Our Administration

The faculty at the Griffin School is a diverse, dedicated, and passionate group of scholars. They are expert in their teaching fields and interact with students with great respect, sensitivity, and professionalism. Griffin School teachers are addressed by their first names, a practice that is indicative of the genuine relationships between students and teachers.

Adam Wilson,

Co-Founder, Head of School

B.A., Mathematics, Vassar College
Working at Griffin since 1996
“One of my favorite quotes is ‘Work is love made visible.’ (Gibran) I feel lucky every day that my work is meaningful and that I get the chance to make a real and positive difference in the lives of our students and families. I am passionate about engaging young people in their own education and personal development, and I hope that my collaboration with our talented, dedicated teachers models a love of work and of learning that inspires our students to develop a life full of meaning and service.”

Lawrence Morgan,

Associate Director

B.A., History, English, University of Texas
Teaching at Griffin since 1997

Caroline Wilson,

Director of Admissions

B.A., Communications, German, University of Notre Dame
Working at Griffin since 2001
“When I tour prospective families through Griffin, I get to see it through new eyes each time. There’s beauty and magic behind every door. I love seeing the moment when prospective students get what a special place Griffin is and realize that they can be a special person at Griffin.”

Julia Ward,

College Counselor

B.A., Anthropology & Linguistics, University of Texas at Austin
Teaching at Griffin since 2012
“Our students begin their college admissions process with a lot of excitement, a lot of fear, and a lot of questions. I am excited to help them find their best match and make the process a journey of adventure and self-discovery.”

Johnny Walker,

Art Director

B.F.A. Sculpture and Painting, Kansas City Art Institute
Teaching at Griffin since 2012
“I became a teacher because I love to learn. Art is about asking questions, exploring for answers, and finding ways to share the things you’ve found with others. It’s the same with teaching. The classroom is a laboratory for learning. Everyone in my classroom is there to question and research, including me. I guide the class simply because I’ve had more experience, but we are all there to learn and share.”

Akina Adderley,

Music Director

B.A., American Studies, Yale University
Teaching at Griffin since 2016
“Being a music mentor is profoundly meaningful. Music serves a variety of vital functions for individuals and for society: it provides tools for self expression, ignites memory, cultivates connection, promotes cultural awareness, documents history, and speaks truth to power. Surely guiding students through these functions and preparing them to use their voice in this way will contribute to a saner, sweeter, safer world. Helping students to develop artistic fluency so that they can express themselves, comment on their world, communicate and collaborate, listen, gain confidence, and share generously makes me happy and grateful.”

Amanda Rook-Gonzalez,

Student Support Specialist

B.S., Psychology, Henderson State University
Teaching at Griffin since 2018
“One of my favorite quotes is “If you hear a voice within you say ‘you cannot paint,’ then by all means paint, and that voice will be silenced.” -Vincent Van Gogh. Remove the word “paint” and fill in the blank with whatever the challenge is that sits in front of you. Keep a can do attitude. Have a growth mindset. Be a doer. ’”

Angé Eaton,

Development Director

M.A., International Communication, American University; B.A., Political Science, University of Pittsburgh
Teaching at Griffin since 2017
“I have come to learn that teenagers are people, too, and in fact, we adults have as much to learn from them as they have to learn from us! I feel fortunate to work with a community of people who embrace that concept wholeheartedly. One of the most rewarding things for me to witness at Griffin is the predictable process of incoming students beginning to trust the genuine nature of their new school environment and subsequently blossoming more fully into their authentic selves.”