Casey Brown: Chemistry Teacher
By Maddy Wynholds
Dr. Casey Brown joined the Upper School for the 2025-2026 school year as a new chemistry teacher with previous teaching experience at BASIS Independent Silicon Valley School and The Harker School.
Brown graduated from Swarthmore College in 2005 with high honors, earning a degree in biochemistry. Before pursuing higher education, he worked for two years at a program called Teach For America to teach at under-resourced schools. Brown then went on to receive a doctorate from the University of California Berkeley, conduct post-doctorate research at Columbia University and eventually work as a teacher.
As a Harvard-Westlake alum, Brown said his return to the school came with an understanding of the school from a student perspective.
“I’ve been through Harvard -Westlake,” Brown said. “It is a unique circumstance with good things, challenges and the whole mix, and I, having been through it all, think that I have some special understanding and perspective about the school that may serve me well.”
Brown said that his high school experience allowed him to come to the school with an awareness of specific issues students may have and how he can help them.
“One of the benefits of working at a really high intensity [school] is that we have kids who are really motivated and want to excel, but sometimes there is a lot of anxiety about exactly what that means and exactly how to do that,” Brown said. “I really try and help [the students] find somebody that they can connect to [and] that makes the material make sense.”
Brown said he values transparency and communication when teaching.
“I try to communicate expectations and goals clearly and explicitly to my students,” Brown said. “I really try to support my students and make sure that they understand exactly how they should be practicing or preparing.”
Christopher Murphy: History Teacher
By Phoebe Sun
Christopher Murphy joined the Upper School History Department for the 2025-2026 year and will teach four sections of Rise of the Modern World.
Before moving to Los Angeles, Murphy taught European history and a combined history-and-philosophy course for seniors at Punahou School in Honolulu, where he also advised sophomores. He earned a bachelor’s degree in political science and a master’s degree in philosophy from Loyola Marymount University before completing a joint doctorate in philosophy at University College Dublin and Trinity College Dublin.
Murphy said his approach to teaching history goes beyond covering classroom material. He hopes his students grow not only as learners but also as people who care about the world around them.
“I can’t think of anything more important than fostering students’ natural love of learning and concern for others,” Murphy said. “We may learn a lot about how the world works, but if we aren’t very concerned about others, that’s dangerous. On the other hand, our hearts may be in the right place. But if we aren’t hungry for knowledge, we’ll be fairly ineffective at best and unintentionally harmful at worst, so I hope my interactions with students, whether they’re in my classes or not, will encourage them to grow in these equally important ways.”
Looking ahead, Murphy said he is excited about making connections with the school’s faculty and students.
“At the moment, I’m most excited about the sense of belonging that the school’s community aspires to instill in students, faculty and staff,” Murphy said. “I think a robust sense of belonging is the perfect antidote to our common fears of vulnerability and insecurity.”
Murphy said he sees himself as a lifelong learner who values challenge and obstacles.
“I’m still a student at heart,” Murphy said. “Some of my best classes occur when I’m deeply puzzled alongside the students and willing to admit that I don’t yet have the answers to important questions or at least that I don’t yet have the proof that certain answers are the right ones.”
Coral Alvarado: Summer Programs Coordinator
By Kara Jazaeri
Coral Alvarado joined the school’s faculty as the new Upper School and Summer Programs Coordinator for the 2025-2026 school year. Alvarado previously worked at Muse, a small independent school in Calabasas. She looks forward to working at a larger school with a broader community and range. She said there are some similarities and differences between her new job and previous jobs.
“It was a bit different than Harvard-Westlake given that it was on a much smaller scale, with around 100 students. I wore a lot of different hats in that role, which I will [still] be [doing] in this role, as the goal in this position is to be a point of contact for students.”
Alvarado said she looks forward to connecting with others during her time at the school.
“I’m excited to be a part of the community,” Alvarado said. “I’m working on getting to know not only the staff and faculty, but also the students.”
