CHRONICLES OF
Quaker Education
WINTER 2013
Lively Learning, Laughter, & Love Reflections on Friends Council Programs & Peer Networks In this Winter 2013 issue of Chronicles of Quaker Education, we are delighted to give our readers a window-peep into the lively learning nature of our programs and peer networks. We hope you enjoy these images. See more on www.friendscouncil.net. Division Heads Peer Network The job and responsibilities of a division head/principal are so diverse, and the challenges so ever present, that a division head must rely on the experience and wisdom of her/his fellow principals for guidance and support. The Division Heads of Quaker Schools have provided me with that kind of support well before our peer networks formally started. Now the Division Heads Peer Network has ensured that this forum for sharing and threshing is ever present. Our annual gatherings, as well as the Friends Council Online Forum, have been a rich resource and a fountain of rejuvenating spirit for me in my 17 years as a middle school principal. Scott Harrington Friends School of Baltimore (Baltimore, MD)
Institute for Engaging Leadership in Friends Schools The Institute for Engaging Leadership in Friends Schools changed the way I think. From my perspective as an administrator at a Friends school, it can be difficult to imagine how to use time and talents differently. That is precisely what the Institute gives me: a supportive community to clear the clutter and lean into what I need to do to grow as a leader. In addition to the skill development and learning that occurred over the two years, the ongoing relationships with my cohort still help me. Whether it’s email advice or a gathering after the FCE annual meeting, I feel connected to the broader world of Quaker education through the Pony Dance Cohort! Lili Herbert Friends School of Minnesota (St. Paul, MN)
Quaker Life in Lower and Middle Schools Every time I’ve attended a Quaker Life in Lower and Middle Schools (QuLLMS) gathering, I come away with new ideas and full of renewed energy for this work. I’ve also been grateful that QuLLMS has approached the topic of how we support children’s spirituality, because at the heart of our schools is the affirmation of each child’s spirit, the Light within them. We have extraordinary opportunities in Friends schools both to teach the whole child, and also to speak to that within them. But teachers need tools and support to explore that nurturing, and FCE provides wonderful resources. Melinda Wenner Bradley Westtown School (West Chester, PA)
Heads Assistants Peer Network Each member of HAPN (Heads Assistants Peer Network) holds a unique position in our own school, and each of us brings to our gathering a slightly different set of job responsibilities and talents. That combination of unique school contexts and diversity of gifts is the basis for the sharing, learning, and bonding that we experience each year when we meet. My experience at Carolina Friends School is made richer by knowing that I’m not the only one with a job like mine, and that I can reach out to my cohort at any time for advice, perspective, and support around an issue that may be stretching me. Our gatherings are a combination of work, community building, and, of course, lots of laughter. And it has been wonderful to visit Pendle Hill, and it’s been even more exciting over the years to visit my HAPN friends at their schools and host my peers here at CFS. Nancy McGilvary Carolina Friends School (Durham, NC)
Early Childhood Educators Peer Network I enjoy connecting with other teachers and having the opportunity to learn from them. One school made a pond out of a puddle at the edge of their schoolyard. It was wonderful to see how the teacher worked with students to make this happen. This sparked the idea that I could use the pond we have at West Chester for various projects with my students. The sharing that goes on in these meetings is extremely beneficial, and it’s good for the mind and spirit to get out of the classroom and enjoy a day of adult communication. Michelle Lozowski West Chester Friends School (West Chester, PA)
Reflections from SPARC (Spirited Practice and Renewed Courage) During our retreats we were called upon to look at the varied dimensions of our lives as human beings, as teachers, and as learners and to be cognizant of the many experiences that contributed to our life’s compositions. We were invited to share teaching practices and to co-construct our SPARC experience with each other and our facilitators. Our days were filled with opportunities for quiet, solitary contemplation, focused and thoughtful conversation, exploration through poetry and art materials, worship sharing and Meeting for Worship. Together, we grew as a learning community bound by our shared love of our teaching profession, for the children with whom we spend our days, and for the Quaker values woven into the tapestry of our individual schools. Giovonne Mary Calenda Lincoln School (Providence, RI)
