Working on Revealing Shared Humanity by Friends Council on Education

CHRONICLES OF

Quaker Education FALL 2018

Working on Revealing Shared Humanity: Eighth Graders Attend Community Workshop on Solving Homelessness By Annika and Dora, 8th graders, San Francisco Friends School Each year, San Francisco Friends School students focus on a service topic for a yearlong study: immigration, public accessibility, natural disaster relief, and more. This year, eighth graders focused on homelessness. Our work included biweekly visits to the Gubbio Project, baking for At the Crossroads, and holding seminars that discuss our interests and actions. In addition five students attended “Solving Homelessness,” a community workshop focused on possible solutions to end homelessness within San Francisco. We came into an open room occupied by about 150 audience members, some formerly experiencing homelessness, radio producers, designers, and journalists. We were the only students.

As part of their yearlong study on homelessness, 8th graders at SFFS volunteer weekly with the Grubbio Project, a local nonprofit that supports those experiencing homelessness by offering them a place to sleep. Here a student cleans mats used by guests.

As the five of us took our seats in the swivel chairs that were scattered about the room, we noticed a man sitting in the row in front of us with a bearded dragon perched on his shoulder. Sitting next to us was a woman named Joy that told us about her nonprofit and who kept striking up conversations with different neighbors. The room of strangers most definitely made for a strong community that we could feel and made us want to take action. People buzzed around, taking food and drinks from the counter and mentioning how great it was that children were attending. The workshop consisted of many panels, presentations, and brainstorming solution sessions, but we thought it fit to share our favorite parts of the workshop — possible solutions towards solving homelessness and a panel of people experiencing homelessness that were willing to share their stories and experiences. SFFS eighth grader Jiya said, “It feels odd to me to discuss an issue about someone without them being there. Hearing their stories motivated me further to want to help solve homelessness.” Riley, also from SFFS, agreed, “I loved this workshop. I never thought that I would hear these things at an event like this — I assumed that we would listen to ideas from (a not very diverse set of) people who have never experienced homelessness.” First-hand stories also made the experience of homelessness easier to empathize with. The speakers gave homelessness faces. There was Daniel, a guitarist with his bearded dragon

A Publication of the

Through a Meeting for Business co-clerked by 8th graders, the class landed on these queries to guide their thinking and acting for the year-long study of homelessness. Graphic documentation by Melanie Chopko.

Jupiter; JR, an art teacher for 13 years who lost his job when he was hospitalized; Cooper, a firefighter disabled on the job who lived in Diamond Heights and drove an Audi; and Moses, who spent twenty years on the streets of San Francisco. Homelessness suddenly felt more relatable — something that could happen to anyone, even us. Another SFFS eighth grader, Dexter, said, “After listening to all of the presenters, I noticed this event had people of all races and genders; some homeless, some not. The variety really helped me get perspective and ideas on homelessness as a whole. I think that we all got more information than we expected and it really broadened our perspective.” “We have to deal with invisibility,” was one line that really stood out to us. How would you feel if you were ignored every minute of every day? We as an eighth grade are working towards revealing shared humanity between ourselves and people experiencing homelessness, but hearing from a person living on the street that they feel invisible is so much more heartbreaking than hearing it from a teacher who has never had the experience of experiencing invisibility. continued to page 2

Reflections Planting a Seed for Action in Our Hearts: Student-led Activism, Social Justice Work and Agents of Change in Friends Schools It continues to be a challenging time in the life of our nation and our schools. The challenge is so great that we look for stabilizing touchstones, a centering point, something that sustains our strength and gives us hope for calmer, more love-filled days ahead. For Friends Council on Education, that something is Quaker education and the strong, deliberate, values-based work being done in Friends schools across the country. We believe that evidence for the way Quakerism inspires the work at Friends Schools lies in the stories in this issue. We asked FCE member schools to send us their top three stories for the 2017-2018 school year that illustrate the power and essence of Quaker education and ones where schools, faculty, students or alumni were spotlighted for their values-based work. What you see here is just a small sample of what we received; a mere glimpse of the student led activism, social justice work and change agents in Friends schools. The title for this issue “Planting a Seed for Action in Our Hearts” emerged from the story written by two eighth grade students from San Francisco Friends School about their year-long exploration of homelessness. Poignantly, these students describe how hearing the voices of homeless individuals in their city “planted a seed of action in our hearts,” motivating them to “become part of the solution.” “Food Insecurity: Connecting Service and Academics” concerns sixth graders at William Penn Charter School engaging in a seven-month long exploration of food insecurity in Philadelphia and clearly illustrates the high level of engagement of students in Friends schools. “We’re trying to think of a solution to change the world forever,” says one sixth grader quoted in the article. No small thing, that. Several other pieces speak to the emphasis on social activism (Friends School Atlanta), student activism on gun violence (multiple Friends schools), civil rights (Arthur Morgan School), immigration (Wilmington Friends School) and social justice issues (Sandy Spring Friends School). We’ve also included a piece, “Deeply Gathered,” about alternate Quaker Meeting for Worship at Baltimore Friends School to show that even when it comes to the central component of every Quaker school’s week, Meeting for Worship, Friends schools engage in continuing revelation, finding new ways to do old things. We hope that this issue of Chronicles inspires you and perhaps even plants a seed for action in your heart.

