Key School Staff

A Dedicated Team of Professionals


From researching physics in a nuclear laboratory, teaching English in Malaysia, developing a math dictionary, working in children's publishing, reporting on television, being foster parents, to running the Boston marathon in record time, our faculty brings a variety of valuable experiences and insights to Key School.

With a commitment to professional development, our highly trained teachers use a unified, intentional, cohesive approach. Dedicated and caring, Key's teachers are committed to helping children become successful students.

Every teacher at Key School is Orton-Gillingham-trained. Each language teacher has completed a rigorous, supervised clinical teaching experience to ensure a high level of compentancy with multisensory structured language instructional principles. Math teachers are trained in the multisensory math principles and approach. Both language and math teachers use a five-step Orton-Gillingham-based lesson plan which includes visual, auditory, and kinesthetic teaching and ample review and reinforcement in a teaching-for-mastery environment. 

Key School provides its own teacher training to all faculty, under the supervision of a Fellow of the Academy of Orton-Gillingham Practitioners and Educators (AOGPE). Key uses the curriculum standards of AOGPE and is accredited by the International Multisensory Structured Language Education Council (IMSLEC). Teachers are in the mindset of continuous improvement and lifelong learning. Two-thirds of the faculty have passed a national certifying examination and are credentialed at the Certified Academic Language Practitioner level or the Certified Academic Language Therapist level.

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Concha Wyatt

Faculty Information
Location(s) Key School
Title(s) Key School Director of Teacher Training
Contact Information
School Email
School Phone
(828) 274-0758   x405
Degree(s) B.S., Western Carolina University
M.A., Western Carolina University
Other Information

Concha Wyatt is the director of teacher training in The Key School and Learning Center and has been working at Carolina Day School since 2004. Her son, Luke Wyatt, graduated from CDS in 2009. Concha founded the “Annual Best Practices in Multisensory Teaching and Learning Symposium”, which has grown from an attendance of under 40 participants in 2009 to over 100 participants in 2013. This has become the Annual Orton-Gillingham “reunion” for practioners trained by Key Learning Center over the years, and it is also a low cost community awareness event for teachers, parents, and other professionals. Concha's Orton-Gillingham teaching experience spans more than 10 years and includes both one-to-one tutoring and small group work with students in second through eighth grade and adult learners. She also had the opportunity take the Orton-Gillingham principles and apply them to the development of history courses, reading comprehension classes, and multisensory keyboarding classes and programs. Credentials include MaED, Fellow/AOGPE, CALT.

Get to know Concha Wyatt: 

In what ways can you teach/engage children at CDS that you couldn't at other schools? “Having the opportunity to work at the Key School has completely shaped my career.”
What is your favorite quote about education, mentorship, children, and/or learning? Teaching, as well as learning, is a multi-dimensional affair. While we, ourselves, are keeping the structure of the language in mind, we need also to remember the learner’s need for a program that is at once: Structured, sequential, cumulative, and thorough. It is to be kept constantly in mind, also, that we both want education, for understanding, to make the principles clear, and training, or practice to make the elements stick and the processes automatic. The skills are to be learned through all the avenues of learning open to the student – visual, auditory, and tactile-kinesthetic, in interaction (our familiar multisensory approach). But although we use all the input and output modalities, we do it with the full realization that clear vision, sharp hearing, and controlled muscles are the necessary servants. Yet the mind is the master.  It is, in the end, not the eye, the ear, the voice, or the hand but the brain which learns both to read in order to understand, and to write that others may read. And so we teach the language as it is to the child as he is – a human nervous system with a unique configuration, a thinking, learning person. This will take all the knowledge, skill and wisdom we can muster in the years it takes to become professionally competent, an endlessly fascinating lifetime challenge.” -Margaret Rawson, Bulletin of the Orton Society, 1971
How would you describe yourself and/or your approach to your job in 10 words or less?  Supports teachers to become their very best.”
What personal passion brings balance to your life? I love swimming yoga biking and being outside in the beautiful WNC mountains.”
Is there anything else we should know about you and your work? “I have dedicated my career to working with students who struggle to read.”
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