The Core Team
Dr. Hogue is a 2001 graduate of Mohawk High School, Bessemer, PA. Following graduation from Mohawk, Dr. Hogue attended Slippery Rock University, where he was the recipient of a Mathematics Education Scholarship from the National Science Foundation, and graduated Summa Cum Laude in December 2004. His Pennsylvania teaching certifications include Elementary Education, Middle School Mathematics, and Secondary Mathematics.
Dr. Hogue was hired by West Middlesex High School (WMHS) and quickly assumed a leadership role as Chairman of the High School’s Mathematics Department for over nine years. At WMHS, he taught Junior High School Mathematics remediation courses, Finance, Academic Algebra I, Advanced Algebra II, Statistics, and Calculus. He concurrently was an Adjunct Instructor through the University of Pittsburgh. During his tenure at WMHS, Dr. Hogue also developed the mathematics curriculum, served as Advisor and Co-Advisor, respectively, to both the School’s National Honor Society and Students for Charity, and acted as a Faculty Representative on the Scholarship Committee.
Dr. Hogue obtained his principal certification from the California University of Pennsylvania and his superintendent letter of eligibility from Westminster College. As a scholar and recipient of the Degree of doctor of Philosophy from Kent State University, Dr. Hogue’s academic focus is on research Methodologies and reform-based Mathematics and Statistics Instruction.
Starting in 2013, Dr. Hogue served as a High School Principal and Director of Secondary Curriculum and Instruction at Greenville High School (GHS), Greenville, PA. During this time, academic programming flourished, and GHS’s institutional and academic growth reached an all-time high. During his term as Principal, Dr. Hogue was named one of four members of the University of Pittsburgh’s College in High School (CHS) Administrative Advisory Board, where he remains active to date. In this role, Dr. Hogue seeks to advance CHS articulations to involve other subject areas within the College of Arts and Sciences while promoting the higher education benefits of the program.
Under Dr. Hogue’s leadership, Greenville High School was nominated and presented with the highest honor issued to a school, the National Blue Ribbon School Award (2017). During the year of presentation, there were 130,000 eligible schools – GHS was only one (1) of 50 High Schools to receive this prestigious accolade. In his administrative role at GHS, Dr. Hogue received numerous competitive grants, including an extensive project through the United States Department of State and the Actuarial Foundation of America.
Currently, Dr. Hogue serves as a tenured associate professor at the Slippery Rock University (SRU). As a member of the SRU Graduate Faculty, Dr. Hogue teaches coursework in Educational Leadership, Statistics, Quantitative & Qualitative Research Methods, Assessment, and Mathematics & Science Education. As a researcher, Dr. Hogue has been published in numerous academic journals, such as the International Journal of Mathematical Education in Science and Technology, E-Learning and Digital Media, Journal of STEM Education: Innovations and Research, Ohio Journal of School Mathematics, and The Pennsylvania Administrator.
Mrs. Johanna (Joie) Pierce serves as the Chief Academic Officer of William Penn Academy, providing executive leadership for the Academy’s academic vision, instructional excellence, curriculum development, faculty advancement, accreditation initiatives, and continuous school improvement efforts. As a member of the Academy’s executive leadership team, Mrs. Pierce works collaboratively with faculty and administrators to cultivate an educational environment defined by academic rigor, innovation, character formation, and student success. She is passionate about developing exceptional learning experiences while equipping teachers with the tools, support, and professional development necessary to inspire the next generation of learners.
Mrs. Pierce brings a uniquely interdisciplinary background that spans public education, independent schools, educational leadership, ministry, curriculum development, and organizational administration. Throughout her career, she has consistently demonstrated a commitment to building high-performing educational communities through servant leadership, strategic planning, collaborative decision-making, and a steadfast focus on student achievement. Her leadership philosophy emphasizes that outstanding schools are built by investing in teachers, maintaining high academic expectations, fostering meaningful relationships, and continually
pursuing excellence.
Mrs. Pierce earned her Bachelor of Arts, cum laude, from Thiel College, majoring in Speech and Hearing Science with a minor in Psychology. Her undergraduate studies provided an exceptional foundation in communication, cognitive development, behavioral science, and interpersonal leadership—disciplines that continue to inform her collaborative leadership style and commitment to student-centered education.
