Published April 1, 2025
BY DANIELA FOLEY
Whether graduating in 1994, 2004 or 2014, Carmel High School alums who have returned to their roots by becoming CHS teachers reflect on the changes and the traditions of the school over time.
“When I was in high school, there was definitely more of a strict college-going culture, whereas now that is still significant, but there are also more opportunities for students who are not looking to go down that path, which is something I am extremely grateful for,” says 1994 grad Bridget Randazzo, who now teaches Advancement Via Individual Determination, a college preparatory class, and Strategies for Success.
Current CHS teacher Heather Roman, Class of 2004, followed her passion for mathematics after high school. (courtesy of HEATHER ROMAN)
Randazzo, whose classes focus on preparing students for their future, has first-hand knowledge of how students are preparing for life after high school in comparison to her experience 30 years ago. For Randazzo, the access students now have to more challenging coursework has also opened students up to more opportunities following graduation.
“When I was in high school, there were more limitations and requirements to enroll in AP classes, as you had to be recommended for certain classes, which caused many students to be overlooked,” says the CHS alum. “Today, almost anyone can take an AP class, providing more opportunities for students to challenge themselves.”
Randazzo finds that giving the students the opportunity to challenge themselves is vital in any academic setting.
Chloe Kincaid, who graduated from CHS in 2010 and now works as the College and Career Center Coordinator, believes that though there are more opportunities for students post-graduation, the college-going environment at Carmel has increased since her time here.
“It’s really impressive to see students have specific goals and do what it takes to get there,” says Kincaid. “It’s great when students are striving high to meet their goals for after graduation, but it can add pressure.”
Victoria Deckelmann, CHS Class of 2014, now teaches Biology and Honors Biology at her old school. (courtesy of CHS YEARBOOK)
Similar to Randazzo’s perspective, Victoria Deckelmann, who graduated in 2014 and now teaches Biology and Honors Biology, has found that the focus on campus now allows for students to explore a variety of options.
“Carmel has changed mostly just in the push to get students to certain colleges,” says Deckelmann. “When I was in school, it seemed like everyone was just trying to get into the best possible college, and that was really the only pathway that seemed to exist at the time. Now it seems to be more focused on a wider range of possibilities or outcomes after high school. ”
While the opportunities for students not looking to attend a four-year-university have certainly grown, those who are interested in pursuing that path have an abundance of opportunities that were not available for former CHS graduates.
“What I appreciate about Carmel High now is the amount of opportunities that are open to students,” says Randazzo. “Whether you’re interested in drama, robotics, mock trial or poetry, there are opportunities for everyone to take advantage of, which I do not think were as prevalent when I was in high school.”
Though much has changed at CHS over the decades, one notable consistency that has transcended time is the caliber of educators on campus.
Phil Johnston, CHS Class of 2006, now teaches Physical Education at his alma mater. (courtesy of CHS YEARBOOK)
Heather Roman, who now teaches a variety of math classes on campus, and graduated from CHS in 2004 before attending University of California, Los Angeles, notes that the quality of educators in her high school years and now as colleagues has continued to serve as motivation for her.
“There were just really great teachers that were really passionate, and we learned a lot from them,” says Roman. “You could see the passion and that they enjoyed it which made us interested. The focus was just on learning.”
Deckelmann, who is now colleagues with many of the teachers who taught her the basics, has been significantly inspired and motivated by them to pursue education.
“What has stayed consistent at Carmel is the amazing teachers,” says Deckelmann. “There are many teachers who have been here for a really long time, impacting so many students. I had them and they taught me so well.”
Similarly, Phil Johnston, who now teaches Physical Education at Carmel High, explains that the impact his teachers had on him has transcended over time.
Chloe Kincaid, who now works as the College and Career Center coordinator, graduated from CHS in 2010. (courtesy of CHLOE KINCAID)
“I really appreciate that many of the teachers who taught me when I was in school are still here, teaching the next generation,” says the 2006 CHS graduate. “They are extremely consistent with the amazing education they are offering.”
Also reflecting the consistencies at Carmel High School, Matt Borek, a 1997 CHS graduate, notes the passion students have remains strong.
“Students’ passion for school, specifically sports and academics, seems to be a constant here,” says Borek. “It’s truly inspiring seeing what motivates these students.”
For Roman, teaching at CHS has allowed her to give back to the community that raised her and be able to connect with students in a manner most teachers are unable to: “It’s such a special thing working where I went to school because Carmel kids are so unique, and as a teacher that grew up in the community, you understand the students a little bit better than people that come in from outside.”
