Be Curious, Not Judgemental

Be Curious

Not Judgemental By Marti Champion, Head of Middle School

At some point in 2020, I discovered the show “Ted Lasso.” Like many, I fell in love with Ted Lasso’s optimism and determination, especially when it was clear the odds were against him. His wisdom and outlook have been referenced in leadership articles, graduation speeches, and talking points in both workplace and school settings. As I think about the newest Strategic Plan, Graland’s framework to build character and community, and how to bring them to life, one of Ted Lasso’s witticisms, “Be curious, not judgmental,” resonates with me. It is the theme in the Middle School this year, is imprinted on the first page of our academic planners, and will be a constant reminder to inspire students. When we’re curious, we ask questions, and the answers to those questions have so much potential. Throughout the year, two particular spaces where students will intentionally explore this curiosity are through the Middle School advisory and service learning programs.

Be Curious, Not Judgmental: In Advisory As you will read in the article on the next page, several Graland Middle School educators dedicated their summer to cultivating a common vision for advisory. This work emphasized the importance of holding an intentional space for students to join daily that promotes care, connection, balance, and belonging. By being part of this smaller, curated community, students have the opportunity to explore being curious and not judgmental organically through various activities and conversations. For example, each advisory group works together to create group norms and make their advisory meeting spaces their own with decorations. In addition, regardless of grade level, all students participate in advisory activities that are based on stories. Your story. My story. Our story. Ultimately, these exercises not only help students to understand themselves better but their classmates as well. This idea relates to Graland’s character framework of honoring individuality and teaches students that each of us is better from knowing someone who is different than us.

Be Curious, Not Judgmental: In Service Learning We endeavor to expose Graland students to opportunities and experiences that inspire them to dig a bit deeper. Although service learning looks different at each grade, cultivating compassion is at its core. In class, students are exposed to and study the various elements that create job insecurity, homelessness, food insecurity, and inequities in education. This foundation provides important learning that fosters a healthy curiosity in our students as they look to contribute to our greater community in meaningful ways. Working alongside our nonprofit organization partners and as well those experiencing a tough time, students are able to do so free of judgment because, similar to the work that occurs in advisory, they are connecting with another’s story. Working in partnership with these nonprofit organizations provides a powerful and engaging learning experience that reflects our mission and guiding principles.

As educators, it is important we are mindful of the ever-changing landscape our students will inherit as they grow up. In our efforts to forecast what lies ahead for them, we want them to be curious, not judgmental. When we engage with genuine curiosity, we are given an opportunity to make authentic connections with others. Showing up in the world with curiosity brings out the best in humanity. Finally, if you haven’t watched “Ted Lasso,” I highly recommend it.

Reimaging Middle School Advisory

By Steve Collins, Grade 7 Science Teacher and Anna Phelan, Music Teacher

Care, connection, balance, and belonging. These four words encapsulate the mission of the Graland advisory program - a program that is an integral part of the Middle School experience. Starting every school day in small advisory groups provides time each morning for our community to build supportive relationships, practice important character and life skills, and focus on our individual and collective well-being.

This summer, we (Steve Collins, Grade 7 science teacher, and Anna Phelan, music teacher) spearheaded a summer grant project focused on growing and aligning the Middle School advisory program. The full team included a wide range of Middle School perspectives and benefited from the expertise of Kimm Lucas (Grade 5 English), Jolene Collier (Grade 6 Math), Kelly Gaudet (Grade 7 English), Erik Burrell (Grades 7/8 Dean), and Oscar Gonzalez (Director of Director of Equity and Inclusivity).

As a team, we were able to take advantage of the ideas, recommendations, and resources provided by previous and current Graland planning teams. This included the 2015 and 2018 advisory groups as well as the 2021-22 task forces focused on strategic planning, character development, and the Challenge Success program.