There’s a leadership component that’s subtle but that has definitely changed me — I’m more reflective as a teacher and I also feel that my listening skills, compassion, and empathy have deepened. Jeff Porter San Francisco Friends School (San Francisco, CA) In Courage to Teach, Parker Palmer reminds us that, “If we want to grow as teachers, we must do something alien to academic culture: we must talk to each other about our inner lives — risky stuff in a profession that fears the personal and seeks safety in the technical, the distant, the abstract.” SPARC is that time and space to talk about the risky stuff — things like how my inner life affects my teaching and my relationship with my students. Even though it takes me away from the classroom, I see this as an investment, a rejuvenating connection to my teaching work. Leslie Tran Abington Friends School (Jenkintown, PA)
A Publication of the
Chronicles of Quaker Education U
WINTER 2013
Upper School Religion Teachers: The First Peer Network The Upper School Religion Teachers Peer Network occupies a special place in the history of these gatherings, as the first such collegial network. The gathering of religion teachers goes back about 30 years, when Foster Doan of Westtown School had the inspiration to bring this group together on an annual basis. FCE saw what religion teachers were doing and thought it would be great to do that for everyone — gather people who have like positions and create space for them to get together intentionally and connect around common issues and concerns. A primary virtue of the annual gatherings is that we’re able to test our perceptions and concerns with one another, and look to other members of the group as sounding boards to evaluate our own understandings and judgments. For example, after 9/11, there were laws enacted throughout the United States that required schools to fly the American flag. What did Friends schools have to say about that? What wisdom might the faith, testimonies, and practices of the Religious Society of Friends offer in this situation? How could we balance our commitment to the Peace Testimony with a recognition that we live in a potentially dangerous world? We religion teachers often found ourselves called upon to respond to these questions. At such a time, the Peer Network was an extraordinarily supportive resource, recognizing that each of our situations was specific to our local communities, and the vicissitudes of our particular parent and governing bodies. Another crucial benefit of this group has to do with pastoral care for its members. This network provides an important source of spiritual nurture and support for us as individuals. It is so important to have a community of peers to share the joys and sorrows of this work, and to connect with one another personally, on a deep level. The task of living into the Quaker spirit that guides our schools falls to everyone, of course. But religion teachers have a special obligation and opportunity to articulate and support the soul of our schools’ missions. I am very grateful for the space and support the Friends Council gives us to maintain connections throughout the year, and throughout the years. Tom Hoopes George School (Newtown, PA)
Trustee Reflections The 2012 Fall Trustee U Webinar program, Generative Conversations: the Role of Conflict in Good Governance, included three courses. The first introduced the practice of the triple helix model of board governance: fiduciary, strategic, and generative. The second focused on how individual trustees could better their communication skills and how they, as a board, could interact in positive and constructive manners. In the third session, two groups of heads of school and board chairs shared their experiences with merger and strategic planning processes. These courses deepened my understanding of board work in several ways. It provided both principles and case studies. The series also included macro and micro levels of board work. They all emphasized the advantage of having diverse perspectives — which are sometimes sources of conflict — and provided guidelines on how trustees and heads of schools could collaborate on seeking resolutions. I felt the most immediate benefit from the second course, Conversation Transformation, when I tried tips from that lecture. However, I think that the triple helix model is a useful guide and will promote this practice with my colleagues at George School and Buckingham Friends School. Gloria Denoon, Ph.D. Trustee at George School (Newtown, PA) and Buckingham Friends School (Lahaska, PA)
Gloria Denoon and her son Derek
“A primary virtue of the annual gatherings is that we’re able to test our perceptions and concerns with one another, and look to other members of the group as sounding boards to evaluate our own understandings and judgments.”
