Sara Adams is a relationship-centered educator who brings together student wellness, creativity, and academic support. Her background includes teaching in both International Baccalaureate (IB) environments and nature-based learning settings, along with experience as an art teacher and theater director, shaping a dynamic, whole-child approach. 

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As both an educator and parent, she has deep experience supporting twice-exceptional (2e) learners, with a focus on helping students understand how they learn, building systems that work for them. 

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Her classrooms are collaborative, expressive, and grounded in connection, focused on helping students to grow in confidence. 

Sara’s work centers on developing executive function—time management, organization, and self-direction—while also creating opportunities for creativity, collaboration, and applied learning.

 

She regularly supports students to navigate advanced and college-level work, helping them build both the skills and the resilience needed to succeed. 

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Students feel seen, supported, and capable—and begin to take ownership of their learning in meaningful ways. 

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“Students grow when they are known, supported, and challenged.” 

Colton Flick is an interdisciplinary educator whose work bridges science, humanities, and storytelling. He holds a Master’s degree and has taught learners from middle school through adulthood, including work with Duke TIP and Wake Technical Community College. 

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His academic interests center on how humans make meaning—across philosophy, early scientific thought, cultural systems, and narrative. He is particularly drawn to how ideas evolve across time and disciplines. 

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At Wonder, his classes function as intellectual studios, where students actively engage with big questions, reconstruct historical and scientific frameworks, and develop original ideas. His work emphasizes deep thinking, synthesis, and clear communication. 

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As a twice-exceptional (2e) learner and experienced executive function coach, Colton brings both personal insight and practical strategies to help students build independence, organization, and confidence in their thinking. 

 

Students leave Colton’s classes seeing connections they didn’t know existed—and asking better questions than when they walked in. 

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“Ideas aren’t memorized—they’re built.” 

Sue Kalish is a dedicated literacy educator with 28 years of classroom experience and a Master’s degree in English Language Arts (through the high school level). She specializes in helping students become confident, capable readers and writers. 

Her expertise lies in reading and writing instruction, and she has worked as a reading specialist, supporting both students and adults in developing clarity, structure, and confidence in their thinking. 

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After retiring from the classroom, Sue expanded her work into educational consulting and advocacy, supporting families navigating academic challenges. Her work includes reviewing 504 and IEP plans, conducting classroom observations, recommending evidence-based interventions, and advocating for appropriate support for neurodivergent learners. 

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Sue creates structured, supportive environments where students feel comfortable taking risks and grow in both skill and confidence. 

 

Students who once struggled begin to see themselves as capable readers and writers—and start to believe it. 

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“Every student deserves to be understood before they are evaluated.” 

Dana Ginsburg is a veteran mathematics educator with over 25 years of experience teaching in both Montessori and traditional school settings. She holds a Master’s degree in Secondary Mathematics Education and is a North Carolina–certified teacher in Mathematics (Grades 6–12). 

Montessori-trained and an ADHD-Certified Educator, Dana specializes in working with neurodivergent learners and in multi-age classrooms. Her approach emphasizes conceptual understanding, flexible thinking, and helping students build confidence in mathematics. 

 

She is known for creating structured yet adaptable learning environments where students understand the why behind the math—not just the process. 

 

Students stop memorizing steps and start understanding patterns—gaining confidence in their ability to figure things out. 

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“Understanding builds confidence—and dence changes everything.” 

Seema Khan brings a global perspective to her teaching, shaped by a life lived across cultures—from Pakistan to the United States and over a decade in the Middle East. 

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With a background in science education and curriculum development, and over 20 years of experience homeschooling her own children and teaching in collaborative learning environments, Seema designs learning experiences that are hands-on, inquiry-driven, and deeply engaging. 

Her work invites students to explore how systems function—through building, experimentation, discussion, and problem-solving. She emphasizes critical thinking, adaptability, and the ability to approach complex challenges from multiple perspectives. 

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Seema is known for creating classrooms where ideas are tested, refined, and applied. 

What students experience: Students build, test, rethink, and try again—developing confidence in solving problems that don’t have a single right answer. 

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“Curiosity is the starting point for every meaningful problem.” 

Dr. Krista L. Prince has worked for over a decade as an instructor and administrator in educational settings. She holds a Doctorate in Educational Studies, an M.Ed. in Higher Education and Student Affairs, and a Bachelor’s degree in Psychology. 

 

Her teaching focuses on developing structured thinking, effective communication, and self-awareness. Students learn to build strong arguments, evaluate information critically, and express their ideas with clarity and precision. 

In addition to academic work, she guides students in leadership, decision-making, and personal responsibility—helping them connect how they think with how they act. 

