From Yi

“We are all different, which is great because we are all unique. Without diversity life would be very boring.” –Catherine Pulsifer I grew up immersed in my books, studying until 2 am each night and getting straight As and fantastic scores. This was all because I wanted to get into a prestigious college and move onto a prestigious medical school. I never bothered to question the importance of the discriminant in a quadratic equation or why coral reefs are so crucial to marine life. All I did was memorize the facts. It was not until I attended UCLA did I really understand the hidden truths of SiRNA and our genome. I had the opportunity to dive into research and understand how little modification can reverse cardiac atrophy. School was finally interesting, but what I realized was that I did not want to be a doctor. I craved real-life exposure. I wished I had a school that allowed me to learn how to build and design a lightsaber. I wanted to work with world-class videographer to understand how to capture my moments and share them with my peers. I wanted desperately to help on a global scale, but my education just did not provide that for me. This is what The MEG School was created to do: provide a space where passions can be brought to life –  where I never have to wonder, “What is the point of a discriminant?” It is a place where students can learn the method of water desalination one day and then travel to our local canyons to prove that knowledge correct. Come check us out at The MEG School, where every individual is recognize as unique and no student will ever get bored and stuck asking themselves in Algebra 2, “What is the point of a discriminant?”


From Amy

My passion for education has evolved from an unconventional path. With an academic background in business and economics, I started my career working with financial institutions as an analyst and marketing strategy consultant. I loved analyzing big problems and being plugged into the pulse of business – but all the while, I wished I could do more to impact individuals.

 Students came to me by chance when friends enlisted my aid applying to medical schools and MBA programs. My background helped them apply persuasive and strategic writing tactics that produced acceptance letters from top tier universities. Before I knew it, working with my students wasn’t a pastime. It was my purpose. Over the years, it has been my privilege to help hundreds of students in person, online, and all around the world propel themselves towards paths that give them meaning. The MEG School is a place where students can explore and grow, but more importantly, learn how they—as individuals—can impact the wider world. I am honored to help establish a foundation for students to find themselves and discover the ways in which they hope to make a difference.



From Clark

If the world is our classroom, then my whole life I have been that student in the first row, eyes wide open, engaged, and fully participating. My childhood summers were spent in the Rockies, exploring and honoring nature in its most majestic form. A career in the arts followed, exploring multiple disciplines within the industry. As technology evolved, it was natural for me to be one of the first to bring digital marketing into an analog world.

The three pillars that support The MEG School’s program are what elevated my life and lifted me higher toward finding my path as an adult. Our goal in creating The MEG School is to provide students with a chance to explore their passions in an immersive environment that mentors and guides them through their unique journey of discovery.

We are so excited to be a part of a revolution in education and allow our next generation to prepare themselves for a world that will be far different from the one we live in even today. Our instinct is that navigating a challenging and changing world will be easier if your child’s path is driven by their passions. With that in mind, we invite you to be a part of The MEG School and its innovative and committed community.



From Sylvia

I come from a family of educators who believe strongly in the power of schools. Schools are the place where modern society, in all its complexity and imperfection, interacts with its people. In school, students learn skills to help them get what they want–but they also learn what they want, and what their society wants from them. Young learners build skills and knowledge through explicit instruction, but they also build their identity from the implicit messages of their schooling. In each student’s mind, alongside questions like “What is due tomorrow?” are myriad questions of great and lasting import: What kinds of skills are worth working on? How can I plan a happy life? What can I do that matters to the world? What kind of knowledge is important to me? What is possible for me? How can I be a good person? How much do I need to know to get what I want? When should I try again and when should I give up? Am I talented? Am I clever? Am I important?

In building The MEG School, I’ve found an amazing team of educators who believe as I do–that responsible, effective, joyous schooling requires continuous organization around core education principles, and thoughtful discussion of the purpose and value of what we do at every level. Schools have a greater responsibility than just to select good textbooks: they are responsible for creating an ongoing community that organizes itself around lifelong learning, cultivating passion, developing talents, identifying strengths and weaknesses, and empowering individuals.

Our work on The MEG School represents a snapshot of our ongoing conversation about how best to serve our students, our society, and ourselves as we tackle the challenges and opportunities of education in the 21st century. We are not afraid to radically reorganize old systems, nor are we taking on innovation for its own sake. We have built a curriculum and an educational philosophy for The MEG School using traditional tools, new ideas, academic research, and our years of success and frustration teaching high schoolers in other systems. I am tremendously grateful to be a part of such a reflective, talented, and hard-working team of educators!



Our Teachers

As a small school, we require a teaching staff of talented, dynamic, interdisciplinary educators whose credentials span a vast array of subjects. Meet some of our instructors below!