NEWS OF GIVING AND SUPPORT Sustaining the Spirit with Michi Tashjian Michi was deeply involved with Friends education for more than 30 years, starting with the enrollment of her children at Friends’ Central School. Eleven years ago, she retired from the Friends Council Board and from 28 years of service at Friends’ Central School. We asked Michi why she continues to be a loyal supporter of Friends Council’s annual fund. Here is her spirited response. It is easy to support an organization that keeps growing in impact but remains focused on the mission. I have been especially impressed with the direction of the Council’s programs under the leadership of Irene McHenry. She has brought the Council and, by extension, Friends education into the 21st century. While supporting existing Friends schools to maintain their Quaker roots, the Council has creatively formed pathways for new Friends schools to develop. Programs and services have been created in response to some challenging but necessary questions. How can Friends values become more deeply embedded in the life of our schools? How will we support and develop new leadership in Quaker schools? How are our schools dealing with issues of diversity? How can the Council assist in bringing Friends education and Quaker schools into national prominence as examples of values-based learning? Friends Council’s programs manage to keep these questions at the forefront. The Institute for Engaging Leadership in Friends Schools, the SPARC program, the governance work with school boards — these are all ways that the Council has impacted our schools and Friends educators for today and the future. I served on the board of Friends Council on Education at various times dating way back to Bert Mason’s time as executive director. He was a wonderful head who exemplified the best in Quaker education. That same spirit and energy is being carried on today. I am a private person and usually don’t make public statements like this. But for Friends Council on Education, I am making an exception. I want to get the word out there: Support Friends Council!
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FEEN: Promoting Environmental Education and Stewardship In 2011 and 2009 I attended the Friends Environmental Education Network (FEEN) conferences at The William Penn Charter School and Sandy Springs School. The smart, vibrant group of educators in attendance represented a wealth of strategies and programs to incorporate education for sustainability into our curricula and school operations, and provided a motivational shot in the arm. As we toured each school and shared the outline of our various sustainability programs, one fascinating topic that emerged was how the Quaker testimonies are inextricably connected. Our schools have become complex places, providing more and more “bells and whistles” in our efforts to keep up with technological changes, and more programs to satisfy the demands of a consumer culture. How do we square those demands with our Quaker values? How do we make explicit connections in our teaching among all the Friends testimonies that are essential to the education we offer as Friends schools? I left each conference feeling validated in everything we are doing at Westtown and inspired to go the next mile in our work to create a truly sustainable institution, graduating students of vision who will always be stewards of the resources on which all life depends. Judy Asselin Westtown School (West Chester, PA) The next FEEN conference will be held at Westtown School from May 2 – 3. For more details, please check the Friends Council website at www.friendscouncil.org.
Our mission is to communicate Quaker experience in order to connect and deepen spiritual lives.
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When FEEN (Friends Environmental Education Network) began almost 15 years ago, few of us knew it would grow into such a dynamic entity. We have become a close group of friends who gather each year to learn about best practices in environmental stewardship, share and celebrate our accomplishments in “greening” our schools and enlightening our students, and finally, cheer each other on in this sometimes frustrating work. Our mission statement persuasively argues that environmental education and stewardship are at the heart of a good Quaker education. We believe that focusing on these concerns should not be the work of just the passionate few in our midst, but the ongoing responsibility of each school community. What is truly heartening is how much progress our schools have collectively made — from green buildings to school gardens, from composting systems to sustainable food practices, from environmental action clubs to student-led initiatives. There is so much more to be done, but each year, the FEEN gathering nurtures us, sustains us, re-energizes us, and educates us. Thank you Friends Council for your support! Geoffrey Selling Germantown Friends School (Philadelphia, PA)
What Is a Peer Network? Within the Friends Council on Education membership, a Peer Network is a web of people connected through sharing similar professional identities, circumstances, or contexts. The networks provide trusted and relevant information, advice, and support. We have two primary structures in which peer networks function — an online forum and an annual gathering.
1. Peer Network Online Forum: www.friendscouncil.net —
the online forum for Friends schools, colleges, and Friends Council affiliate members.
With 1,232 members and growing, Friendscouncil.net is a publicly accessible site with approved access for current and former Friends school and college trustees, teachers, administrators, and program participants. It is used for social networking, dialogue, and resource sharing across Friends education.
2. Peer Network Gatherings
www.friendsjournal.org
Peer network gatherings support personal and professional growth, and leadership development. High-value peer networks embrace diversity and inclusion without losing a sense of shared identity. They provide opportunities to lead, listen, and problem-solve in a safe environment where peers can speak openly and honestly with each other. Peer network programs recognize the value of educators learning from each other as much as from outside experts. Friends Council encourages Peer Network gatherings through support with planning and facilitating communication of information and events via web and e-mail.