Drew Smith Executive Director

Friends Council on Education

Betsy Torg Director of Communications

Friends Council on Education

Working on Revealing a Shared Humanity continued from page 1 It not only was this quote that planted a seed for action in our hearts but many others as well, including, “Every step back feels like a mile and every step up feels like a quarter of an inch.” When JR said this and talked about substance abuse, we all knew that we needed to help make change. When one of the brave panelists said that “human needs should be human rights,” there was a moment in the crowd when everybody pondered over what had been said. We were all at the workshop to make an impact, but why wasn’t anything being done? “That is the problem with society. We are human, not things to be stepped on,” chirped in Daniel.

So how can we solve it? Throughout the workshop, many ideas were mentioned. The first initiative shared was proposed by Ken Fisher, a film producer. The system was labeled as “Universal Basic Income.” UBI would be a dividend paid from government taxes and oil drilling profits to American citizens. In case of any financial instability within banks, the money would be paid in cash. Despite the fact that Universal Basic Income is an ideal for San Franciscans, it’s real if you live in Alaska. Fisher’s strategy to solve homelessness was based on Alaska’s UBI system, which gives out around $1,000 per year per citizen (it had been set at $2,000, but because of oil production suddenly slowing down, this was recently cut down to only half). Universal Basic Income has also been run (experimentally and permanently) in the Netherlands, Finland, and Kenya. There are different opinions on if UBI has been working out well for its recipients, but it’s a fairly widespread thought that Universal Basic Income is somewhat idealistic. Another proposed solution was “Village for Community.” Village for Community was brought up by architect Charles Durrett and was based off of Opportunity Village in Eugene, Oregon. The village would be made of tiny homes built by people experiencing homelessness and volunteers. Each village would have thirty housing units and was estimated to cost $420,000 as a whole. This makes the units $14,000 each. With all of these stories, experiences, and possible solutions, we as a group of five reflected on our time and came to understand how meaningful our experience had been. This workshop was insightful, informative, and eye-opening for us. After the workshop, we thought of homelessness as an issue that was more than statistics. Those experiencing homelessness are real people with personalities and lifestyles, and it motivated us to become a part of the solution.

Teaching Civil Rights to Middle School By Nicholas Maldonado, Recruitment and Admissions Coordinator, Arthur Morgan School If middle school students could learn about anything, what would they choose? At Arthur Morgan School, we ask our students this question every year. During the 18 Day Field Trip unit, our students help develop their classes by providing input on what they want to learn. Our teachers then create engaging courses and 18-day-long road trip that cover the topics they chose. Based on typical middle school conversations, you might guess they’d select video games, music, or board games to study. The truth, however, is that their interests run much deeper. When given the choice, our middle schoolers chose a topic this year that is at the center of much our country’s tensions right now. This year our students expressed an interest in learning more about the country’s current racial tensions and the #BlackLivesMatter movement. In response, we created an 18-day field trip focused on civil rights. During this trip, students learned how racism still plays a major role in America’s culture. To prepare for the trip, the group spent four weeks looking at Black history as an integral part of American history. They examined the slave trade, the Civil War and Reconstruction, and the civil rights movement. Students engaged with these topics as a portal to see how these past events led to the tensions still present in our society. The class took on the complexity of terms like “freedom,” “equality”, and “rights” and what these terms mean to different

people. It studied the cultural history of Black people in America looking at their food, music and religious practices. During the #BlackLivesMatter Week of Action, students learned the 13 guiding principles of the movement. They did an exercise that highlighted the last words spoken by victims of police shootings. Academically, the students also learned several valuable lessons. They learned better methods of conducting and presenting research. They developed the ability to discern between primary and secondary sources, determining which were reliable or unreliable. This ability to critically think about who is providing their information will be an important skill for them as they engage with other social issues in the future. With a strong historical foundation in place, the class hit the road, traveling throughout the Southeast U.S. to important sites of the civil rights movement. They maintained the 50+-year AMS tradition of visiting Penn Center, an important

