conferences: 
In addition to receiving three progress reports each year, we hold bi-annual parent/student/teacher conferences and offer supplemental conferences as requested. Students set personal goals and compile portfolios of their work, while teachers provide assessments, grades, and detailed narratives describing students’ progress. 

iReady:   
iReady is a program that assesses students in reading and math throughout the year. The data provided from this creates a personalized learning path for each student to strengthen their skills. Students take a “diagnostic” each trimester to measure their proficiency levels and are then set on an individual learning path that they complete at their own pace. Periodic growth checks give students the opportunity to see their improvement. The data provided allows us to closely monitor the needs of our students which can then be shared with parents. The data also gives our teachers access to additional materials and allows the students to work in confidence while having fun! This program also allows our students to gain exposure to the types of questions they might see on the Annual Standardized Assessment as we are not a school that teaches with  standardized testing as
a focus.

With high expectations, a supportive community, and a commitment to both structure and flexibility, GCS middle school is shaping confident, capable, and engaged learners, ready for their next steps.

More Information About iReady
A Glimpse Inside Middle School Math
Samantha Thomas
B.A. Psychology, Marshall University
M.A.Teaching, Elementary and Mathematics 5-9, West Virginia University 

My number one goal in the math classroom is to build students' confidence and help them develop a positive mindset toward math. I know many students approach math feeling unsure — whether due to a lack of confidence, past struggles, or learning methods that didn’t click for them. But I truly believe that with small successes, strong relationships, and engaging lessons, every student can shift their perspective. When they start to see their own progress and believe in their ability to succeed, their confidence grows—and with confidence comes achievement.

Middle school math is both foundational for future success and practical for everyday life. Each grade builds upon the last, making mastery essential. With my experience teaching a range of math levels, I focus on the most critical skills while encouraging students to express and justify their thinking. Math isn’t just about getting the right answer—it’s about understanding the process and knowing why it works.

We start each class with a warm-up to get students thinking and focused. They often take on the role of the teacher, explaining their reasoning to the class, which builds confidence and deepens understanding. From there, we move into the lesson, where discussion and problem-solving are at the forefront. Students collaborate, practice, and receive targeted support, often working in small groups based on their skill level. We wrap up with an exit ticket, helping me assess their understanding and adjust instruction as needed.

Most importantly, I want our students to leave my classroom not only knowing math but also believing they are capable, confident mathematicians. My goal is for them to approach challenges with curiosity, resilience, and the belief that they can succeed.
A Glimpse into Middle School English Language Arts
Sarah Elkins
B.A. English & Philosophy, University of North Carolina at Charlotte
MFA Writing, Poetry, Pacific University 

In my ELA classroom, students read widely and write fluently, engaging with a variety of subjects and genres. By fifth grade, they are transitioning from "learning to read" to applying higher-order thinking skills to understand the world around them. Through the Socratic method, we explore our own perspectives and learn to appreciate how others arrive at theirs. Students engage with philosophical questions such as: What does it mean to live a good life? and What are our responsibilities to each other?

‍Each school year, students read at least four novels. Between novel studies, we delve into poetry, drama, short fiction, and informational texts. In fifth and sixth grades, the focus is on identifying and understanding literary elements and techniques. By seventh and eighth grades, students are prepared to study literary periods and their associated artistic subgenres.

Writing is at the heart of our classroom. Students express their thoughts both by hand in journals and through digital word processing, composing for a variety of purposes and audiences. Freewriting is a cornerstone of our practice. In fifth and sixth grades, the emphasis is on building writing endurance—prioritizing quantity over perfection. Grammar, conventions, and formatting are introduced and emphasized as an important part of the writing process, but the primary goal is to develop confidence and fluency. As students progress into seventh and eighth grades, their writing becomes more complex. They refine their ability to evaluate sources, craft nuanced arguments, and experiment with storytelling techniques such as point-of-view, flashback, and character development.

My goal is for students to leave my classroom as critical thinkers, confident readers, and skilled writers—ready to engage with the world through thoughtful discussion and expressive writing.
A Glimpse into Middle School Science
Erica Marks 
‍B.S. Biology,  Minor Cello Performance 1996 Secondary Science Education,
Math Certification in VA Roanoke College

‍Our science teacher, Erica Marks, believes that the best middle school science experience extends beyond the walls of the classroom and the pages of a worksheet.  It is one that creates more questions than answers and pulls students along on a journey of discovery driven by their native curiosity.  The middle years are a time of making sense of self in relation to the greater world, and a scientific mindset is an excellent tool to make use of for this unfolding endeavor.  Practicing observation skills, evaluating the quality of data, organizing information, and drawing the best conclusions possible at the time, all the while asking, “What if..?  How…? Why…?” are habits of mind that can help students find their way in a changing world.  

