· B.A., Christopher Newport University
· GPTCA Certified Master Professional Tennis Coach (ATP System)

In His Words：
“The reason I’ve chosen to stay is simple: I truly enjoy my life here, and VMA has consistently provided me with the support I need. Here, I feel valued, respected, and seen as an important member of the team. It’s this sense of community that makes it feel like home.”

His VMA Story：
Cesar Sousa from Porto, Portugal, has spent seven years at VMA. As a physical education teacher, he not only leads classes but also coaches tennis, volleyball, and soccer in the Sharks League. What has kept him here is not only the tranquil campus environment but, more importantly, the close-knit and warm community of teachers.

Over the years, he has witnessed VMA’s continuous growth—from the refinement of its organizational structure to achieving WASC accreditation. These developments have significantly enhanced teaching professionalism and operational efficiency across the school. In such an environment, he feels respected and supported, and he is motivated to collaborate with colleagues in creating high-quality educational experiences for students.

Outside of teaching, Cesar remains an active competitive tennis player. Currently ranked 103rd worldwide in the ITF Tour Masters, he has set his sights on breaking into the top 50—or even the top 10—this year. He integrates perseverance and self-discipline into his daily life and hopes to inspire students with the same spirit: to find passion in their studies and lives, and to grow together as a team.

Master's from the Peabody Institute of the Johns Hopkins University

In His Words：
“This is a community built on professionalism, mutual growth, and creative exploration. Each year, witnessing the progress of both the school and our students fills me with immense pride and a deep sense of accomplishment.”

His VMA Story：
Having lived in Shenzhen for 13 years, Colton Francis now speaks fluent Chinese. As a classical music composer and educator from the United States, he joined VMAA at its inception in 2018, becoming a pioneer on this new journey in music education.

Reflecting on his decision to join, Colton saw it as a unique and appealing professional challenge: the opportunity to shape the foundational curriculum of an arts academy and contribute to an emerging campus culture. His reason for staying all these years is simple — “the school’s unwavering commitment to artistic excellence and its collaborative spirit.” Looking back, he has witnessed the school’s rapid growth: facilities have been enhanced, the curriculum enriched, and the student body has become more diverse and talented. “This means we have more resources and opportunities to explore music at a higher level and to create a more dynamic and inspiring learning environment.”

When asked about his fluent Chinese, Colton laughs, saying there was no formal method to it. As he puts it, language acquisition is something that happens naturally. “The bits and pieces of daily life, and conversations with colleagues and friends, all helped me gradually grasp the language.”

· MSc in Psychology, University College London
· BA in Psychology, Soochow University

In Her Words：
“At Merisa Academy, every year brings tangible personal growth and change. It’s a place that not only encourages me to continually learn and take on new challenges, but more importantly, one where I’ve found a deep sense of belonging among colleagues.”

Her VMA Story：
This year marks Yang Tiange’s sixth year teaching at VMA. Her decision to join Merisa was initially inspired by a friend’s simple yet powerful description: “It’s a kind and inclusive place.” Trusting that recommendation, she embarked on her new life in Shenzhen with a mix of anticipation and nervousness.

What has made her stay is the trust and support woven into everyday life at VMA. Each year, she sees herself growing through collaborative projects with colleagues and reflective teaching practice. Her coworkers have become not only reliable partners at work but also allies in life. It’s this mutual care that adds warmth and laughter to the otherwise demanding life of a teacher.

Over the years, VMA has consistently strengthened its academic rigor and student support systems. Beyond implementing more structured research-based teaching and counseling programs to help students build solid learning habits, the school also encourages teachers to continually refine their craft. To Tiange, this is an upward journey shared with both her students and colleagues.

One of her most memorable experiences was during the first year the UK Track introduced Psychology. She worked closely with two students, growing together through the challenges. “They witnessed my journey of learning how to teach the subject, and I supported them as they progressed from scratch to achieving top scores in the major exams.” Both students were later admitted to the Psychology department at UCL — a testament to how shared growth, built on trust, makes the educational journey truly meaningful.

MA and BA in Translation Studies, Sun Yat-sen University

In His Words：
"The only constant at our academy is change. I believe this aligns with and reflects the essence of education. Our academy continually strives to capture the spirit and trends of society and the times. I trust that what the school aims to achieve is to steer the academy forward by proactively adapting to these currents."

His VMA Story：
Ma Xiao, who initially described his arrival at Merisa Academy as "somewhat serendipitous," is now in his eighth year here. He began his journey in university counseling but discovered his true passion and value in teaching.

