Renee McLamb, Head of School, Northwood Temple Academy

Renee McLamb: I’m Renee McLamb, head of school at Northwood Temple Academy in Fayetteville, North Carolina.

Sarah Garrett: I’m Sarah Garrett, recently joining as the English Honors and AP English teacher, and I also teach World Geography to seniors and sophomores.

Renee McLamb: Northwood Temple Academy was established in 1979 and serves as a K–12 school with dual accreditation from ACSI and Cognia. Our students have a strong track record of pursuing college or military careers, given our proximity to a military town. Many go on to institutions like West Point or The Citadel or enlist to serve. It’s a wonderful place, and I’ve been here for 33 years.

Renee McLamb: A big part of our success comes from our dedicated faculty who build strong relationships with students. I always emphasize the “Three Ts” to our teachers—teach, teach, teach—from the first to the last bell, staying current with best practices in education so our students are well-prepared for college or other paths.

Renee McLamb: We have an early education program for ages three and four, which we’re expanding to a new campus soon. We track students from early education through 12th grade and see consistently higher academic achievement in students who started with us early. Our campus includes early education, elementary, middle and high school, and offers a full STEAM program, film and broadcast classes, robotics, and a Lego program. Even elementary students take Spanish and learn keyboarding in 4th grade.

Each classroom has Chromebooks or iPads, and from middle school on, they have touch screens. For example, our early education uses MimioTeach technology. This portable smart board alternative is great since we share space with a church and can easily store the devices when needed.

Sarah Garrett: We also partner with Fayetteville Technical Community College, enabling our high school students to take college-level courses on our campus taught by our qualified staff. Juniors and seniors can earn up to 15–16 college credits before graduation, which often covers their first semester of freshman year and saves their parents money.

Renee McLamb: I’m proud of our dual enrollment program and that we can offer it with qualified teachers right here on campus, even though we’re a private school and can’t always match county school salaries. It’s invaluable to have dedicated staff with advanced degrees who can teach college courses and prepare students for technology like Blackboard. Our students leave here fully familiar with college platforms, making their transition easier. I’m also proud that, even though we’re a small high school with about 150 students (540 across all grades), we balance strong academics with a successful athletic program, holding students to high standards in both.

It’s a privilege to address students’ academic and moral questions in a faith-based setting. We encourage them to ask hard questions here, where they’ll receive honest answers in a safe environment, where we know they’ll get the truth.

Technology has advanced rapidly, leaving ethics lagging behind. We haven’t kept pace with establishing guidelines for the responsible use of digital tools, so this year, we’re exploring ethical systems for digital products. Questions include: How should we handle AI, plagiarism and hacking?

Sarah Garrett: Even though I’ve only been here a short time, I’m amazed at how invested the students are in the programs. Many approach me wanting to lead clubs, showing incredible enthusiasm—especially the seniors, who are giving it their all in their final year. They feel like part of a vibrant family and culture here, where creativity and technology are interwoven. For example, today we had a debate on the effects of social media. The students coined the term “brain rot” and discussed whether social media truly connects or isolates them, questioning whether online personas are authentic or just facades. Some see social media as a platform for self-expression and even their “intellectual property,” while others argue it might weaken real-life problem-solving skills.

We also explored how AI can impact academic integrity. I remind students that I can detect when AI is used in their work, as it often lacks their personal voice and style. While AI can add flair if used creatively, there’s a line of integrity they must consider. These topics are particularly relevant now that students must turn in their cell phones, challenging their attachment to these devices.

Renee McLamb: This summer, I interviewed at least 50 candidates for various positions. Being a military town, we experience regular transitions as teachers move with their spouses, so we often have roles to fill. Finding the right fit can be challenging in a small, faith-based school like ours. Candidates must not only meet academic qualifications but also understand how faith shapes our daily lives. For those seeking a collaborative and supportive environment, we emphasize a campus culture of teamwork over competition.

At Northwood, we value a mindset of continuous improvement, what I call “getting better at getting better.” Even after 44 years in education, I still love learning new things. A teacher should never stop learning; if you’re just reusing old lesson plans without new ideas, it might be time to consider a change. Great teachers are those who, even at 2:30 in the morning, wake up with an idea they’re excited to try in class. Here, we’re committed to embracing growth and perfecting the art of getting better.

Sarah Garrett: I’m teaching seniors and sophomores, and my seniors are teaching me as well, especially when it comes to technology and the kinds of things they encounter on social media. Some of it is questionable, and they’re not always sure how to interpret it. I appreciate that we can have open conversations about these topics in a setting where we don’t shut down their questions but encourage exploration and discussion. This generation needs guidance to think critically about how these issues impact their future. We’re currently reading “Frankenstein” and “Animal Farm,” which delve into humanity, technology, and the nature of progress—concepts that resonate with today’s questions around technology and ethics, even though these works were written long ago.

Renee McLamb: We’re part of an accrediting association that developed the “Flourishing Schools Model,” which allows us to collaborate with heads of schools across the country. This partnership has been incredibly beneficial, especially for discussing topics like the legal aspects of technology—something I’ll be attending a seminar on soon. For instance, our campus has 48 security cameras monitored by a dedicated team of seven staff members, ensuring both security and effective use of technology. Our IT team includes both on-campus staff and external support, though I often rely on our tech-savvy students to troubleshoot minor issues quickly.