education and retreat center in South Carolina. Penn Center was the first school in the South created to instruct former slaves. It was supported by Quaker abolitionists and later visited by movement leaders such as Martin Luther King, Jr. Students also participated in the annual re-enactment of the march across the bridge in Selma, Alabama. They visited Koinonia Farm in Georgia, which is not only the birthplace of Habitat for Humanity, but also an important location for the civil rights movement. Since it’s beginning in 1942, Koinonia Farm hired black and white workers and paid them equal wages. This attracted violence from the KKK in 1950s, yet Koinonia held its ground. The community was inspiring to AMS’s founder Elizabeth Morgan when she was working there. While at Koionia, students participated in the Clarence Jordan Symposium, listening to keynote speakers like Rev. Dr. William J. Barber II and taking part in discussions about how to “…build up a new world of peace, community, and racial justice today.” They also traveled to Memphis, Tennessee to attend a #BlackLivesMatter training and engage with other #BlackLivesMatter groups in Birmingham, Montgomery, Jackson, Charleston, and more. Through a mix of cultural and service learning opportunities, students gain a deeper and more authentic understanding of the historical and continuing struggle for civil rights.

A Friends Tradition of Social Activism It’s no coincidence that The Friends School of Atlanta (FSA) was founded in 1991, a time when Atlanta schools were resegregating after the Supreme Court ruled against busing and other measures designed to help desegregate public education. Discouraged by this backward trend, members of Atlanta Friends Meeting, recognizing the value of a learning environment in which all student voices and experiences were recognized, opened the doors of FSA with diversity as central to its mission as excellence in academics. It took social activism to create a school modeled on diversity, and social activism, with an emphasis on the individual student. Social activism has continued to inform the FSA experience ever since. In fact, social activism is what makes the curriculum and the community all the more engaging and worthwhile for students, faculty, staff and parents. As Waman French, Head of School, reminds us, “With Friends education, social activism really allows schools to empower students to use their voices, to be engaged in their worlds in ways that are meaningful to them. It allows them to be change agents.” In the school’s very first year Waman took  the small group of Pre-K through first grade teachers and students to the King Center’s MLK Celebration for Children at the Lakewood Amphitheater. Since then, teachers and staff have taken every chance possible to incorporate social awareness into their lesson plans in ways that encourage students to use their voices for positive change. For example,

in response to the Unite the Right rally that occurred in Charlottesville, Virginia, in August, 2017, middle school social studies teacher Alex Zinnes began her semester on the African continent with a mini unit on the alt-right in order to help students develop a language to talk about the Rwandan genocide. As a follow up to the unit, she and her class joined Hate Free Decatur’s letter writing campaign to relocate a Confederate monument from Decatur Square to Decatur Cemetery. Similarly, last year middle school specialist Kerrie Lynn taught an exploratory on race and social justice. With a small group of students, Kerrie modeled her sessions as Socratic seminars. She and the students looked at images, videos and writing that addressed such issues as prison abolitionism, the construction of race, immigration and LGBTQ youth. Among other activities, they read Audre Lorde and studied photos of messages and graffiti painted on the US/Mexico border. True to Friends School tradition, Kerrie and her students not only asked themselves questions about what they were studying, but also posed queries to the entire FSA community. “Middle schoolers are often coming into consciousness about forming their own identities,” says Kerrie, “and so it’s also good to look at social issues related to identity and representation at that time.” Even in astronomy, where activism is most unlikely, middle school science teacher Fatimah Hinds finds it important to recognize the often-unrecognized voices of people of color who contributed

Student Changemakers in Friends Schools In 2017-2018, Wilmington Friends School 8th grader Olivia O’Donnell delivered a powerful TEDx presentation about how America must transform her false narrative to tackle racism during the Tedx WilmingtonLive. Learn more about Olivia and hear her message at tedxwilmington.com.

