Unity & Character I N D E P E N D E N T S C H O O L G U I D E 2 01 7- 2 01 8
A FOUNDATION FOR GROWTH
A SPECIAL SECTION PRODUCED BY
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CREATING A CULTURE OF CONNECTEDNESS
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utstanding schools have a strategy and com- that features students taking chances, pursuing topics mitment to cultivate the connectedness and of interest, and experiencing a balance of both success well-being of each student as a foundation for and failure. Research also shows that students must their academic success. make strong connections with teachers and feel safe In outstanding schools, you should expect to see and supported in school to fully engage in a rigorous children collaboratively engaged in high-level original academic program. Therefore, school climate serves as research, advocating for themselves as they learn to ana- the foundation for maximum student growth. lyze, communicate and use problem-solving techniques A few years ago, a friend and colleague shared the to creatively address new situations. They are comfort- following advice he received from his father, a physiable in taking chances and experiencing both success cian, when he first became a teacher. “No one cares and failure, while attempting something bold. So why how much you know, until they know how much you do students in some schools practice and master these care,� his father said. This simple quote is aligned with important skills, while students in other schools merely much research and a great deal of anecdotal information memorize content without feeling safe enough to com- regarding the importance of positive relations between pletely immerse themselves in the learning process? students and teachers. Educators, parents and researchers have long In a recent study, Dr. Hunter Gehlbach, associattempted to identify the key ate professor of education at ingredients in creating outHarvard University Graduate BY DAVID OLSON standing schools for children. School of Education, showed Research shows that optimal how a survey determining simiHEAD OF THE MIDDLE SCHOOL, student growth occurs through larities between high school SACRED HEART GREENWICH a rigorous academic program teachers and their students
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could improve educational outcomes. The study underscored the importance of teacher-student relationships. After teachers and students responded to survey questions, Dr. Gehlbach shared the reports with them on their commonalities. Teachers and students who learned what they had in common perceived themselves as being more similar. This affected perceptions of their relationships with one another. Both groups reported a greater level of connection with each other, and students enjoyed greater academic success, as measured through higher grades. Dr. Gehlbach’s research supports the theory that time spent with someone you have things in common with leads to positive self-validation, which ultimately leads to greater happiness and engagement. Cultivating school connectedness serves as the foundation for students to fully engage in and receive the most from a rigorous academic program. It is not enough though to merely populate a school with hardworking and bright students and a group of talented and kind teachers. The goodwill of this group often does not survive the frenetic pace and the human element of working in schools. Schools that are most effective in creating the right environment for meaningful education have a deliberate and regular program for building community and developing connections with students. In these schools, creating a positive school climate
is not seen as fluff or something that can be cast aside when life becomes busy and complicated. The most successful schools feature mission statements that clearly state the importance of setting the right tone for education and ensuring that students feel connected to school. Articulating this belief through a document is not enough, as many schools have lofty mission statements that merely live on a website or sit on a shelf in an administrator’s office. An outstanding school must be mission-centered, meaning that the school’s mission affects the day-to-day operation of the school, which includes developing programs, supporting community members, and making decisions. A mission-driven school that values community and connections must also dedicate ample resources to the cause through the allocation of time and funds. For example, it must consider an advisory program as a critical element for student success. Advisors must be well trained in understanding their role of serving as an advocate for their students, and the school must create a relevant advisory curriculum and dedicate regular time for advisors to work with their charges. A healthy and effective advisory program ensures that all students are known at school. It includes both daily formal and informal methods and opportunities for students and adults to make connections in support of overall growth. In addition,
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teachers must view their role as student advisors as one of their most important tasks. In addition to positive relationships between children and adults, students benefit greatly from feeling connected to the school as a whole. The best schools create multiple groupings of students with regular opportunities for groups to gather. Advisory groups meet weekly, if not daily, and an entire grade level, division and school meets regularly. These multiple groupings and regular gatherings ensure that no student goes unnoticed. They present opportunities for the school to emphasize their mission and highlight examples of community members who embody the mission and enhance the school environment. In addition, community gatherings help students, faculty and staff understand that they are part of something bigger than themselves and that each has an active role in advancing the school for the betterment of all. At the best schools, teachers understand and appreciate that their role as educators is much greater than merely providing contentspecific classroom instruction. The most effective teachers know that inspiring students through human connection is paramount to their work, and that they enact the mission of the school and shape the culture of the community through every interaction with students, parents and colleagues. Teachers model joy, effort and positive engagement. They provide opportunities for students to pursue interests outside the classroom. They effortlessly engage with students in the hallway, dining room and at various student events. While the above examples highlight a school’s allocation of valuable time to creating community, a school must also dedicate considerable financial resources towards the cause. The most effective schools have dedicated positions to support students, such as a dean of students, counselor, school psychologist and director of diversity, who are charged with developing and implementing proactive programs, while also reactively addressing the issues that arise. When a school actively and successfully engages in the foundational work of creating the right environment for learning, students acquire the courage to try new things, take chances, experience both success and failure, and completely immerse themselves in the life of the school. These skills and traits are vital and will have a transformative effect on society. The students who learn these skills will be able to produce a positive impact on the world and will confidently tackle the myriad issues they will encounter during their lifetime.•
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SCHOOL FAIRS 2017-2018
I N D E P E N D E N T S C H O O L G U I D E 201 7- 2 01 8
SECONDARY SCHOOL FAIR
RIDGEFIELD ACADEMY SECONDARY SCHOOL FAIR Wednesday, October 4, 2017 7:00 - 8:30 p.m. Summit Gymnasium Ridgefield Academy 223 West Mountain Rd. Ridgefield, CT ridgefieldacademy.org
SECONDARY SCHOOL FAIR
GREENWICH CATHOLIC & WHITBY SCHOOL Tuesday, September 19, 2017 6:30 p.m. Greenwich Catholic School 471 North St. Greenwich, CT gcsct.org
EVENT
REACH PREP ANNUAL BENEFIT LUNCHEON Monday, April 23, 2018 11:30 a.m. Hyatt Regency Greenwich reachprep.org
TRINITY CATHOLIC HIGH SCHOOL
WHERE QUALITY EDUCATION IS A COMMUNITY COMMITMENT Open House
Tuesday, October 17th - 5:30 p.m.
Entrance Exams
Saturday at 8:00 a.m. - October 28th & November 11th For further information, contact Mr. Jon DeBenedictis • Director of Admissions jdebenedictis@trinitycatholic.org
926 Newfield Avenue • Stamford CT 06905 • 203.322.3401 x 302 www.trinitycatholic.org
2017 INDEPENDENT SCHOOL GUIDE 41