Amy Krupa, Director of Education
From the earliest time I can remember, I knew I wanted to become a teacher. With both my father and aunt working in education, teaching was a profession I grew up knowing and understanding. In many ways, I always felt that teaching was a part of who I was.
As an elementary school student, I was shy and found language particularly challenging. Reading aloud in front of my classmates, writing in front of others, and taking tests often produced a great deal of anxiety. Throughout my childhood, I learned to recognize the educators who saw the best in me, met me where I was, and supported me through my challenges. I also experienced educators who made me feel “less than” and placed me in situations that added to my self-doubt.
As I grew older, I began to understand that these experiences would shape the kind of teacher I wanted to become. I wanted to be the educator who notices the child who is struggling, recognizes strengths that may not always be immediately visible, and creates an environment where every student feels seen, heard, and respected. I want children to understand that challenges are a natural part of learning and that they do not define their abilities or their worth.
That is what continues to inspire me about education today. I am passionate about helping each child discover who they are as a learner, develop confidence in themselves, and recognize their own potential. There is something incredibly meaningful about being part of that journey and helping a child see possibilities in themselves that they may not yet see.
After more than two decades in the classroom, I am honored to bring that experience into my new role as Director of Education. Having worked with adults in many different capacities over the years, I see this as another opportunity to make a meaningful impact. When teachers feel supported, understood, and valued, they are better able to create those same experiences for their students.
My years as an educator also bring an important perspective to my administrative role. I understand the joys and challenges of classroom life firsthand, and I can bring that experience and insight to decisions and conversations with the goal of supporting teachers in the most helpful and meaningful ways possible.
My longstanding history at Princeton Montessori School gives me another unique perspective. I have the benefit of knowing where we have come from, understanding the experiences and traditions that have shaped our community, and appreciating the work that has brought us to where we are today. At the same time, I am excited to help shape a vision for where we can go next.
For me, leadership is not about leaving behind the work of the classroom. It is about using what I have learned from that work to support others and help create the conditions in which both teachers and students can thrive.