a wealth of knowledge to what we know about science today. To her, recognizing the voices of the unheard is the everyday practice of social justice. When discussing the scientists mentioned in the reading material, she is sure to ask students, “What do all these men who we’re reading about have in common and who isn’t mentioned? Why do you think that is?” Throughout its history, FSA’s students have kept the social activism tradition alive, embarking on their own initiatives to sustain social change in a world that often opposes it. Waman recalls students deciding they wanted to lift their voices in opposition to the 2003 invasion of  Iraq by participating in student-led protests in Decatur and Midtown. Recently, seventh and eighth graders organized their own participation in the National School Walkout on March 14, 2018. This year Kerrie has spearheaded an initiative for students to protest any issue they want after school on Fridays. The voices and issues vary widely from gun control to environmental justice to racial discrimination. There is no end to the list of social justice issues to address. Happily there is also no shortage of FSA student idealism and enthusiasm to tackle those issues, one by one as they move into the world with conscience, conviction and compassion. Reprinted with permission from Friendly Light Magazine, a publication of Friends School Atlanta.

Deeply Gathered:

Alternative Quaker Meetings offer new ways of practicing spirituality Meeting for Worship, the Quaker practice of gathering together in stillness, or “expectant waiting,” in the Meetinghouse, is a time-honored tradition at Friends and at Quaker-based schools everywhere. Generations of students have learned, over time, how to center down, to let go of racing thoughts, and to listen for the “still small voice” of the spirit — no small feat, as any new attender can attest. This year the Friends School of Baltimore Upper School, with guidance from the Quaker Student Union (QSU), is exploring the idea of alternative Meetings for Worship, small group experiences that create space for different ways of gathering and reflecting. Included among these, the QSU has hosted Meeting for Worship for Singing, led by math teacher and music enthusiast John Bonn; Meeting for Worship for Meditative Drawing and Listening, in which participants listened to wise Buddhist teachers Thich Nhat Hanh and Jack Kornfield while sketching with pencils and pens; Meeting for Worship for Meditative Walking; and Meeting for Worship for Poetry Reading, to which each participant brought a favorite short poem or stanzas of a longer poem to read aloud. “We got the idea from attending the 2015 Quaker Student Leadership Conference at Moses Brown School and Lincoln School in Providence, Rhode Island,” says Ryan Hardy ’19, co-clerk, with Faith Apencha ’17, of the QSU. There, organizers offered alternatives, such as Meeting for Drumming. “We thought it might be a good way to engage our student body and get people interested in and excited for Meeting for Worship,” he adds. It turns out they were right: An end-of-year survey about the alternative Meetings yielded overwhelmingly positive feedback. Student choice is one reason. Hardy and Apencha solicited the student body for their ideas. In a school steeped in Quaker practice, the specialized gatherings will not supplant the traditional weekly Meetings for Worship held in the Stony Run Meetinghouse and in Forbush Auditorium. Instead, “they are helping to make to make our traditional, ‘unprogrammed’ Meetings for Worship in the Meetinghouse feel more deeply ‘gathered’,” says teacher and QSU advisor Amy Schmaljohn, a longtime member of Gunpowder Friends Meeting. “We think they're making a difference in the quality of our overall Meetings for Worship.” Reprinted with permission from Friends School of Baltimore Magazine 2017

Student Activism on Gun Violence: Friends Schools

TAKE ACTION

The Marjory Stoneman Douglas High School shooting in Parkland, Florida in February 2018 gave rise to an intense wave of student activism across the country. Friends Council learned of numerous stories of student-led activism in Friends schools as students were called to stand up for the Quaker values of peace and non-violence. Shown here are just a few photos showing Friends school students in action, including students at New Garden Friends School (top), Greene Street Friends School (middle) and Germantown Friends School (below). Read more at www.friendscouncil.org under Featured News.