Building upon this strong academic foundation, Mrs. Pierce pursued graduate study at Yale University, where she earned a Master of Divinity with honors. While at Yale University, she also completed a Diploma in Anglican Studies through Berkeley Divinity School. Her education at Yale University immersed her in advanced studies of leadership, ethics, history, communication, theology, educational philosophy, and organizational development. During her time at Yale University, she completed Clinical Pastoral Education, multiple semesters of field education, and extensive leadership experiences that strengthened her ability to guide organizations through thoughtful decision-making, strategic vision, and mission-centered leadership.
While pursuing graduate studies at Yale University, Mrs. Pierce also led a partially grant-funded educational mission to Sri Lanka. Serving as project coordinator, she organized a team that partnered with an independent elementary school to establish a library, develop educational technology resources, and implement computer systems that enhanced instructional capacity. This international leadership experience further reinforced her belief that education possesses the power to transform lives and strengthen communities across cultural and geographic boundaries.
Mrs. Pierce’s professional career reflects an unwavering commitment to educational excellence across a variety of learning environments. Most recently, she served as a secondary social studies educator in Virginia, where she taught in Title I intermediate and high schools, delivering instruction in both Social Studies and English. Her work centered on improving student achievement through engaging instructional practices, data-informed intervention strategies, collaborative learning environments, and individualized student support. Her students demonstrated measurable growth on state assessments while benefiting from extensive tutoring, enrichment opportunities, and mentoring designed to promote both academic and personal
success.
Beyond the classroom, Mrs. Pierce has consistently embraced leadership opportunities that enrich the broader educational experience. She coached Odyssey of the Mind teams whose creativity and innovation resulted in regional and state-level competitive success. During this period, she also completed her teacher residency and earned full professional licensure as a secondary social studies educator, further strengthening her expertise in instructional leadership
and curriculum implementation.
Mrs. Pierce’s executive leadership experience includes serving as Chaplain and Chair of the Humanities Department at St. Margaret’s School, where she provided strategic oversight for humanities programming while supervising curriculum implementation, interdisciplinary collaboration, faculty support, and student wellness initiatives. In this role, she taught history, ethics, and religion while helping shape an educational culture that emphasized intellectual curiosity, ethical leadership, and whole-child development. Her work required balancing academic excellence with student support, organizational leadership, and mission-driven decision-making.
Earlier in her career, Mrs. Pierce served as Religion Teacher and Clergy Associate at All Saints Episcopal Church and Day School in Phoenix, Arizona. There, she designed innovative educational programming, developed intergenerational learning initiatives, mentored emerging student leaders, and coordinated community outreach efforts that strengthened engagement across diverse populations. Recognized for her expertise in curriculum development, she completed advanced studies through Vibrant Faith University, earning Certification in Intergenerational Faith Formation. She also served as a curriculum reviewer for Morehouse Publishing and contributed to independent curriculum development projects, experiences that further expanded her understanding of instructional design, educational publishing, and learner
engagement.
As Chief Academic Officer of William Penn Academy, Mrs. Pierce provides strategic leadership across every dimension of the Academy’s instructional program. She oversees curriculum alignment, instructional quality, faculty coaching and evaluation, professional learning, accreditation support, assessment systems, academic innovation, and long-range educational planning. Her leadership is characterized by thoughtful collaboration, data-informed decision making, and an unwavering commitment to ensuring that every student receives an exceptional educational experience grounded in academic excellence and character development.
Drawing upon the intellectual rigor cultivated during her studies at Yale University, the collaborative leadership principles developed throughout her professional career, and a lifelong commitment to educational excellence, Mrs. Pierce believes that schools have both the opportunity and responsibility to prepare students to lead lives of purpose, integrity, and service. She is dedicated to fostering a culture where faculty are empowered to excel, students are challenged to reach their highest potential, and families are welcomed as valued partners in the educational process.
