ROOTED IN LOVE: 12 YEARS IN ONE CLASSROOM
How steady leadership in our Early Learning Center builds lasting foundations
Across all grades at Mount Pisgah Christian School, relationships are built over time. In early childhood education, faculty longevity is not always guaranteed, but we pride ourselves on the impressive tenure of many of our Early Learning Center team members - a special feat for an age group where consistency matters so much.
As we begin MPCS' Faculty Appreciation Week, we are honoring two teachers whose steady presence has shaped Mount Pisgah’s youngest learners for nearly twelve years, together in the very same classroom.
Betty Louis began teaching at Mount Pisgah on August 25, 2006. On March 25, 2015, Karen Shane joined her classroom when the second teacher spot for that room opened up. From that day forward, they have taught side by side in one of the ELC’s two-year-old classrooms, guiding generation after generation of young learners through their earliest school experiences.
For nearly twelve years, they have shared the same space, the same students, and the same daily rhythms. Families have walked through their classroom doors knowing exactly who would greet their children each morning, which is part of what makes this story so meaningful.
The Joy of Watching Them Grow
When Betty and Karen talk about their work, they both highlight the privilege of witnessing growth up close.
They see language expand, personalities emerge, and confidence take root. Karen treasures the bonds formed with each child and describes their students as little souls entrusted to their care. Being part of everyday learning feels deeply personal.
Betty finds particular joy in the classroom play house area, where two year olds reveal so much about their lives through imaginative play. Their conversations are thoughtful, creative, and often surprising. In those unscripted moments, teachers gain insight into who these children are becoming.
At two years old, development happens quickly and visibly, and Betty and Karen are grateful to be present for many of these milestones.
A Foundation of Faith
When asked about what has kept them at MPCS all these years, both teachers spoke openly about the joy they find with faith being central to their classroom.
Because Mount Pisgah is a Christian school, they are able to weave biblical truth into songs, lessons, and everyday conversations.
They have so much pride that their students know who Jesus is. They talk about Him living in their hearts, minds, and souls. For Betty and Karen, there is something deeply meaningful about introducing children to God’s love at such a formative age. They understand that faith journeys can take many paths, but they believe early foundations matter.
That perspective shapes how they care for every child who walks through their door.
Teaching Together, Growing Together
When it comes to their partnership, their response was immediate. They love working together.
Over the years, they have developed a shared approach to teaching and discipline. They pray for one another, support each other through long days, and extend patience when challenges inevitably arise. Their friendship has grown beyond the classroom, but inside it creates alignment and steadiness.
A Calling That Began Early
Caring for children has always been part of their stories.
Karen shared that she began babysitting at age twelve and has devoted her life to working with young learners. Before joining Mount Pisgah, she taught special education and Pre K. Loving children has been central to who she is.
Betty grew up in a large family and her father was a pastor, so she was often surrounded by younger children she helped guide and care for. Serving children feels like a natural extension of her upbringing and her faith.
For both women, teaching two year olds is more than a profession. It is a calling that has unfolded over decades.
Betty and Karen are two examples of many ELC teachers who have served faithfully for five, ten, and even more years. That continuity strengthens trust with families and allows children to feel known from their very first school experience.