Food Insecurity: Connecting Service and Academics By Rebecca Luzi, Associate Director of Marketing Communications, William Penn Charter School In Philadelphia, one in three people qualify for food stamps. So, when sixth grade teachers asked students at William Penn Charter School “how do we solve the issue of food insecurity in Philadelphia?” it was a big question. Students would work for seven months and employ design thinking, collaboration, research and creativity to find answers. Teachers first posed the question in 2016 as they built a new curriculum around an end-of-year capstone project. They were looking for an interdisciplinary project that put students in touch with real-world issues calling out for solutions, and they wanted a project focused on service. Jim Pilkington, who teaches English and social studies, and advises in sixth grade, thought the issue of food insecurity could be a “connecting force” among sixth grade subjects. The curriculum already presented opportunities for learning across disciplines. In English, the class reads The Boy Who Harnessed the Wind, about drought and famine in Malawi. In math, percentages make an easy segue to statistics about hunger. In science, students learn about biomes and carbon footprints and where food comes from. And social studies offers the opportunity to explore food insecurity worldwide. Teachers added new projects that explored food in four core academic subjects, plus health class. In English, students wrote about a favorite family meal or holiday to demonstrate that a meal is more than food — it’s dignity, community, memories. In science, sixth grade students took trips to food pantries and farm shares. And in health, students collaborated to create videos on essential nutrients. “Our work then,” Pilkington said, “was to think about how we were connecting the dots for students across our classes with shared experiences, trips, speakers, etc.” Sharon Ahram, assistant director of the Center for Public Purpose, helped connect those dots. She worked with the teachers to invite speakers based on the questions students were asking. Speakers included Steveanna Wynn, executive director of SHARE; and Sandy Brown of Brown’s Super Stores, who discussed Shop Rite’s decision to build a store on Fox Street in a former food desert — and to include a rich international food section. Other speakers hailed from Coalition Against Hunger and Germantown Avenue Crisis Ministry, and a pediatrician spoke about child nutrition and obesity. “One of the interesting things about the speakers is they’re attacking the issues from very different perspectives,” Jim Pilkington said. “It’s been interesting to hear the different voices on how they are working to solves these issues.” Teachers even put a new twist on the Middle School Day of Service. Students spent the day brainstorming — and design thinking — in Balderston Commons. The rules: Don’t judge. Encourage wild ideas. And don’t invent anything that already exists. “The issue that we’re talking about is bigger than you,” technology coordinator Brian Hecker told students. “You have an opportunity to do something awesome today.” When science teacher Eve Schwartz instructed students to use creativity and critical thinking to address real world issues that affect a person’s access to food, students came up with unemployment, low minimum wage,

education level, a lack of nutritious food (food deserts), family structure and immigration. Students broke into groups, chose a topic and drilled down to devise solutions. Live in a food desert? What if we had veggie vending machines? Or a traveling food truck that stops at homes where people need it? If language is a barrier for immigrants, let’s help them learn English. If families with lots of children can’t afford enough food, we could take a burden off them and provide free baby clothes. When school is out, many students miss perhaps their only nutritious meal of the day. What about free summer camp, with meals, for underprivileged kids? How about an app that recommends healthy food options and where to find them? One group worked on the issue of climate change and how it can affect homes and crops worldwide. “We’re trying to think of a solution to change the world forever,” said Lindsay Gadsden, a sixth grader. “We’re trying to find a new way to look at it, instead of the way people have been looking at it for the last 50 years or so.” The next step was to choose one idea from their cluster — a tangible idea rather than something abstract — and figure out how to implement it. “My challenge for you is the how,” Schwartz told students, citing an example. “How do you make loans more affordable?” “This is a messy process with a really difficult topic,” Pilkington told students. “We took this huge idea of food insecurity, broke it down, broke it down some more, and now we have some really concrete ideas.” On Capstone Night each student group then presented its final project — a website they built that demonstrates the team’s vision for reducing food insecurity locally or globally. Mini Mall, one team’s website, is a hub that provides “affordable everyday essentials, healthy food, clothing, day care, and we employ people who are in need of jobs.” It is powered by donations and volunteers. If transportation is a problem, Mini Mall has a shuttle and a delivery service. If you need help paying your bills, you can meet with a financial specialist. Mini Mall is a judgment-free zone. Near You aggregates resources . . . near you. Through the website you can find nonprofits that offer services, such as Germantown Avenue Crisis Relief Ministry; coupon sites to help you save money; searchable apartment listings; nutritional guidelines; and a budget calculator. Ahram said the project gave students “ownership in what they are learning. The majority of students were really passionate about this topic through the year and continue to be aware of it now. This was a time where students got to really explore an authentic, real-life issue . . . they got to understand the causes and effects of food insecurity and the solutions to combat it.” The story originally appeared in William Penn Charter’s Fall 2017 magazine. The story has been edited for use in Chronicles and is reprinted with permission. The project described first took place in 2016-2017 and is now an ongoing part of the sixth grade curriculum.

