One Spark Leads to Another

Rogerson family becomes Centennial School’s first legacy family 

Gillian Rogerson knew from a very young age that she wanted to work with children. What she didn’t know was that when she joined Lehigh’s Centennial School as a teacher intern, she’d be making history.

Rogerson’s parents met at Centennial School 36 years ago, making Gillian the first legacy teacher in the school’s 60-year history.

A graduate of Northampton Area High School and Kutztown University, Rogerson arrived at Centennial in 2024 with a Special Education certification and is currently seeking a master’s degree in the field from Lehigh’s College of Education.

“I have always been drawn to working with children and started working as a volunteer for my high school’s autistic support classes,” Rogerson said. “I fell in love with assisting this population.” 

That passion lit the spark that led to her future career. 

Rogerson finds that Centennial has a built-in support system for the students and the faculty, which is one reason the school is a nationally recognized leader in positive behavior interventions and supports.

“The formalized structure that everyone adheres to is what allows Centennial students to take academic risks that they may not have felt comfortable taking in their home schools,” she said.

That same structure allows Centennial teachers - most of whom are or have been Lehigh College of Education students - to experiment with their teaching styles and delivery methods.

“This supportive environment provides on-the-job coaching,” she said. “Within the school’s structure, teachers also can try things that might not work in other school environments.”

Unlike most of her colleagues, Rogerson was raised in “Centennial speak,” with parents who understood that you can’t change someone’s behavior, but you can shape how they make choices.

Tony Rogerson, Gillian’s father, came to Lehigh in 1985 from Leeds, England, to continue his rugby career, obtain a master’s degree and then coach rugby here in the States.

The grit and determination required to play rugby are what helped him to stay in teaching for nearly four decades. Originally a biology teacher, Tony switched to studying special education while in England.

“Actually, one of the crucial things I learned in my special education training was how to redirect negative energy to make better choices,” he said.

Although that energy initially got him thrown out of a few rugby matches, his training taught him how to find control and master patience. In fact, during his years at Centennial, he became a mentor to many teachers because he never yelled and found ways to motivate all of his students.

“What made Centennial so special was the teamwork built into everything,” he said. “Everyone – from the director to the bus drivers – was on the same page, working to ensure students could create their own successes.”

According to Gillian, Centennial’s “secret sauce” is its culture.

“We have the personnel and strategies to meet every student where they are,” she said. “Everyone works hard to create enough opportunities so that students get what they need to make the decisions that benefit them.”

Centennial School is all about creating positive connections. Enter Chris Rogerson, Gillian’s mom.

Chris has been in education since 1989: 13 years in special education, the rest in library sciences. 

“I joined Centennial as the student population changed from more physical challenges to more emotional and behavioral challenges,” she said. “It was a privilege to work with these students who were separated from the general student population in their own schools, but who were looking to succeed, just like any other student.”

When Chris joined Centennial’s staff, she was required to attend training prior to the start of school. Tony happened to walk through a meeting, and she happened to notice. That spark was a legacy in the making.

“We sat together at our First Friday meeting and have been together ever since,” she said. “We had a strong professional friendship that developed into something more.”

The bonds created at Centennial School stretched beyond the building, as the Rogersons still count many of their Centennial colleagues among their friends.

“Our lives were so intertwined with the hard work we were committed to,” Tony added, “and it carried into our personal lives, including Fridays when nearly all of the staff would meet at a local pub to debrief, decompress, celebrate victories and build the strong bonds that have lasted all this time.”

Even though Gillian grew up with Centennial influences all around her, her parents never pushed her to become a teacher or to apply for a Centennial teaching position. But, from an early age, they did nurture her natural curiosity that drew her to working with special education children.

“Ever since Gillian was very young, she had an affinity for working with children on the spectrum,” Chris said. “She instinctively knew when another child was lonely or struggling and how to work with them.”

“She was caring and charismatic, and other children always wanted to be around her,” Tony added. “We knew there was no other path for her besides teaching, and we hoped that she would recognize it. The Centennial connection was a wonderful acknowledgment of what we knew all along.”

“I can’t see myself being fulfilled in any other career,” she said. “Being a special education teacher is just my lifelong destiny.”

That destiny includes being Centennial’s first legacy teacher. 

“It’s an added bonus to have my own personal support system who understands what it means to be a Centennial teacher,” Gillian said. “While rare, there could be more legacies in the future. I would enjoy comparing experiences with them one day.”