Alvarado said her day-to-day schedule varies, but she hopes to connect with students.
“One of the big things I’m learning is that every day in this role is different,” Alvarado said. “It’s important to roll with all the changes and try to be flexible. My number one goal is to make sure students feel comfortable coming into this office. I want them to be able to come in here and ask questions and I want to make sure they feel welcomed.”
Alvarado said her first days on campus have been both exciting and welcoming.
“The first days of school have been both exciting and a little exhausting,” Alvarado said. “I’ve been getting to know the faculty and staff on the upper campus, supporting students during the day, and adjusting to a new role and school environment, especially the stairs. Even with all of that, I’ve felt so welcomed and supported by my colleagues and supervisors, which isn’t something I wasn’t expecting right away.”
Grace Zanotti: English Teacher
By Holden Kim
Grace Zanotti joined the upper school English Department for the 2025-2026 school year. She will be teaching Honors English III: Imagining America and Honors English IV: Dystopias and Utopias. Both courses are part of the school’s honors English sequence for juniors and seniors.
Zanotti previously taught English at Milken Community High School, where she developed the sophomore english curriculum. She earned her doctorate in Comparative Literature at the University of Michigan. She also holds a Master of Arts in Humanities from the University of Chicago and a Bachelor of Arts in English from the State University of New York at Albany.
Zanotti said her high school English teacher played a key role in nurturing her scholarly voice and passion for literature, a legacy she now seeks to pass on to her own students.
“My high school English teacher was the first person who really made me feel seen in the classroom,” Zanotti said. “It was the first time I felt like my thoughts really mattered, so I try to give that feeling to my students as well.”
Zanotti said she enjoys various activities outside of the classroom.
“I enjoy exploring bookstores around Los Angeles, especially used bookstores and record shops, and I also love baking, collaging and doing crosswords,” Zanotti said.
Zanotti said she was drawn to the school for its community, a value that shapes her classroom approach and encourages students to engage in collaborative discussion and open inquiry that will impact their lives beyond school.
“A classroom feels most like a true community when everyone feels seen, heard and respected,” Zanotti said. “[By studying] English, you build up a capacity for sustained, critical attention to the work of other people’s minds, learning to inhabit and critique different perspectives and ways of being in and understanding the world cultivating an attitude of both generosity and discernment is as useful for approaching relationships with others as it is for analyzing literature.”
Kelly Weinhart-Henry: Library Assistant
By Angel Song
Kelly Weinhart-Henry joined the Upper School as a part-time Library Assistant for the 2025-2026 school year. Prior to coming to the school, she worked mainly in television as a field producer, directing Home & Garden Television shows including “House Hunters,” “Flip or Flop” and “Landscaper’s Challenge,” which required her to travel frequently. After deciding to take a break from the television industry, she wanted to find a more flexible job opportunity. She first connected with the library last year while working as a substitute teacher for the school.
Weinhart-Henry said her new job will involve helping students with working on any of their schoolwork and connecting with the general school community, often through activities offered by the library.
“The library is such a hub of creativity and community, and I want to support students in every way I can,” Weinhart-Henry said. “Whether it’s helping with research projects, organizing resources or joining in on fun activities like the escape room, I’m here to help.”
Weinhart-Henry said she is most excited to experience the school and its events to the fullest while interacting with the entire student body.
“I’m really looking forward to getting to know the students,” Weinhart-Henry said. “Last year, I wasn’t here every day, so I only saw pieces of the school year. This year, I get to be part of the full experience, which means I won’t miss all the fun activities and traditions.”
Weinhart-Henry said she is most looking forward to being a part of the positive and welcoming atmosphere that comes with the new school year.
“I love the energy at the start of a school year,” Weinhart-Henry said. “Everyone comes in with new goals, fresh ideas, and a sense of possibility. I’m excited to be part of that buzz and see where it takes us this year.”