Social Justice and Love: Sandy Spring Friends School Community Explores Legalization of Interracial Marriage When it came to social justice in 2017-2018, Sandy Spring Friends School community chose love as their focus. Students, faculty, staff and the broader community made time to explore and learn more about the landmark Supreme Court case Loving v. Virginia that legalized interracial marriage in the United States. 2017 was the 50th anniversary of the landmark decision. SSFS’s All-School Community Read utilized two books to learn about and focus on the Loving’s story. Lower school students read The Case for Loving by Selina Alko and illustrated by Sean Qualls and Middle and Upper school students, faculty, and staff read Loving vs. Virginia by Patricia Hruby Powell. The community met with the authors of both books at the school to deepen their learning through inquiry and conversation. In addition to the Community Read and author visits, NPR’s Korva Coleman came to campus to moderate a panel of local community members who shared their experiences with interracial marriage. Other events throughout the year included an outdoor screening of the 2016 movie Loving; Middle School student participation in Immersion Week workshops inspired by the time period and themes of Loving vs. Virginia; and a special assembly for Middle and Upper School students with court reporter Lyle Dennison about his 58 years with the New York Times covering Supreme Court decisions, and the impact of precedence in the law.

Wilmington Friends Students Travel to El Paso to Learn About Immigration Up Close In partnership with the World Leadership School, sixteen Wilmington Friends School students and two chaperones traveled to El Paso, Texas, in June 2018 for an examination of worldwide immigration issues through the lens of the U.S.-Mexico border. Students saw first-hand the government agencies responsible for controlling the border, including the U.S. Customs and Border Patrol and the Mexican Consul in El Paso. The group met with officials at the border and held hands with children on the other side through the fence. Students also met with the leaders of a network of nonprofit agencies that provide shelter, food, legal aid, and other services to illegal migrants. In partnership with Cristo Rey Lutheran Church, students provided community service and witnessed the impact of their service to the poorest of the poor and the most vulnerable in the El Paso-Juarez border community. The group visited the Colonias — unincorporated settlements outside of the city limits that have very few government services (no electricity or potable water, for example) — to meet with residents to hear their stories and to tour the area to witness the living conditions.

Student Changemakers in Friends Schools Scattergood Friends School student Abdul Latif Behroz, 17, created a “Kindness Wall” in Iowa City after seeing poor and homeless people during his summer stay in the city in 2017. Behroz created the wall with the support of Scattergood Friends’ head of school and community organizations. The wall consists of a mural with the inscription “Please take what you need. Leave what you don’t” in front of tables with clothing and goods for those in need. This is the second time Behroz has created a Wall of Kindness; the first time was in his hometown of Kabul, Afghanistan. The first wall was featured in the New York Times in March 2016 and this second wall in the West Branch Times in May 2018.

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FALL 2018

Planting a Seed for Action in Our Hearts CHRONICLES OF

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Peer Network Events

● Educators New to Quakerism, Pendle Hill (PA), October 23 – 24, 2018; March 11 – 12, 2019; April 8 – 9, 2019 ● Educators New to Quakerism, New York City, February 4 – 5, 2019, Mary McDowell Friends School (NYC) ● Facilitating Quaker-based Decision Making in a Friends School, October 15, 2018 with Arthur Larrabee at Friends Center (PA) ● Teaching Black Boys: Everyday Tools and Skills Needed to Create an Equitable Classroom, November 12, 2018 with Ali Michael and Shariff El-Mekki at Friends Center (PA) ● Going Green Together: Eco-Justice in Meetings and Schools – Triad Gathering for Friends School/ Quaker Meeting Relationship-Building, October 27, 2018 at Friends Center (PA)

● Diversity, February 1, 2019, Friends Center (PA) ● Early Childhood Educators, April 11 – 12 2019, Location: Pendle Hill and Lansdowne Friends School and Media Providence Friends School (PA) ● Friends Environmental Educators Network (FEEN), (date TBD), Westtown School (PA) ● Heads’ Assistants, November 1 – 2, 2018, at Friends Select School (PA) ● Librarians, Winter 2019 (location and date TBD) ● Neuro-Diversity in Education, November 1, 2018, The Quaker School at Horsham (PA) ● Quaker Life in Lower & Middle Schools, Winter 2019 (date TBD), Friends Center (PA) ● Quaker Makers, November 7, 2018, Friends’ Central School (PA) ● Spiritual Life and US Religions, December 3, 2018, Friends Center (PA) ● SEED Seminar for Friends School Educators, 8 monthly 3-hour evening sessions, Friends Select School (PA)

Heads Gathering ● Annual Fall Heads Gathering and Heads New to Friends School Headship, October 11, 2018, Friends Center (PA) ● Elementary, K-8, and Early Childhood Heads Gathering, April 17 – 19, 2019, Friends Center (PA) ● Heads of Friends Schools with Secondary Divisions Gathering, April 18 – 19, 2019, Friends Center (PA) ● Heads of Small Friends Schools (hosted by Philadelphia Yearly Meeting Heads), Location & Date TBD

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