STEM Teachers

Yi Chang The MEG School STEM Teacher

Yi Chang is a career educator, academic coach, and small business owner with a passion for education that changes the world. His teaching and tutoring experience spans a vast array of subjects–all levels of high school math and science, standardized test prep, and GED/Hi-set. In particular, his experience is highlighted by his work with students with ADHD and autism, using a flexible approach that builds academic skills alongside executive functioning, self-regulation, and self-esteem. Yi has both industry and academic experience in the realm of biology, chemistry, physics, and medicine. He possesses a bachelor’s’ degree in Biochemistry from UCLA and experience in the nonprofit sector, managing healthcare outreach, public health education programs, and consulting work in separation sciences for companies like Pfizer. Yi also holds a second degree black belt in Taekwondo and is excited to work with students on self-defense and martial arts choreography. Alongside his work at The MEG School, Yi is currently pursuing his PsyD in Clinical Psychology with an emphasis on Marriage & Family Systems. His expertise in family and community relations as well as his interest in whole-child education are essential components of The MEG School model!

Yi Chang, B.S.

Whitney Griffin The MEG School STEM Teacher

Dr. Whitney Griffin is a Learning Scientist with a PhD in the interdisciplinary field of educational psychology from the University of Washington. She has also collected a bachelor’s degree from the University of Southern California film school in cinema-television critical studies. Her published research spans from STEM athletes in higher education to multiracial identities in the action film genre. With over a decade of tutoring experience to students with learning differences, traumatic brain injuries, and ADHD, she has served as an educational therapist to students with dysgraphia, dyslexia, and oral and written language disorders. She is thrilled to fuse her domains of formal and informal learning environments to present interdisciplinary STEM content in order to make math and science simultaneously accessible and interesting. Her intention is to stimulate science literacy and critical thinking skills to generate the next wave of innovators.

Dr. Whitney Griffin, PhD



Michelle Willet The MEG School Humanities Teacher

Michelle Willet is an accomplished educator, with teaching experience that spans multiple countries, subjects, and languages! As a TEFL-certified English teacher, she has instructed in English and ESL in Ecuador, China, and here in Los Angeles. Her high school teaching experience includes foreign language instruction—in French and Mandarin—and teaching English and history; however, her talents are not just limited to the humanities, as she also has a BA in psychology from UC Irvine. Michelle is extremely passionate about personalized education, and loves sharing that energy with students and seeing them truly engage in something they love. She adores helping students express themselves and broaden their horizons!

Michelle Willet, M.A.

Keely Collin The MEG School Humanities Teacher

Keely Collin was born and raised in Los Angeles, and holds a Masters degree in Educational Psychology from Pepperdine University as well as extensive art training from schools in Madrid, Florence, and Los Angeles. She has been an educator for over 10 years and has taught visual art courses ranging from photography, painting, mixed-media, and sculpture. Keely believes that every person has a creative spirit that is waiting to unfold, and her goal is to tap into that part of each individual and see it flourish. In her teaching practice, she incorporates an array of different media and styles to help guide the student to find their own creative voice and method for self-expression. Her approach is to use positive reinforcement to inspire students’ personal growth throughout the learning process.

Keely Collin, M.A.

Luis Limon The MEG School Humanities Teacher

Luis Limon has an eclectic background. He graduated from Trinity University with Majors in Philosophy and Communications and a minor in Political Science. After graduating from USC law school and spending a mercifully brief time in the legal profession, Luis moved on to spend most of his professional life in the arts and education, working in top-ranked schools for acting and screenwriting. Luis has taught acting, reading and study skills, test preparation, and tutored across the humanities. Luis is very proud to be a part of The MEG School growth from a bold idea to an actual brick-and-mortar building with flesh-and-blood students.  

Luis Limon, B.A and J.D.



Our Students

A student at The MEG School is a passionate, curious, and thoughtful learner who is ready to get interested in their education. Perhaps their academic identity is organized around a future goal…

“I love drawing, and I want to go to art school.”

“My dream is to work on the International Space Station.”

“I want to become an immigration lawyer and help my community.”

Perhaps their academic identity is focused on the here and now, developing skills they are already practicing at a high level…

“I design skate decks for my friends, and I want to start a business.”

“I’m a member of a Student Political Action chapter and care about local politics.”

“I can program in Python, and I want to learn C# and Unity for game development.”

Throughout their time at The MEG School, we support our students in becoming well-read, well-versed in the history of humanity, scientifically literate, mathematically confident, and able to write eloquently and clearly. These concepts are embedded in an experiential learning environment so that students graduate not just with isolated academic skills, but with contextualized learning they can apply to suit a wide range of goals.

Students at The MEG School learn to define and solve problems; apply quantitative reasoning and evidence-based arguments across the disciplines; think critically, creatively, and systematically; collaborate with others; and use 21st technology in the real world. Our graduates go forth equipped to:

  • Seek knowledge in academic and real-world contexts.
  • Pursue socially and personally valuable projects.
  • Make ethical decisions and take responsibility for their actions.
  • Think critically, globally, and through the lens of social justice.
  • Recognize cultural differences; value and seek diverse perspectives.
  • Embrace challenge, failure, and the iterative development process.