· B.A in Newport Research University

· Tennis Masters Professional in GPTCA by ATP

This is my seventh year at VMA. What first motivated me to join was the beautiful campus in peaceful Dameisha. I chose to stay because I truly enjoy living here and because VMA has always given me the support I needed. I feel valued, respected, and part of a strong team. That sense of community makes me feel very much at home.

Over the years, I have seen VMA grow in organization and direction, which has allowed the school to achieve important milestones such as WASC certification. As the organization improves, the teachers become more effective, which means I am surrounded by highly professional colleagues. This environment not only motivates me but also ensures that our students receive better education and experiences.

Alongside teaching, I am still active as a tennis player. At the moment, I hold a world ranking 103, and my goal for the coming year is to break into the top 50 or even move closer to the top 10. Staying consistent with training, looking after my health, and managing my time carefully helps me balance my professional tennis career with my role at VMA.

· M.A in Composition, Peabody Institute of Music

I have been with VMAA since its inaugural year in 2018. I was drawn to the opportunity to help build a world-class music conservatory from the ground up. The chance to shape its foundational curriculum and contribute to its emerging culture presented a unique and compelling professional challenge.

I've chosen to stay because of the school's unwavering commitment to artistic excellence and its collaborative spirit. This is a community built on a shared ethos of professionalism, mutual growth, and creative exploration. Witnessing the evolution of both the institution and the students year after year fills me with a profound sense of pride and accomplishment.

I've witnessed tremendous growth in both our facilities and the depth of our programs. We've expanded our course offerings and attracted incredibly dedicated and talented students. For me and my students, this means we have more resources and opportunities to explore music at a higher level, fostering a more dynamic and inspiring learning environment.

· M.A in Psychology, University College London

· B.A in Psychology, Soochow University

This is my sixth year at VMA. I first decided to join because of a recommendation from a friend who was already working here. He told me about the school’s diverse and friendly atmosphere, and mentioned that the SLO (Student Life Office) —where I was about to work—was full of wonderful colleagues.

At VMA, I feel that I grow and change every year. It gives me constant opportunities to learn, to challenge myself, and to take on new experiences. More importantly, my colleagues provide me with a deep sense of belonging. They are not only my reliable partners at work but also companions in life.

The most significant change I have seen is that the school has become more rigorous in teaching and learning, while also providing stronger support and encouragement for students. What stands out the most is my first-year teaching on the UK Track. I had two students in my class, they witnessed my process of exploring and developing as a first-time teacher of the course, while I accompanied them from having no prior foundation to achieving excellent results in their final exams. Eventually, both of them received offers from UCL’s Psychology program. That moment was deeply moving for me—it showed how companionship and trust can make growth so much more meaningful, for both teachers and students.

· B.A and M.A in Interpreting, Sun Yat-sen University

This is my eighth year here, there are a few reasons I’ve chosen to stay: To truly understand how an organization operates, you need to invest time experiencing its day-to-day details. Teaching is where I find value and meaning in my work. An important lesson in being a mentor and teacher is learning to wait: waiting for students to understand your intentions, to grasp the meaning behind certain actions, and ultimately to build trust and closeness. The positive feedback from both teaching outcomes and teacher-student relationships gives me a strong sense of purpose.

I think the only constant at our academy is change. I believe this aligns with the spirit of education itself. Our academy constantly strives to capture the trends and spirit of the times. Throughout this ongoing process of exploration, the academy has grown more professional, and with that comes clearer expectations for teachers’ expertise.  For me, these changes have been about letting go of my ego and overreliance on past experience, breaking old mindsets, and rebuilding my professional competence.

In my SSR (Solitude Silent Reading) class, I try to create a culture where these 20 minutes become a relaxed space to return to a lighter state of being, reading just for reading's purpose. In those 20 minutes, students are only responsible to themselves; they are their own persons. Let us approach this time with self-respect and honesty, gradually building reading habits and stamina.

· Ph.D. in Human Development, University of Rochester

· M.A. in School and Mental Health Counseling, University of Pennsylvania 

Before joining VMA, I focused primarily on student support and mental health services in higher education. Among many schools, what ultimately drew me to VMA was its educational philosophy of "To Cultivate Global Citizens and Leaders with Chinese identity." My doctoral research explored the identity formation of Chinese international high school students in the U.S, so the mission resonates with me.VMA’s dynasty-inspired House system and the balanced mix of international and Chinese faculty further convinced me that the school genuinely puts philosophy into practice.

Since arriving, what impresses me most is how VMA truly lives its “student-centered” philosophy. Students’ choices are respected while receiving strong support and guidance to grow through independent exploration. The House system, in particular, exemplifies a rich sense of community.

If I were describe VMA in one sentence: "A warm community that truly respects individuals and supports growth." As Director of Boarding Office, I strive to make dormitories more than places to sleep—spaces built on trust and belonging, where students thrive socially, emotionally, and personally. My vision is to make dormitories a “living laboratory” for developing comprehensive competencies.

· J.D., The University of Texas at Austin
· B.A. in English, Rice University

I was attracted to VMA because it is a well-established school that offers a wide range of curricular and extracurricular programs to attract a student body with diverse skills, goals, and interests.  Diversity is an asset for teaching and learning, especially in humanities courses, because it reflects the real world that students will be facing when they leave school. In addition, it also creates a livelier and more engaging atmosphere in the classroom.    

Since joining VMA, I have enjoyed having the chance to work with many students who are not only hardworking but also warm, authentic, and funny.  I believe this is a school where every student can have access to the resources needed to succeed while also still being able to maintain his or her own unique identity and interests.

As an ELA teacher, just about everything I do in my classroom is intended to help students develop skills that they will use every day in the real world, including critical thinking, communication, and collaboration.

· Ph.D. in Applied Linguistics, Ball State University

· M.A in English Education, Morehead State University

On the day of my interview, I was instantly drawn to VMA. The faculty were very welcoming, and I could feel how this school had cultivated a positive sense of community. I love the beauty and the scenery here in Dameisha. This opportunity is a dream-come-true, and I am excited to see what is to come throughout the school year.

What I have appreciated most is the school’s foundations of collaboration. In some ways, it embodies that Chinese spirit of community that I greatly admire. We are all working towards to same goals of helping challenge these students to find their best selves—which allows us, as teachers, to also find our best selves. The support that VMA offers its faculty is evident. The professional development sessions before and during the semester helped prepare us and help us improve our skills.

When working with students, I enjoy bringing them out of their shells and watching them learn how to better express themselves. Because language is used for everything, the trick to making it connect to the real world is to convince the students to share their own interests, experiences, hopes, and ideas. The natural desire of most people is to talk about themselves and the things that they love.