Meet Kady Vaughn, a Special Education Teacher at our Williamsport campus, who focuses on building strong relationships and a steady classroom routine that helps students grow into confident individuals. 

What is your favorite thing about working at River Rock Academy?   

I love working with students with a variety of social, emotional, and behavioral needs, building positive relationships with them, and watching them grow as confident individuals is truly a blessing. 

What has been your career trajectory? How did you end up where you are today? 

I left public education after 15 years in elementary education and began working in a private day school with students with an autism spectrum disorder and with emotional needs. I started as an Extended School Year (ESY) teacher over the summers and went full time in 2022 as a high school life skills teacher. I realized that special education was truly my passion and where I was intended to be. This is where I felt I had the most impact on students. That experience taught me so much about patience and how to develop confidence and pride in students. I began to see how impactful love, passion, and positivity could impact the lives of those who struggle the most. It was inspiring! 

How do you make an impact on students’ lives?  

By showing them that they are capable of doing amazing things. I teach them about real life situations, both good and bad. They are reminded that they are not defined by the negative choices they made and that life is about making mistakes and learning from them. I try to encourage them to be better and to see themselves as capable individuals. 

What does a “day in the life” look like for your role?  

A day in my role is both busy and rewarding, as each day brings a wide range of challenges in a classroom with diverse student needs. I spend the majority of my day working one-to-one with students to support their individual goals, teaching whole-group lessons, and maintaining a structured environment while upholding clear expectations. Managing student behavior and navigating intense emotions can be one of the most challenging aspects of my day; however, the strong, positive relationships I build with students make this manageable and productive. 

My classroom is highly organized and consistent. The structure does not change from day to day, which helps students feel safe and confident. When students walk into the classroom, they know exactly what to expect and how the class is run. When students complete 30 minutes of focused work time, they earn 10 minutes of structured choice time. During this time, students may work on an art project, catch up on coursework, or engage in appropriate and respectful conversations with peers. This system creates balance, reinforces accountability, and motivates students to complete their work while feeling successful. 

Why do you think your role is important at River Rock Academy?   

My role is important because I serve not only as a teacher, but also as a positive mentor and consistent support for students. I strive to build meaningful relationships by listening first and reminding students that their voices matter. I work to relate to them in honest and authentic ways, sharing appropriate experiences and encouraging them to see themselves as unique individuals with strengths and potential. I model respect in every interaction and believe in giving students the same level of respect that I expect in return. A significant part of my role is teaching and coaching students through difficult emotions and reactions while maintaining a calm, supportive presence. By staying consistent, peaceful, and solution-focused, I help create a safe environment where students can grow academically, socially, and emotionally.  

What has been your proudest moment or accomplishment in your role?  

My proudest accomplishment was seeing a student transform after I discovered what motivated him. This student struggled significantly with remaining in class and completing his work on a daily basis. In an effort to keep students engaged, I began incorporating art into my classroom as a structured incentive after academic work was completed. I researched art therapy techniques and quickly noticed that art—especially painting—was a calming and regulating activity for many of my students. 

Even students who were typically resistant to engagement became focused through painting, uncovering hidden talents and benefiting from the multiple learning modalities art provides. This naturally expanded into STEM-based projects that involved building, using tools, and introductory electrical work. 

For this particular student, the change was significant. He began attending class consistently, completing his academic work, and staying motivated so he could participate in art and STEM projects. Over time, I saw a noticeable increase in his confidence as he took pride in what he was able to create and accomplish. He began to recognize his own abilities and strengths firsthand. Today, he has developed a strong interest in construction and electricity. 

This moment was incredibly meaningful to me as a teacher because it revealed the power of meeting students where they are and discovering what they thrive in. Finding the right outlet unlocked his potential and allowed him to experience success, growth, and confidence in a way he had not before. 

What is a fun fact about you not many people know?  

I lived at the beach from the age of 21 to 38. I was a total beach girl who loved riding a longboard skateboard and my beach cruiser. I moved from Florida and lived in the DC, Maryland, Virginia area where I experienced a whole different city lifestyle for 10 years before relocating back to my hometown in Pennsylvania. I also love deep sea fishing especially off the coast of San Francisco where I would go salmon fishing and whale watching.