Port Townsend High School is proud to celebrate Mr. Tegner Weiseth, our Maritime Woodworking teacher, who has been named the Washington State Veterans of Foreign Wars (VFW) District 4 Teacher of the Year, an honor that also places him under consideration for the national VFW Educator of the Year award.

This recognition reflects far more than excellence in the classroom. It honors a body of work built on service, commitment, and an unwavering work ethic - qualities that have shaped Mr. Weiseth long before he ever stepped into a school shop.

According to Bill Stephens of the Quilcene VFW, which nominated Mr. Weiseth for the award, District 4 spans a large and diverse area of Washington State, stretching “all the way to Forks and all the way to Gig Harbor” and encompassing “roughly 30 posts in the district.” Being recognized across a district of that size speaks to the depth and consistency of Mr. Weiseth’s impact.

Stephens shared that while military service is not required for the award, Mr. Weiseth’s background stood out immediately. “His military service meant a lot,” Stephens explained, noting that what truly set him apart was the way his work extended beyond the classroom. “It was obvious he just doesn’t go in and teach for a few hours for the day and then leave.”

Before becoming a teacher, Mr. Weiseth served as a U.S. Coast Guard Surfman, one of the most demanding and high-risk roles in the Coast Guard. That experience continues to shape how he shows up for students each day. When asked how his service influences his teaching, Mr. Weiseth pointed to three core values that guide his work: “Be present, have a little courage, and be kind to those around you.” He added that those principles, combined with a strong work ethic, influence how he teaches, mentors, and supports students in his program.

Stephens echoed that connection, describing Mr. Weiseth as someone whose service instilled a deep sense of purpose. “He’s dedicated to whatever goals he’s set for himself,” Stephens said. “He has the drive and initiative that being a service member teaches an individual. He’s self-driven and dedicated and always seeking for that next way that he can serve.”

For Mr. Weiseth, the recognition is meaningful not because it marks an endpoint, but because it affirms the work he is committed to continuing. “It feels like the hard work I’ve put in is paying off,” he shared. “I’m really excited to be here working with these students and just want to continue working hard.”

From the perspective of the Quilcene VFW, this award is also about honoring the profession itself. Stephens emphasized that the recognition is meant as a message of gratitude. “We’re acknowledging the hard work that’s required by teachers and how much we appreciate that they’re developing these young minds out there,” he said. “It’s our way of saying, we appreciate what you’re doing and keep doing it.”

As a school community, we could not be more proud of Mr. Weiseth. His path, from Coast Guard Surfman to Maritime Woodworking teacher, reflects the power of hard work, service, and showing up fully for others. Being named VFW District 4 Teacher of the Year is a significant honor, and the fact that he is now being considered at the national level is a testament to the kind of educator, mentor, and human being he is.

As we head into second semester, which begins the first week of February, we’ll be implementing several important changes at Port Townsend High School. These updates are centered on priorities we consistently return to as a school: student well-being, safety, and readiness to learn.

The changes include the launch of Second Chance Breakfast, small adjustments to our daily schedules, and a campus safety update related to vehicle access behind the school. While any change takes some adjustment, each of these updates is intended to better support students throughout the school day.

Second Chance Breakfast: Supporting Students’ Readiness to Learn

Beginning second semester, we’ll be offering Second Chance Breakfast each school day immediately after first period. This will be a 10-minute window when students can grab breakfast if they weren’t able to eat before school.

At PTHS, breakfast is already a strong part of the school day. Director of Food Services Shannon Gray shared that an average breakfast is “fresh, healthy, and delicious,” with students having “at least four options daily,” including items like breakfast burritos, egg bakes, cereal, and yogurt.

Second Chance Breakfast is designed for students whose mornings don’t always line up with early eating. As Gray explained, it supports “students who aren’t hungry when they get to school, but as they wake up, get hungry and need that extra energy boost.” For many students, that timing makes a real difference in their ability to focus and engage in learning.

Offering breakfast later in the morning also helps support students who may have difficulty arriving early. “It supports them by giving them the chance to have breakfast,” Gray noted, adding that for some students it also functions as a mid-morning boost. She summed it up simply: “Hungry kids don’t learn!”

Students will continue to receive one breakfast per day at school, which also ensures they can still access lunch later in the day if they qualify.

Updated Schedules to Support Second Chance Breakfast

To make Second Chance Breakfast possible, we’ve made small, intentional adjustments to our daily schedules. Breakfast will take place immediately after first period on all schedule types.

While these changes slightly shift passing times and block lengths, they preserve instructional time while creating a predictable opportunity for students to eat when they need it. The updated schedules are included alongside this article for reference.

Closing the Back Gates: Supporting a Safer Walking Campus

Another change taking effect in February is the closure of the two back gates behind the gym, meaning students and staff will no longer be able to park behind the school.

This decision is rooted in safety concerns that have grown as the back side of campus has become a high-use student area. With the art building now fully occupied, along with PE classes, the woodshop, and the CAD lab, students are frequently walking outdoors between buildings throughout the day.

PE teacher Logan Stegner described what he has observed behind campus as “speeding, drifting, and just some pretty unsafe driving.” With students regularly transitioning through this space, vehicle traffic creates unnecessary risk.

Closing the gates will help ensure students don’t have to navigate cars during class transitions. “Safety number one,” Stegner shared. “Students won’t have to worry about vehicles in their walking paths.” He also noted that removing cars from behind the buildings will “open things up,” making the space feel more aligned with how the campus is actually used.

PTHS functions as a walking campus, where outdoor movement between classes is a normal and important part of the school day. These transitions support student well-being and are often an extension of learning itself. However, they only work when spaces are designed with students, not vehicles, at the center. As Stegner pointed out, the area where cars currently travel is “right on campus,” and particularly concerning given the range of driving experience among students.