Join the
CONVERSATION on the
FRIENDS COUNCIL’S online forum,
www.friendscouncil.net
To create a new Peer Network program, one or two people volunteer a year in advance as clerks to plan and facilitate a peer network gathering. With support of Friends Council staff, they plan an agenda around topics of mutual concern to the group. Each Peer Network is different, and the clerks help to shape the uniqueness of each event. Peer networks usually choose to meet annually according to the needs, interests, and energy level of group members. Some groups choose to have a “fallow year” until refreshed leadership from the group emerges to carry it forward.
Joining an existing Peer Network is as easy as checking out the information on www.friendscouncil.org, and registering for an event. You can also register to participate in online discussions at www.friendscouncil.net.
W We must as a society and as a school focus on hope. . . . I believe our students, like all people, face their own personal challenges better when their hope overcomes their fear. . . . We as a school community remember that our children are special keepers of light in these dark days.
W We value the strength of our highly relational community, where we both formally and informally attend to the emotional well-being and mental health of our students and other community members on a day-to-day basis. . . . May we use those resources of inner strength, of courage, hope and love to hold those who have suffered so in the Light and to care with heightened sensitivity for each other. At times like these, we are reminded of what is most important in our lives and can respond by living with renewed purpose and clarity.
Friends schools are caring, reflective, resilient communities. After the tragedy in Connecticut, Friends Council shared letters from heads of schools to their communities. Reading these, I was deeply moved by the expressions of reassurance, faith, hope and intentional action. I’m sharing a few excerpts here to motivate us all, as we care for one another and take action that contributes to the ease of suffering, reduction of violence, and increased human safety and dignity in our world.
Irene McHenry, Executive Director
There is a consistency in the message from the schools that speaks to the heart of Friends education. These schools generate multiple points of Light that powerfully radiate concern and hope, care and truthseeking for the benefit of all children, all people. We must continue to amplify the goodness in the world, the goodness within each person, while taking meaningful actions to build a just and peaceful world.
W If we want to provide a responsible model for our children, and perhaps for our leaders in Washington, we can begin by trying to move beyond the polarized political discussions that mark our moment; we can engage in open and honest dialogue and in the spirit of understanding and compromise. . . . We can participate in and sustain the public debates about gun violence and mental health. . . . We can draw on our wisdom and faith traditions for strength and inspiration. And we can remember that every day is precious and that we should cherish what we have.
W We held a Candlelight Peace Vigil in the meetinghouse. . . . We recognized that the seeds of violence, despair, and hate exist in all of us, just as the seeds of understanding, love, joy and forgiveness exist. We spoke of creating a world that grows loving and safe environments. We spoke for the need for us as individuals to take action. We agreed that everyone has to participate in this work.
Development & Public Relations Joint Peer Network, March 4, 2013, Friends Center Admissions Peer Network, May 17, 2013, Friends Center
Follow governance conversations on the new Trustee U blog: www.trusteeu.blogspot.com
Educators New to Quakerism, Pendle Hill. Three separate offerings in 2013: February 7 – 8; March 7 – 8; May 2 – 3
I originally planned to focus my reflections on this issue’s theme of Friends Council programs and peer networks. But then came news of the tragic school shootings in Newtown, Connecticut, and I knew that I wanted to devote this space to addressing how we, as Quakers and those who serve at Quaker institutions, respond to an act of such enormous violence.
Welcome to the Quaker School Voices Blog: quakerschoolvoices.blogspot.com
Diversity Peer Network, February 1, 2013, Friends Center
Do not be daunted by the enormity of the world’s grief. Do justly, now. Love mercy, now. Walk humbly, now. You are not obligated to complete the work, but neither are you free to abandon it. — The Talmud
Librarians Peer Network, February 25, 2013, Germantown Friends School
Friends Environmental Educators Network (FEEN), May 2 – 3, 2013, Westtown School Early Childhood Educators, April 19 – 20, 2013, Abington Friends School
Faith and Hope in the Face of Tragedy
A collaboration of Friends Council on Education and the Nobis Project
Quaker Youth Leadership Conference, February 7 – 9, 2013, Sidwell Friends School
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Reflections
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Service Learning Peer Network, March 11, 2013, Friends’ Central School
Peer Network Events and Heads Gathering Workshops
2013 Friends Council on Education Workshops & PN Gatherings Calendar
Quaker Education CHRONICLES OF
Reflections on Friends Council Programs & Peer Networks
2013
WINTER