Initial research and discussions as a team helped us develop a common vision for advisory and write a succinct and easy-toremember mission statement. Our firm, collective belief is that advisory should be a space of care, connection, balance, and belonging - or C2B2 for short. From that, we worked on a set of guiding principles to help us achieve our mission. Ultimately, we decided that advisory should center on Graland’s core aspects of character (agency, adaptability, curiosity, responsibility, and empathy) with a specific focus on celebrating and nurturing individuality, community, and compassion.

To achieve our mission and honor Graland’s guiding principles, our planning team created a set of Middle School-wide advisory agreements. These included creating and using a highly collaborative and transparent advisory spreadsheet to plan week-by-week activities, developing a set of DEI-focused, community conversation activities to support our annual Community Day, and celebrating student advisory projects on bulletin boards in the Middle School hallways.

It is our hope that advisory provides Middle School students and faculty a soft place to land where they can feel welcomed, safe, and supported. To make sure our program continues to grow and flourish all year, our team recommended that Graland create a group of Middle School advisory representatives, one from each grade, to work together with Mr. Gonzalez throughout the year. They will regularly revisit the Middle School advisory program agreements and help ensure the program is intentional, aligned, and that students are thriving. To our great delight, this team of advisory reps is already in place and taking a lead role in guiding our program.

The summer grant team is grateful for the time, space, and support provided by Graland to slow down over the summer and reflect on how to best serve our students. We are excited for a great year ahead!

We Asked: How do you hope students will benefit from your summer grant advisory work?

Kimm Lucas, Grade 5 English “I hope that Graland students will continue to be excited by advisory, building upon the foundation which was established in Lower School morning meetings. We strive to make the advisory program in Middle School have continuity between the grades, so ideas, skills, and activities are not taught in isolation and forgotten about when kids move to the next grade.”

Jolene Collier, Grade 6 Math “I hope Graland students will benefit from this work with more meaningful and aligned advisory lessons, which will help all students feel care, connection, balance, and belonging.”

Erik Burrell, Grades 7/8 Dean “Coordinating the scope and sequence of advisory throughout the Middle School will have a direct impact on students’ socialemotional learning.”

Kelly Gaudet, Grade 7 English Teacher “Our collective hope is that Graland students will benefit from an enhanced advisory program that allows us to cultivate deeper connections with our own advisories. The bonds that can arise from thoughtful, respectful advisory spaces can become some of the more powerful relationships students have by the end of Middle School.”

Oscar Gonzalez, Director of Equity & Inclusivity “With greater alignment and clarity of purpose, the Middle School advisory will allow for a focus on care, connection, balance, and belonging to build upon an already strong program. Students will cultivate compassion, honor individuality, and build community to ensure we thrive as a community.”

Alumni Feature: The Legacy of Georgia Nelson, Graland’s Founding Headmistress

By Jim Arneill ’66, School Archives Committee

“… and with reverence to our Lady Nelson …”

For those students and alumni who have experienced the Grade 5 knighting ritual, these are the words spoken by the king just prior to the moment they are awarded the status of knighthood.

“Lady Nelson” is Miss Georgia Nelson, the first leader of Graland who served as headmistress from 1927 to 1960 and from 1963 to 1964.

Miss Nelson was the heart and soul of Graland for generations of children. She demonstrated a love for students and teachers alike that created a learning environment where the joy of learning prevailed and students gained a wellrounded education that would benefit them for the rest of their lives.

The Progressive Education Movement, spearheaded by John Dewey, had begun to gain attention prior to the incorporation of Graland on July 23, 1927.

After securing a few blocks of prairie at the school’s current location and hiring noted architect and parent Jacques J. Benedict to design the initial building (torn down in 1995 for the current Georgia Nelson Building), the founding parents’ next step was to find a leader for the new school. Founding parent Mrs. Abby Shafroth, through a hearty recommendation from a former Vassar classmate, contacted and courted Georgia Nelson to become Graland’s first leader.

There was no question in the minds of the early school founders that Georgia Nelson was the right person. She had previously taught at highly regarded progressive schools - Francis W. Parker in Chicago, Sunset Hills Country Day School in Kansas City, and Shady Hill in Cambridge, MA. - and those who had worked with her had only the highest praise for her.