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Dr. Prince also has experience as an executive function coach, supporting students in building the habits and systems needed for independence and long-term success. 

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Students gain the ability to organize their thinking, express their ideas clearly, and approach complex decisions with confidence. 

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“Clear thinking leads to confident action.” 

Brittany Probst brings over 15 years of teaching experience in public schools, along with a strong background in language, communication, and student development. She holds a bachelor’s degree, with a concentration in special education, and has an International Baccalaureate (IB) background, shaping her emphasis on critical thinking and global perspective. 

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Her teaching focuses on helping students engage deeply with texts, ideas, and language—developing clarity in both written and verbal expression. She emphasizes structure, organization, and the ability to communicate effectively across contexts. 

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Brittany also brings experience in executive function coaching, helping students strengthen organization, planning, and independent learning skills. 

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Students learn to articulate what they think—and say it in a way that others understand and respect. 

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“Strong communication opens doors—in school and beyond.” 

Allison serves as Wonder's Community & Operations Coordinator, helping ensure that students, families, and faculty feel supported, informed, and connected throughout the school year. Allison brings a uniquely diverse professional background spanning education, behavioral health, legal services, small business operations, and community support. Throughout her career, she has coordinated curriculum and classroom programs, supported children and families through behavioral health services, managed complex business operations, and served as a trusted point of contact for hundreds of clients and community members.

She holds a Bachelor of Science in Child Development with a minor in Sustainable Food Systems from the University of Maine, where she developed a deep appreciation for hands-on learning, community engagement, and the many ways students grow both inside and outside the classroom. Together, these experiences have strengthened her ability to build relationships, solve problems, and create welcoming, organized environments where people feel seen, valued, and supported.

 

Allison coordinates day-to-day operations, supports students and families, assists faculty, and serves as one of the first points of connection within the Wonder community. Whether welcoming families at the front door, organizing events, answering questions, or ensuring the details behind the scenes run smoothly, she is committed to creating a warm, responsive, and relationship-centered experience for everyone who walks through Wonder's doors.

 

After relocating from Maine to North Carolina to be closer to family, Allison is excited to support Wonder's mission of curiosity-driven learning, meaningful relationships, and a strong sense of community.

Tiffany Hulsey serves as Wonder's Administrative Assistant, supporting the many details that help students, families, and faculty feel welcomed, prepared, and connected.

Tiffany brings a background in hospitality, property management, volunteer coordination, and customer service, along with a natural talent for organization and anticipating needs. After spending many years managing a busy household, supporting schools and community organizations, and overseeing rental properties, she recently relocated from Colorado to North Carolina and is excited to contribute her skills to the Wonder community.

She enjoys creating systems that improve efficiency, maintaining clear communication, and ensuring that both small tasks and larger projects are completed with care and attention to detail. Known for her reliability, adaptability, and calm presence, Tiffany takes pride in helping others stay focused on the bigger picture by making sure the countless details behind the scenes are thoughtfully handled.

At Wonder, Tiffany assists with family communications, scheduling, materials preparation, special projects, and the day-to-day tasks that help create a warm, organized, and welcoming environment for students, families, and faculty.

​Kelly is a builder—of teams, of schools, and of possibilities. In 2020, she founded Wonder Learning Center with a simple but powerful vision: that school should be a place where curiosity is honored, challenge is welcomed, and students are seen as whole people.

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A longtime attorney and national thought leader in healthcare law, Kelly is also the founding partner of Stotler Hayes Group, where she continues to lead alongside an exceptional team. Her work in law and policy informs her educational philosophy: that systems should serve people, not the other way around.

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Kelly’s path to education bega with years of school board service, IEP meetings, and firsthand experience with the gaps in traditional systems, she decided to create something new. Wonder launched with just four students and one teacher in Pawleys Island, SC—and grew quickly. In 2025, the school relocated to Cary, NC, where it now serves middle and high schoolers through a model rooted in curiosity, relationships, and meaningful academic challenge.

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Kelly holds a dual degree in English and Politics from Georgetown University and a JD from The George Washington University Law School. Whether in a courtroom or a classroom, she believes in asking better questions, creating supportive structures, and helping others rise.

A beloved member of our Wonder community, Pip is a certified therapy dog and AKC Good Canine Citizen who brings comfort, calm, and connection to students and staff alike. Whether he’s quietly sitting beside a learner during a challenging moment or joining in for a joyful walk-and-talk outside, Pip has a gift for showing up just when he’s needed.

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At six years old, Pip has become a trusted presence at Wonder—part companion, part emotional anchor, and part reading buddy. He loves morning greetings, listening to stories, and sneaking a nap in the sun between classroom visits. More than anything, he helps us remember that learning happens best in an environment of safety, trust, and unconditional support.