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Our Staff

Jack Putta
4th Grade Lead Teacher
Holly Dahinden
3rd Grade Lead Teacher
Alison Grove
2rd Grade Lead Teacher
Leah Fietsam
1st Grade Lead Teacher
Kathy Putta
1st Grade Literacy Centers
Dana Holt
4th Grade Language
Arts Teacher
Hina Asghar
3rd Grade Math Teacher
Nina Shah
2rd Grade Assistant Teacher,
3rd & 4th Grade Science Teacher
Chelsea Elliston
1st Grade Aide
Faith Olson
1st Literacy Centers
Johanna Sadow
Kindergarten Lead Teacher
Kathleen Newman
Kindergarten Lead Teacher
Lauren Brown
Executive Director
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Pam Kolbe
Admin Team
Jan deJong
Director's Assistant
Jeffrey Sadow
Music & PE Teacher
Amy Breslo
Spanish Teacher
Andy Bombeck
Music Teacher
Karen Handelman
Art Teacher
Rosy Mack
Dance Teacher

"I choose the expression, ‘Rooted in Love’ to represent the DVLC way. Like a flourishing tree, we require strong, deep roots that help our branches extend to the sky. With love and nurturing, we create a stability that grows healthy, powerful branches to support each and every leaf, as it cycles year after year."

-Dancing Diane (In Memoriam)


Learning at DVLC

The integrated curriculum at Desert View includes developing skills and concepts including reading, language arts, math, science, social studies, health, Spanish, physical education, art, music, and dance. Teachers design individual programs for children based on developmental needs and abilities. Reading in the early grades is often taught on a one-to-one basis. 


DVLC teachers have historically had tremendous longevity because DVLC is a special place to teach. Teachers have freedom to integrate curriculum and expand time spent on a subject based on students’ interests. Instruction is developed and carried out through creative and intentional ways. Teachers continuously refine, expand, and evolve their instructional strategies and content. Teachers have the latitude and autonomy to highlight their interests and integrate those into their curriculum. DVLC teachers are a well-traveled group who infuse their curriculum with a world view.


Teachers meet both informally and formally on a regular basis to plan and collaborate, and to address any issues that may occur. When questions or concerns arise, meetings are held with open conversation, thoughtful reflection, and intentional decision making. Teachers communicate frequently with one another to best address the individual needs of students.


The school is well equipped with a large variety of hands-on materials for teaching science and math. In addition, the surrounding desert is used for studying the environment and the relationships between plants, animals and people.


Specialists in areas such as art, dance, music, Spanish and physical education are part of the permanent teaching staff.


Discipline issues are rare. When necessary, consequences are logical and do not veer toward the punitive. In rare cases the teacher will have to work with the Director and parents to develop a plan that requires support from the parent. 


Diversity, equity, and inclusion issues are addressed both through the curriculum as well as in the community.

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