Creativity and curiosity are essential qualities for scientists.  We believe the role of a science teacher is to create an environment that supports these qualities in the students.  An environment of trust and respect that honors their diverse learning and communication styles will allow students to take intellectual risks and take ownership of the course content. 

Our middle school science programs endeavors to make real-world connections, make learning experiential and hands-on, honor student inquiry and choice of subject matter, offer opportunities for reflection about the process, all the while respecting the core content that students need to master to be successful in future science classes, and well…life.  We strive to educate the kind of responsible, engaged, scientific thinkers that we feel good about entrusting our future to.  

We supplement state science standards with a project-based science curriculum called Generation Genius. This curriculum provides middle school science with a comprehensive set of science lessons made in partnership with the National Science Teachers Association. Each lesson focuses on group discussions, weekly science vocabulary, hands-on science investigations, and room to let students delve deeper into science inquiry, investigations, and solutions. 
A Glimpse into Middle School Social Studies
In middle school social studies, lead teachers Nick McClung guide students through an engaging, inquiry-based learning experience using the InquirED curriculum. This approach fosters curiosity, critical thinking, and deep understanding as students explore History, Civics, Geography, and Economics through hands-on investigations and meaningful discussions.

Each unit begins with a compelling question that sparks students' curiosity and sets the stage for a sustained inquiry. As they move through the unit, students formulate their own questions, guiding their learning as they investigate diverse sources, analyze multiple perspectives, and engage in immersive experiences. The curriculum’s literacy-rich structure integrates reading and writing, helping students strengthen their literacy skills while deepening their understanding of social studies content.

Classrooms are discussion-based, encouraging students to collaborate, debate ideas, and reflect on historical and contemporary issues. They participate in interactive learning games, research real-world topics, and apply their knowledge in meaningful ways. Each unit culminates in a project where students take informed action, creating and sharing their work with their school and broader communities.Through this dynamic, inquiry-driven approach, students don’t just learn about the past—they become active participants in shaping their understanding of the world, developing the skills they need to think critically, communicate effectively, and engage as informed citizens. 


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Meet the teachers

Samantha Thomas
Lead Teacher 5th/6th Grade (Math Teacher 5th-8th)

Sarah Elkins
Lead Teacher 7th/8th Grade
(ELA Teacher 5th-8th)

Samantha Thomas
Erica Marks
Science Teacher 5th-8th

Nick McClung
Social Studies Teacher 5th-8th

Samantha Thomas

Master of Arts, Teaching; Elementary Education & Mathematics 5-9,
West Virginia University
B.A. Psychology, Marshall University

ABOUT THE TEACHER
I was born and raised in Charleston, West Virginia. After earning my master’s degree, my husband and I moved to Baltimore, Maryland, where I spent five years teaching math and two years teaching AVID at Perry Hall High School. In addition to teaching, I also coached softball for three years and cross country for one.During my early years in education, I quickly learned that the most important part of teaching isn’t just the content—it’s building meaningful relationships and accepting each student as they are. The connections I formed with my students remain one of the most rewarding parts of my career, and I feel incredibly fortunate to still hear from many of them today.

After having our son, Parker, we moved back to the Charleston area, where I taught 7th-grade math at West Side Middle School. In 2021, we relocated to Greenbrier County, and I was fortunate to spend three wonderful years at home with Parker.I hadn’t planned on returning to the classroom, but from the moment I stepped into GCS, I knew something special was happening here. I initially visited as a prospective parent, but I felt a strong nudge that this could be the right place for me professionally as well. Seeing firsthand the incredible experience my son has had at GCS has affirmed my decision to join the staff. I am beyond thankful and excited to be part of creating a middle school environment that stays true to GCS’s principles while also challenging and preparing students for higher-level academics.

CLASSROOM ENVIORONMENT
I love being part of GCS and am so excited to see our middle school classrooms grow into spaces that truly support our students’ academic and personal development! As our school continues to evolve, we’re staying focused on building strong relationships and creating a learning environment where students feel encouraged to take risks, challenge themselves, and succeed.I have high expectations because I know our students are more than capable of rising to the challenge. By setting their own academic goals, tracking progress, and taking ownership of their learning, they not only build confidence but also experience greater success.

While I thrive on organization and planning, I also know that flexibility is key to meeting students’ needs. At GCS, we embrace both structure and adaptability, allowing learning to flow in a way that makes sense for our students rather than sticking to a rigid plan when it isn’t working.

Most importantly, I believe a strong classroom community is built on clear communication, mutual respect, and shared expectations. When students feel valued and supported, they are more engaged, motivated, and ready to take on new challenges. I’m looking forward to another great year of learning, growth, and fun!