Lauren Moonsinghe: English Teacher
By Emmeline Chan
Lauren Moonesinghe joined the English Department this year to teach English II and English III: Living America. In her new role, Moonesinghe said she will guide students through reading, writing and discussion.
“I encourage us all to think more critically and express ourselves more clearly,” Moonesinghe said.” We should connect what we study in literature to larger questions about the world and our place in it.”
Before coming to the school, Moonesinghe taught English in South Carolina and Santa Monica, and spent three years at home with her daughter. Moonesinghe said that although returning to work with familial responsibilities is challenging, she finds it meaningful.
“Life looks quite different now,” Moonesinghe said. “The last time I was in a classroom, I was not balancing preschool schedules and mom duties, but I truly would not trade this chapter for anything.”
Moonesinghe said her biggest goal is to create a classroom where students feel both challenged and supported.
“I want students to feel confident taking risks in their thinking and writing, knowing that mistakes are part of the learning process,” Moonesinghe said. “Ultimately, I hope students see literature not just as schoolwork, but as a meaningful way to build community and reflect on themselves.”
Moonesinghe plans to learn the school’s routines and find her rhythm in the community.
“I have missed being part of a vibrant campus and I know this will be a wonderful experience,” Moonesinghe said. “Every year, students bring their own voices, personalities and passions to the classroom, and I am excited to see what this year’s classes will hold.”
Moonsinghe said she loves teaching because high schoolers bring curiosity and fresh perspectives to the classroom.
“I love talking with and learning from teenagers,” Moonsinghe said. “You notice things and think about the world in ways that many adults overlook or dismiss. I also value what happens in the classroom each day, the chance to wrestle with tough questions, broaden our perspectives, and hopefully walk away changed for the better.”
Matt Bartha: Math Teacher
By Charlotte Fowkes
Matt Bartha joined the Math Department for the 2025-2026 school year to teach two upper school classes: Advanced Algebra II and Advanced Precalculus. Bartha brings 16 years of teaching experience to the school, including teaching at the Archer School for Girls, another Los Angeles private school. Prior to teaching in Los Angeles, Bartha spent eight years teaching at various public schools in Baltimore, Memphis and Nashville. In Nashville, he made his transition to teaching at private schools, where he spent four years at Franklin Road Academy, a K-12 private Christian school. Over the course of his career, he has worked with students across a wide range of grade levels and school settings.
Bartha said he enjoys encouraging students who believe they are not strong at math coursework by giving each individual the opportunity to participate in the classroom using whiteboards, adding an aspect of impermanence to answers.
“I want to expand access and support for advanced coursework, including for students who do not traditionally see themselves as ‘math first’ students’,” Bartha said. “I find it effective to have small, collaborative groups working on vertical nonpermanent surfaces.”
Bartha said he appreciates the school’s reputation of prioritizing the staff and students as individuals over their roles at the school.
“Harvard-Westlake is really well-known for being a great place to work and taking good care of their employees,” Bartha said. “As I got to know the school during the interview process, I was really inspired by the growing efforts to take care of students beyond just their academic lives. That’s something, as the kids say, I really ‘vibe’ with.”
Bartha said he sees humanity at the core of education and is extremely thrilled to get started this year.
“People are at the center of this work,” Bartha said. “I am most excited to connect and work with everyone in the school’s community.”
Nicole Chung: Science Teacher
By Rebecca Vitti
Nicole Chung joined the Science Department this school year to teach Chemistry, Human Anatomy and Physiology, and Genetics and Biotechnology. Chung studied at Amherst College, where she double majored in chemistry and education, and previously worked at the Thatcher School, a boarding school in Ojai, for three years.
Chung said she was inspired to work at the school because of its reputation and commitment to its values.
“I was always really impressed by the level of excellence and high standards at the school that are held no matter what it is you’re passionate abou who you are, the thing that you love to do, the school really supports that exactly.” Chung said. “Teaching science, for me, is all about supporting students, but also about developing those critical thinking skills to think about the world in a different way.”
Chung said outside of teaching, she is interested in several creative and athletic hobbies.