"Working with teenagers certainly comes with moments of frustration and self-doubt, but what stands out are the moments I witness their growth. Learning to be patient, and ultimately being understood and trusted by my students—that intellectual and emotional intimacy has convinced me that I am doing something meaningful and irreplaceable." It is this profound sense of belonging that has allowed him to put down deep roots at Merisa.

Over the years, he has also witnessed the house's continuous evolution and growth. From the specialization of the curriculum to the implementation of backward design, he admits the process, while challenging, has been immensely rewarding. "For me, this journey has been about letting go of rigid confidence in my own experience, proactively breaking down old assumptions, and rebuilding my professional expertise." It is this spirit of continuous exploration that drives both the school and its teachers forward.

In his daily teaching and through the SSR (Solitude Silent Reading) project, Mr. Ma firmly believes that students can be inspired by genuine passion. "During those 20 minutes, I am not a teacher, but simply a reader with a bit more experience than my students." He hopes students can shed a utilitarian mindset and treat this time as an opportunity to return to a state of ease, and he is confident that through such shared moments, they will gradually build habits, endurance, and an appreciation for beauty.

· Ph.D. in Human Development, University of Rochester
· M.S. Ed. in School & Mental Health Counseling, University of Pennsylvania

In Her Words：
“I see VMA as a truly warm community that respects each individual and actively supports their growth. Here, education is not merely about imparting knowledge—it’s about fostering an environment that inspires self-driven progress and meaningful connection.”

Her VMA Story：
Before joining VMA, Yu Jinxi from Beijing had extensive experience in student support and mental health within higher education, managing areas such as residential life, cross-cultural adjustment, and crisis intervention. She was deeply drawn to VMA’s mission of “nurturing global citizens with Chinese roots,” and particularly resonated with its House system and the balanced mix of Chinese and international faculty.

Not by coincidence, her doctoral research had focused on identity formation among Chinese students in American high schools—and at VMA, she found an institution where educational philosophy is translated into actionable systems.

As Residential Director, she views the dormitory as a “living laboratory.” She aims to develop the residential community systematically across five dimensions:

1. Cultivating warmth and connection in daily life

2. Strengthening support and empowerment through CLA and houseparent teams

3. Building trust through transparent communication, especially amid change

4. Implementing “scaffolding with autonomy,” encouraging student involvement in decision-making

5. Transferring responsibility to foster student ownership

   
   

Dr. Yu is committed to transforming the dormitory into more than just a place to sleep—into a growth-oriented community built on trust and belonging, where students don’t only “survive” day to day, but truly thrive socially, emotionally, and personally.

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

In Her Words：
"Since joining VMA, I’ve been delighted to discover that our students are not only diligent and curious but also full of warmth, sincerity, and humor. I firmly believe VMA provides every student with the resources they need to succeed while encouraging them to remain true to their unique interests and individuality."

Her Profile：
Growing up on a farm and vineyard in Texas, Kassi brings a multidisciplinary perspective to her teaching, shaped by her own diverse academic journey. She was drawn to VMA not only for its rich and varied curriculum but also for the opportunity to work with a student body diverse in skills, aspirations, and interests.

“Diversity is an invaluable asset in education, especially in the humanities—it genuinely reflects the real world students will enter after graduation,” she observes. In her view, a diverse classroom is not only more dynamic and engaging but also essential in preparing students for the social realities they will encounter. For Kassi, the heart of teaching lies in guiding students to continually expand their understanding, build their own frameworks of knowledge, and ultimately find their voice and confidence in a multifaceted world.

Ph.D. in Applied Linguistics, Ball State University

M.A. in English Education, Morehead State University

In His Words：
“Language exists everywhere. My goal is to help students connect it to the real world. The key lies in encouraging them to share their own interests, experiences, hopes, and ideas. People are naturally eager to talk about themselves and what they love.”

His VMA Story：
Thomas, who joined VMA from the United States, still vividly remembers his first impression during his interview: “The warmth of the faculty made me truly feel the positive community atmosphere.” This spirit of collaboration reminded him of the Chinese community values he deeply admires—mutual support and collective growth.

He particularly appreciates VMA’s emphasis on teacher development, from the structured professional training before and after each semester to the clear communication and expectations, all of which make him feel trusted and supported.

As an ELL teacher, Thomas is passionate about guiding students beyond their comfort zones to express themselves confidently. He often encourages them to share their interests, experiences, and ideas, incorporating elements of popular culture—such as song lyrics and short videos—to make learning more relatable and engaging.

“I understand that students can sometimes feel bored—teachers can, too,” he says with a smile. “But if I’m genuinely enjoying myself in the classroom, I trust they will, too.”

Being able to join VMA, as he describes it, feels like “a dream come true.” Whether it’s the creative energy of the teaching team or the natural beauty of Dameisha, he looks forward to the journey of the new academic year with great anticipation.