Sarah Elkins

Master of Fine Arts: Creative Writing - Poetry, Pacific University
B.A. English and Philosophy, University of North Carolina At Charlotte

ABOUT THE TEACHER
I could write a dissertation on my philosophy of education, but, in a nutshell: children believe what we tell them about themselves. Everything I practice in the classroom begins here.

I have taught students of all ages in a wide range of learning environments. While living in Los Angeles, I taught English as a Second Language to adult learners from all over the world and led GED classes at Simi Institute for Careers & Education. From there, I moved into higher education, teaching composition and literature at Rowan-Cabarrus Community College in Salisbury, NC. My journey then led to Smith Academy of International Languages, a language-immersion charter school in Charlotte, where I taught 6th and 7th grade English Language Arts.  This is when I began to hit my stride as an educator. Under the leadership of award-winning administrator Ynez Olshausen, I had the freedom to shape my classroom environment and explore what an ideal learning space could look like. Of my teaching, Olshausen said, “Students can tell Ms. [Sarah] loves literature and has mastery of her subject matter. She has a very dynamic and dramatic presentation style that is very engaging to her middle school students.” 

While at Smith Academy, I also served as the AVID Coordinator, Athletic Director, and coach for the boys’ and girls’ track teams. When my then-husband’s career brought us to the Greenbrier Valley, I pivoted into marketing and freelance writing, though I never fully stepped away from teaching. I continued leading community poetry workshops and, for a time, taught creative writing to incarcerated students at FCI-Beckley, a men’s medium-security federal prison. 

Now, I teach composition and literature at Mountain Gateway Community College in Clifton Forge, VA, and have loved rekindling my passion for working with middle schoolers at Greenbrier Community School. In the 2025-26 school year, I look forward to transitioning full-time to GCS, where I’ll help build the kind of middle school experience I wish I’d had. Middle schoolers are the quirkiest, most delightful creatures on earth, and it’s an honor to be in the room as they begin to figure out who they want to be.

Outside the classroom, I coach mountain biking for student-athletes ranging from preschool to high school and serve as a member of the Lewisburg City Council. I am also a working poet. Learn more at SarahElkins.com. I live in Lewisburg with my husband, Max; son, Tad; dog, Messick (of course); and one goldfish, unnamed, who survived the roaming cat massacre of 2021.
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The educator must take into consideration the academic, social, and emotional levels of a student
in order to educate the whole child.

Erica Marks

B.S. Biology, Minor Cello Performance 1996
Secondary Science Education,
Math Certification in VA Roanoke College

ABOUT THE TEACHER
I describe myself as a life-long student of science and the natural world. My passion for sharing that love has guided me to a variety of settings throughout my professional life as an educator. I have been a classroom science teacher in independent and public schools and have run experiential learning programs in non-traditional settings such as camps and nonprofit organizations.
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My resume includes middle and high school teaching positions at the North Cross School in Roanoke, the American School of Lima in Peru, the Holderness School in New Hampshire, and Greenbrier Episcopal School. I have also served as the Special Educator to the Gifted in Pocahontas County Schools for four years. I enjoy creating curriculum and had the chance to design the Integrated Science curriculum for North Cross and various experiential courses for camps and non-profits, including the High Rocks Academy and Appalachian Headwaters.
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In 2016, I helped to found and continue to serve as the director of the Yew Mountain Center, a non-profit educational organization in Pocahontas County. The Yew School, an outdoors-focused middle school, was a pilot project of the Yew Mountain Center in 2022-2023. I live in Pocahontas County with my husband Paolo and three daughters. We enjoy playing music and exploring the beautiful wilds of the Greenbrier Valley together.
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CLASSROOM COMMUNITY
I believe that the best middle school science experience extends beyond the walls of the classroom and the pages of a worksheet. It is one that creates more questions than answers and pulls students along on a journey of discovery driven by their native curiosity. The middle years are a time of making sense of self in relation to the greater world, and a scientific mindset is an excellent tool to make use of for this unfolding endeavor. Practicing observation skills, evaluating the quality of data, organizing information, and drawing the best conclusions possible at the time, all the while asking, “What if..? How…? Why…?” are habits of mind that can help students find their way in a changing world.
‍
Creativity and curiosity are essential qualities for scientists. I believe the role of a science teacher is to create an environment that supports these qualities in the students. An environment of trust and respect that honors their diverse learning and communication styles will allow students to take intellectual risks and take ownership of the course content.
‍
I will endeavor to make real-world connections, make learning experiential and hands-on, honor student inquiry and choice of subject matter, offer opportunities for reflection about the process, all the while respecting the core content that students need to master to be successful in future science classes, and well…life. In short, I will strive to educate the kind of responsible, engaged, scientific thinkers that I feel good about entrusting my future to. This feels like a critically important pursuit and I am honored to be charged with it!