“I’m a big reader and writer, and I enjoy running,” Chung said. “I’ve done a couple marathons, and I’ll hopefully be running the Boston Marathon this year. I also enjoy making my own kimchi. Fermentation is very fun. [I will] jump in any body of water, no matter what the temperature is outside or in the water.”
Chung said she hopes to help students confidently navigate science in her classes.
“A skill I’m really hoping to incorporate into my classes is learning to not be afraid of the jargon that often comes with science and to give them some skills and tools to be able to distill things in ways that are concrete and manageable,” Chung said. “I want students to allow themselves to make mistakes, and to come back from those mistakes instead of using that to judge themselves or to be the basis of their self worth, and for [students] to recognize and patternize [their] mistakes to grow and learn from them.”
Sami Siegelbaum: History Teacher
By Wynne Davis
Sami Siegelbaum joined the History Department this year to teach Rise of the Modern World and Honors Art History.For the past 18 years, Siegelbaum has been teaching art history at the collegiate level. He has worked at various schools, including the University of California, Los Angeles, Loyola Marymount University and Occidental College. Siegelbaum said that history and getting experience in the classroom have always been a significant part of his life, partly because his parents were also history teachers.
“I come from a family of history teachers, so it is not that surprising that I have always been drawn to history,” Siegelbaum said. “My interest in teaching developed once I found my voice in the classroom. I loved the intensity of focused discussions on a complex topics and teaching seemed to be the best way to keep being able to have those kinds of conversations with people.”
Siegelbaum said that he is excited to branch out into teaching various forms of historyfor the first time while continuing to share his passion for art with students.
“Though I will be teaching Honors Art History at Harvard-Westlake, I’ll also be teaching history proper for the first time.” Siegelbaum said. “I have spent most of my career teaching art history, but I’m excited to branch out and teach different areas of history,” Siegelbaum said. “I’m excited to hear what students think about forms of art they have maybe never been exposed to before or even thought could be art.”
With his long experience in art history and his excitement for trying something new, his arrival is a big addition to the history department.
Siegelbaum said that he is eager to get to know the Harvard-Westlake community and start building bonds through meaningful conversations. “I am really looking forward to learning alongside the students in my classes,” Siegelbaum said. “Teaching is kind of like an exchange. I bring my own knowledge to the classroom, but I also get inspired by students’ new perspectives everyday.”
Scott Layne: ISIR Teacher
By Abby Ryan
Scott Layne ’05 joined the Interdisciplinary Studies and Independent Research (ISIR) department as a teacher for Corporate and Personal Finance Systems in the first semester and Global Financial Systems in the second semester alongside Head of Communications and Strategic Initiatives Ari Engelberg ’89.
After high school graduation, Layne worked on Wall Street in quantitative algorithms for 11 years before moving back to Los Angeles in 2020. He has been self-employed in the same field for the past five years.
Layne said that he is eager to pass on the knowledge he has picked up during his time working on Wall Street.
“I am excited to teach what I’ve learned in my 16 years working in finance, from trading to the broader world of persona, corporate and global finance systems,” Layne said. “I have taught and mentored younger hires at the firms I’ve worked at, but this is my first time teaching in a formal classroom setting, which I’m incredibly excited for.”
Layne said he has thought about becoming a teacher since high school, but only got the chance recently.
“The seed was planted during my time at Harvard-Westlake when I learned about a few teachers, Mr. Ari Engelberg, my 11th grade history teacher and now my co-teacher, as well as Mr. David Hinden, for whom teaching was a second career,” Layne said. “The idea of returning to the school to teach stayed in the back of my mind, until one day when Mr. Engelberg and I were catching up. That day, the idea of co-teaching an elective course with him on finance began to take shape.”
Looking ahead to the fall, Layne said he is looking forward to his students taking his class and sharing his knowledge with them.
“I am most excited to get to know the students in my class and find out what topics they are [interested in learning],” Layne said.”