While we welcome anyone who wants to be part of our collaborative environment, our enrollment is currently at capacity, which is a good problem to have when building the budget. We also see a growing need for mental health support, partly due to issues raised in “The Anxious Generation” by Jonathan Haidt, which highlights the rise in mental health challenges among students, particularly girls, due to social media. The data is alarming, with significant increases in mental health issues linked to technology use. While we have academic support through student services, we’re considering adding a dedicated counselor to address students’ social and emotional needs driven by these digital influences.

Sarah Garrett: I often think about identity and how technology influences it through a reward system, similar to Pavlov’s experiment with conditioned responses. A notification ping from a text message, for example, can act as instant validation, making people feel acknowledged or valued. This can create a dependence on external validation, which isn’t natural and shouldn’t define one’s identity. At our school, we emphasize that identity goes beyond these influences; it includes a spiritual dimension. We discuss openly in class how true identity is found in one’s spiritual understanding, particularly in faith, rather than in superficial standards set by media, like appearance or perceived success.

Many students feel pressure to “check boxes” to feel good enough, striving to meet societal expectations for excellence. While grades and accomplishments matter, they don’t define a person’s worth. We encourage students to see their greater purpose as positively influencing others and making meaningful connections. True identity comes not from titles or achievements but from their impact on others. Our school’s focus on students’ spiritual futures sets us apart, teaching them that their purpose is much greater than the grades they earn or the colleges they attend.

Renee McLamb: What’s fascinating about this book (“The Anxious Generation”) is that an atheist wrote it, yet after extensive data and studies on various faiths, the author concludes that students who flourish are those with some type of faith rituals and a sense of belonging. He found that these students navigate the challenges of technology more effectively. This realization drew me in, as the author, despite his atheism, recognized that students with connections to faith or a supportive community are better equipped to handle today’s complex, tech-driven world.

Sarah Garrett: This balance likely stems from having a solid sense of identity. Without that, it’s easy to adopt whatever identity social media projects, much like how vulnerable populations can fall under the influence of a cult. Technology can replace personal identity if there’s no strong foundation, and we aim to protect future generations from being held captive by this. What’s unique here is how students interact—they see the world deeply, support one another, pray together and encourage each other in a way I haven’t seen elsewhere. This connectedness fosters a special sense of community and resilience.

Renee McLamb: We have the advantage of small class sizes, with one teacher for every 18 to 20 students, which allows us to build strong relationships. I tell our teachers we’re not “better” than public schools; we’re simply different in philosophy. Our students are selected and tested into our program, so we have an opportunity to connect with them more closely than a school with 37 students per class might. Currently, about 20 alumni now send their children here, many of whom I taught as second graders. Seeing former students return as parents is a beautiful, generational fulfillment of our vision, especially when I recall some who spent considerable time in my office and are now part of our community again with their own families.

Sarah Garrett: And I have two seniors who started here as preschoolers and attended school all the way through to their senior year. How special is that? I can’t even imagine being able to maintain the same connections and friendships my entire school career.

Renee McLamb: I want to share a personal story about my son. At 41, he’s a father of two, but it all started back in eighth grade when a drama teacher, John Wright, put a camera in his hand along with a half-written script. That moment sparked his passion for filmmaking. Under Mr. Wright’s guidance, he learned how to film and edit, which has led him to win nine Emmys and create content for PBS.

Mr. Wright recognized my son’s potential and nurtured it, helping him realize his dreams. I can tell you countless stories about students like him—nurses, doctors and engineers—who have thrived because someone believed in them. This is why I believe it’s so important to have strong programs in place; if we have a student who could be an engineer but is stuck in a subpar math program, we risk losing sight of the purpose they were created for.

That’s why we strive for good scores—not just to boast about Northwood Temple Academy, but to position our students to become everything they were designed to be.

Sarah Garrett: Smaller class sizes are essential because they allow teachers to connect with students on a deeper level. In overcrowded classrooms, there’s often little time to greet each student or identify those who may be struggling. This is one of the main reasons I chose not to work in public schools; I didn’t want to be in an environment where I couldn’t invest in my students’ futures.

I’ve experienced overcrowding even in preschools, and it’s clear that when classes are too full, teachers can’t perform their jobs effectively. Maintaining the right student-to-teacher ratio is crucial for fostering an environment where students can excel in their studies.

Renee McLamb: We actively participate in various events, including a regional and national creative writing festival. Last year, four of our high school students achieved notable superior ratings, which led to their publication. The purpose of these activities is to prepare students for future opportunities, whether that involves becoming journalists or pursuing other careers. Effective communication, both in writing and public speaking, is essential, and we emphasize these skills as fundamental to their education.

Sarah Garrett: The advancement of technology can sometimes hinder opportunities for direct interaction and learning. While using technology effectively can enhance our meetings and educational experiences, excess can be detrimental. We need to find the best ways to integrate technology into education, as it is an inevitable part of our future.

For instance, in a preschool setting, I observed children became overly reliant on devices like Alexa, often asking it to perform tasks instead of engaging with their teachers. This highlights the need for balance in technology use, ensuring that it supports rather than replaces traditional teaching methods. Ultimately, we must focus on using technology wisely to empower our students.

Sarah Garrett: Truth is incredibly powerful, and how we utilize the information available to us reflects our integrity. The key consideration should be how we can use technology while remaining true to our creativity and moral compass. It’s essential to establish a standard for this balance, and as educators, we are continually learning how to achieve it.