Mrs. Pierce resides in Hermitage, Pennsylvania, with her husband. Outside of her professional responsibilities, she enjoys kayaking, volunteers with local animal rescue organizations, and continues to provide consulting and leadership development for Episcopal churches, reflecting her enduring commitment to faith, service, mentorship, and lifelong learning.
Director of Student Services
Mrs. Madison Long, a native of Bristolville, Ohio, graduated from Maplewood High School in 2020. She then attended Thiel College to continue her education in Business Administration and Management with a minor in coaching. During her time at Thiel College, Madison competed in volleyball and basketball and was also involved in multiple organizations, such as Zeta Tau Alpha, Chi Eta Sigma, and Chi Alpha Sigma. Madison graduated in the fall of 2023 with magna cum laude honors.
Before graduating, Madison was hired at Born of Fire Fitness as an office employee while completing her certifications to become a personal trainer. She later advanced to the positions of assistant trainer and office manager at Born of Fire Fitness. Outside of work, Madison took on coaching roles to give back to the community and school where she grew up. She currently serves as the 8th-grade girls’ basketball coach at Maplewood High School. Having experienced the significant impact that her community, coaches, and athletic teams had on her throughout her career, she is eager to give back to younger generations as they begin their own academic and athletic journeys.
Madison currently serves as the Assistant to the Superintendent and Director of Student Services at William Penn Academy. In this role, she supports the school’s administrative leadership and student services operations, assisting with a variety of responsibilities that contribute to the effective day-to-day functioning of the academy. Her position allows her to work closely with students, families, staff and school leadership while supporting both administrative initiatives and student-centered services.
Mr. Witmer serves as the Dean of Student Success at William Penn Academy, where he is dedicated to fostering academic achievement, personal growth, student engagement, and a strong sense of community. He believes that student success is built upon meaningful relationships, intentional mentorship, and educational experiences that challenge students to discover their strengths and develop confidence in their abilities.
Mr. Witmer earned a Bachelor of Business Administration from Eastern Mennonite University in 2015. Following graduation, he joined Summit Adventure, a mountaineering and outdoor education organization based in Yosemite, California. During his five years with the organization, he served in several leadership roles, including Semester Program Director, Instructor Trainer, and Senior Instructor. While his initial interest stemmed from a passion for wilderness adventure and mountaineering, his professional focus quickly evolved toward student development, leadership training, and mentorship.
Throughout his outdoor education career, Mr. Witmer guided students through challenging wilderness experiences that required resilience, teamwork, leadership, and personal growth. Some of the highlights of his mountaineering experience include climbing the 2,000-foot vertical face of Yosemite’s iconic Half Dome and summiting multiple peaks exceeding 19,000 feet throughout Central and South America. These experiences reinforced his belief that personal growth often occurs when individuals are supported, challenged, and encouraged to reach beyond their perceived limitations—a philosophy that continues to guide his work with students
today.
In 2020, Mr. Witmer returned to western Pennsylvania to pursue graduate studies in
Environmental Education at Slippery Rock University. His graduate work allowed him to combine his background in outdoor leadership with educational theory, student development, and environmental science. During his studies, he also served as a Graduate Research Assistant on a multi-site research project examining visitor perceptions of climate change. As part of this initiative, he assisted with the collection, analysis, and reporting of data gathered from more than twenty National Parks and National Wildlife Refuges across the United States. The project is currently being prepared for publication through the National Park Service and in academic journals.
Mr. Witmer’s educational philosophy is strongly influenced by the principles of Place-Based Education, which emphasizes meaningful learning through engagement with local communities, cultures, and environments. As Dean of Student Success, he applies these principles to create opportunities for students to develop a deeper connection to their learning, their peers, and the broader community. He believes that a student’s educational experience should extend beyond academics to include leadership development, personal responsibility, cultural understanding, and service to others.
At William Penn Academy, Mr. Witmer is committed to supporting the whole student. He works to ensure that students have the guidance, encouragement, and resources necessary to thrive academically, socially, and personally. As the Academy continues to expand and welcome students from diverse backgrounds around the world, he looks forward to helping cultivate a supportive and inclusive community where every student is empowered to achieve success and pursue lifelong learning.