Nick McClung

Bachelor of Arts: History – Concord University
Currently completing Bachelor of Science degree in Education specializing in Social Studies - Concord University

ABOUT THE TEACHER
I would describe myself as a lifelong and fervent student of Social Studies. History, Geography, Civics and all the subjects that play a part in these very broad topics have interested me almost since I could comprehend the world around me. I’m a firm believer that learning about where we came from is pivotal in determining where we can go.
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I am originally from Frankford, West Virginia, and I graduated from Greenbrier East High School. From there I enlisted in the West Virginia Army National Guard and simultaneously began working on my degree in History. It was these experiences that ignited my passion to teach as I would often tutor my peers in college and lead classes that were relevant to my Army occupation.
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I am extremely passionate about Greenbrier Community School's mission of providing high-quality education to a diverse group of students while using progressive strategies. This mission statement really resonates with me; I believe History, Civics, and other subjects that fall under the umbrella of Social Studies truly shine when the perspectives of numerous backgrounds are allowed to express themselves.

Additionally, my experiences in the US Army and as a credentialed WVDE Substitute Teacher with Greenbrier County Schools have taught me the value in remaining flexible, not only in my approaches, but in the strategies I use when teaching. This flexibility is vital when encouraging critical and independent thinking. This is further reinforced by my time at Concord University where I will have completed an additional degree in Education with a specialization in Social Studies within this year. It’s here that I’ve been able to see these strategies in action as I further my own education and watch experienced educators at work. I have had the opportunity to work with excellent mentors who have really inspired my teaching.
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Outside of teaching and furthering my own goals, I find joy in reading, art, writing, and outdoors activities such as camping and fishing.
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CLASSROOM COMMUNITY
GCS is a place where I believe our students can truly shine, and to that end I have high but fair standards both in conduct and in academic development. My goal for students is to be knowledgeable, confident in themselves and their work, and eager to take control of their education. I will ask a lot of them, and I believe that a healthy challenge encourages students to reach heights they never considered reaching. Above all, I strive to help students become the best versions of themselves, one day at a time.
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My classroom philosophy revolves around the humble question of “why?” Be it questioning the actions of people or events across the globe or a simple curiosity as to why a thing is how it is, I believe that the most important step in understanding the world is to ask “why?” My teaching philosophy is to foster curiosity and the ability to form opinions using evidence, encourage discussion and a healthy exchange of perspectives, and promote critical thinking as we dive into complex topics.

“Make it exist first, perfection can come later.” -Unknown

Creating the Culture
of the Classroom

Over the first six weeks, the primary focus of all GCS classrooms is to set up the structures and behavioral atmosphere needed to create the ideal learning environment for all students. Students co-create this environment so that they feel safe to voice their concerns and needs, clear in their understanding of behavioral and academic expectations and inspired to learn and grow as a valued member of a real community. Click on the links below on the right for details.

Click on links below for details

Daily agenda Introduced

Every classroom has a daily agenda and the day begins and ends with a morning circle to discuss the the goals for the day and what may have been missed at the end of the day so students are aware of what adjustments will be made for the agenda on the following day.

Classroom Structure Development

Students make lists of what will make the class work smoothly. Procedures are set for how students operate in the classrooms, how they transition from activities, how materials are used and put away, and how they will take responsibility in the classroom for their behavior for their needs.

Social Behavioral Constructs

Procedures for how teachers respond to breakdowns with students, and how peers respond to each other if there is a conflict are developed. Teachers model behavioral responses for students to emulate, which helps to set the tone for a harmonious classroom environment.

Building Trusting Community

Teachers connect with students on a human level to create relationships as caring community members not authoritarian teacher/student roles. Strategies such as being at the door in the morning, saying good morning, showing empathy with separation from parents or emotional concerns of students may have.

Class Promise

A behavioral contract for the rules that govern the class is co-created by students and facilitated by the teacher. All students sign or add hand prints to validate the contract. The contract may get read daily and students are reminded that failure is ok and the class promise is in place for students to realign with if a breakdown occurs. Teachers post the promise in a visibly prominent place in the classroom for students to refer to often.

Useful links
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About GCS

Our mission is to cultivate an inclusive community founded on relationships that nurtures the whole child and inspires creativity, problem solving, and independent thinking through challenging and collaborative learning experiences—empowering every student to grow as an engaged citizen and critical thinker.

The Greenbrier Community School

413 Oak Street, Lewisburg, West Virginia 24901
phone 304.793.2420
‍info@greenbriercommunityschool.org