Closing the back gates removes vehicles from active student spaces and better supports safe outdoor movement and learning.

Looking Ahead

Together, these updates reflect our shared commitment to supporting students academically, physically, and emotionally. Whether it’s ensuring students have access to food when they need it, or creating safer outdoor spaces for movement between classes, each change is grounded in what staff are seeing and what students need to be successful.

We appreciate the flexibility and partnership of students and families as these changes take effect at the start of second semester.

One of our ongoing commitments as a school is clear, consistent, and meaningful communication with students and families. As part of that commitment, all teachers at Port Townsend High School are now sending monthly progress reports through Skyward to families.

While families can always log into Skyward at any time to check grades, these progress reports are intentionally pushed directly to inboxes. The goal is to make information about student progress easier to access, easier to understand, and easier to act on - before small concerns become bigger challenges.

Why Monthly Progress Reports Matter

For Algebra teacher Mrs. Calloway, one of the leaders of this initiative, the need was straightforward. She shared that the reports help keep students accountable for their grades and make it clear what to make up, while also keeping parents in the loop.

By receiving a regular snapshot of progress, students and families don’t have to guess where things stand. Expectations, missing work, and areas of success are all visible in one place.

Making Communication More Personal and Direct

One of the key strengths of these progress reports is that they go beyond numbers. Mrs. Calloway noted that sending reports directly to families feels more personable. Along with the grade information, she includes updates about what has been happening in class, which helps families better understand the context behind the grades.

Just as importantly, the reports open the door for conversation. “Parents can directly reply to the email,” she explained, making it “an easy way for parents to contact the teacher.” This direct line of communication helps ensure questions, concerns, or celebrations don’t get lost or delayed.

Highlighting Strengths and Areas for Growth

Another benefit of the monthly reports is how clearly they show patterns in student learning. Rather than only listing individual assignments, the reports break work into categories. This allows families to see averages across areas, helping identify students’ strengths and weaknesses and where students may need to work to improve.

That clarity is important. It helps students understand where to focus their effort and gives families concrete information they can use to support their student at home.

Connecting Progress Reports to Support Systems

These monthly check-ins are also closely connected to the supports already in place at PTHS. When families see that a student is struggling in a particular area, they can follow up directly with teachers or encourage their student to attend after-school tutoring on Tuesdays and Thursdays.

Progress reports aren’t meant to stand alone, they’re part of a larger system of communication and support that includes teacher outreach, in-class interventions, and access to tutoring when students need extra help.

As Mrs. Calloway shared, “It just keeps us all in communication.” When students, families, and teachers are working from the same information, it becomes easier to respond quickly and collaboratively.

Looking Ahead

Monthly progress reports reflect our belief that communication should be proactive, not reactive. They help students stay accountable, families stay informed, and teachers stay connected with the people supporting students outside of school.

By pairing regular updates with direct communication and access to tutoring and support, we’re continuing to build a school culture where students don’t have to navigate challenges alone—and where families are true partners in the work.

• Tuesday, 1.6 at 7:00pm: Varsity Girls BBall @ PTHS
• Wednesday, 1.7 During Advisory: Redhawk Checkins & House Meetings
• Wednesday, 1.7 from 1:30 - 3:15pm: Staff Meeting & House Collaboration
• Wednesday, 1.7 at 5:30pm: Varsity Boys Wrestling @ PTHS
• Wednesday, 1.7 at 5:30 & 7:00pm: JV & Varsity Girls BBall at Chimacum
• Friday, 1.9 at 5:30 & 7:00pm: Varsity Girls & Boys BBall at PTHS
• Saturday, 1.10 at 1:00 & 2:30pm: JV Boys & Girls BBall @ PTHS
• Monday, 1.12 from 3:20 - 4:20pm: House Support Time & Teacher Progress Reports
• Tuesday, 1.13 at 5:30 & 7:00pm: Varsity Boys & Girls BBall at PTHS
• Wednesday, 1.14 during Advisory: Redhawk Checkins (9th & 12th)/ WST & Running Start Presentations (10th & 11th)
• Wednesday, 1.14 from 1:30 - 3:15pm: Staff Collaboration in the Library
• Saturday, 1.17 at 2:00pm: JV Boys BBall @ PTHS

Website: https://highschool.ptschools.org/
Location: 1500 Van Ness Street, Port Townsend, WA, USA
Phone: 360.379.4520

Port Townsend School District No. 50 does not discriminate in any programs or activities on the basis of race, creed, religion, color, immigration status, national origin, age, honorably-discharged veteran or military status, sex, sexual orientation, gender expression or identity, marital status, the presence of any sensory, mental or physical disability, or the use of a trained dog guide or service animal by a person with a disability. The district provides equal access to the Boy Scouts of America and all other designated youth groups listed in Title 36 of the United States Code as a patriotic society. The following employees have been designated to handle questions and complaints of alleged discrimination:

Civil Rights Compliance Coordinator
Carrie Ehrhardt

1610 Blaine Street

(360) 680-5756

cehrhardt@ptschools.org

Title IX Officer:
Carrie Ehrhardt

1610 Blaine Street

(360) 680-5756

cehrhardt@ptschools.org

Section 504/ADA Coordinator
Shelby Macmeekin

1610 Blaine Street

(360) 379-4501

smacmeekin@ptschools.org

Title IX inquiries may also be directed toward the U.S. Department of Education, Office for Civil Rights (OCR):https://www2.ed.gov/about/offices/list/ocr/index.html

Discrimination Procedure