February 19, 2026
from Dr. Lori-Anne Brogdon, head of school
Two years ago, when interviewing for the head of school role at MPA, I remember learning about the formation of the Center for Inclusive Teaching and Learning (CITL). Diagnosed with a fair share of learning differences myself, I connected deeply with the concept. Learning about the CITL made me excited to hear that MPA wanted to further its goal of supporting and knowing each child for who they are and what they bring to school each day, inside and out.
Since arriving at MPA, I have seen evidence of the efforts developed through phase one, including the use of common language, awareness, and implementation of Universal Design for Learning in the classroom. Conversations supporting all students—with and without learning differences—occur on a daily basis. Students have greater agency in their learning environment-choosing where to sit, how to help regulate their bodies and minds, and what technology tools may help expand their ability to absorb and process information.
As Ashley Goetzke shared in her recent communication for this year’s Spring Auction paddle raise, “Phase Two of the Center for Inclusive Teaching and Learning is about creating a space that reflects who we are as a school and who we want to become. Not a space for ‘some’ students. A space for all students. A space for focus and testing, for tutoring and enrichment, for collaboration and creativity. A space where rigor and support exist together. A space that signals to current and prospective families that MPA understands how students learn in 2026 and beyond.”
Throughout my conversations over the past several months, a common thread shared by all is the desire to maintain the academic integrity of our program and to further opportunities for learning. Phase two of the CITL is a representation of the many stories, experiences, hopes, and excitement for MPA. Late last fall, a survey to gather feedback about the Center for Inclusive Teaching was shared with students, guardians, faculty, and staff. An impressive 548 members of our community responded, providing feedback on areas of strength and opportunity. Over the next few weeks, small listening sessions are taking place with various members of our community to gather additional information and gain greater clarity on how the CITL can be of use for both students and adults. Within all this information gathering, two aspects remain clear: having a physical space where students, faculty, and families could learn was of great interest, and continuing the work within all classrooms to further support all students should remain a priority at all grade levels.
With the creativity of architects and the valued input of our community, the Panther Center will provide a space for learning and play before, during, and after school. Formally used as MPA’s library, the vast space will be reimagined into two areas: the CITL and the Panther Center. The space will return to its original purpose of providing a place for all to visit. Included in this vision are office space, flexible furniture for learning, areas for small group lessons and tutoring, space for continued creative play, and lounging for all ages. The transformation will increase our community’s opportunities to find supervised space for all kinds of learners. The CITL will also serve as a place for adults to gather and learn from our own faculty and staff, and outside speakers, on various topics related to raising children throughout their school-age years, and beyond.
Personally, I am honored to carry forward, with input from the MPA community, the vision and implementation of the Center for Inclusive Teaching and Learning. Together, we will continue to elevate learning for all. Your support over the last two years reminds me every day why MPA is such a special place—a school where the community prioritizes the students’ experiences so that every day can be better than the last.