After a year of teaching at the Pennsylvania Street location while Graland’s initial building was being constructed, Georgia Nelson began as headmistress in 1927, laying the groundwork for the new school with a deeply caring manner for all and many principles of progressive education.

One of Georgia Nelson’s early quotes in 1927 was, “Instead of the deadly uninteresting school of the past, Graland pursues the special joy of learning.”

According to historian Tom Noel, Graland was arguably the best school in Denver. Emphasis was placed on the whole child, with physical and emotional growth complementing intellectual development. Many “hands-on” learning opportunities and experimentation based on student interests were created. Responsible leadership and engagement in the community were made possible through business and civic leaders being invited to the school and with field trips to various local sites. Some of those included the Gates Rubber Company, Samsonite Luggage Company, and the Hungarian Flour Mills.

Miss Nelson regularly greeted students upon their arrival at school and often visited classrooms. Her deep affection for each student was further shown by a personal letter she wrote to each graduate and placed at the end of a wood-cover yearbook that reminisced their years at Graland with photos and accompanying poems (an example can be seen on the next page).

In 2020, Graland’s oldest living graduate, Cope McWhinney ’36 Craven, made a series of sound recordings of her early school memories. One of Cope’s main points was that Georgia Nelson created a “community of trust and respect.”

The daughter of longtime and beloved teacher Ruth Gorham, Nancy Gorham ’56 Carraway, wrote, “Your very presence lent such a gentle atmosphere of joy in learning, wisdom, and our enjoyment of life.”

Georgia Nelson demonstrated an equal caring and dedication to her teachers and staff, making them feel valued while expecting excellence. Through her patience, gentleness, and wisdom, those fortunate to work at Graland developed a deep loyalty toward her and to Graland.

Jim Arneill ’66, School Archives Committee

A wooden yearbook with a note from Georgia Nelson donated by Rodney McWhinney ’46. Artifact is currently on display in the Corkins Center archives display.

There were instances when faculty members experienced financial struggles, and she would discreetly step forward and help.

During her retirement speech, Georgia Nelson stated, “I agreed to come to Graland for just one year. I traveled by train and was met by Graland parents downtown at Union Station. One year turned to many. I stayed at Graland more than three decades. I am humbled that the main building on campus is named in my honor.”

As we approach 2027, the 100th anniversary of the school’s founding, several threads of the progressive education movement on which the school was initially founded are still present. The high degree of collaboration between teachers in all disciplines to integrate learning and make it meaningful is very evident. Teachers design many projects to encourage creativity and independent thinking. The Gates Invention and Innovation Program also provides these opportunities for many students. There are other reminders of Miss Nelson that can be seen every day. At the base of the stairway in the Georgia Nelson Building is a beautiful framed portrait, as well as two photographs on the Master Teacher Wall. The house with the white picket fence on the corner of Clermont and Ellsworth is another remembrance. The school purchased the land and built this house for her after she was hired. Also, the Georgia Nelson Award is one of three major awards presented to an honoree of the graduating class.

With Graland Country Day School still standing tall in 2022, our school leaders showed much foresight with their decisions in 1927, including selecting Georgia Nelson as its first leader.

Fast Facts About Our 2022-23 Enrollment

Applications from 12

states & 3 countries

Families new to Denver from Washington, California, New York, New Jersey, Singapore, and Abu Dhabi

89

from 53

new students new families

444

registrations to admission events

22

preschools that feed into Graland

Far &Wide 26

ambassador families

9

bus routes serving Graland Families

New families live in 25

zip codes across the Denver area Schoolwide, our families represent 45

different zip codes.

Spread the Word!

Please help spread the word about Graland - tell your friends and family to check out the “Visit Us” page on the website for details about ...

In-Person Open Houses

Join us on campus to take a tour and hear directly from Graland students, parents, and Head of School, Josh Cobb. Tuesday, October 11, at 8:30 a.m. Wednesday, November 2, at 8:30 a.m. Thursday, December 8, at 8:30 a.m.

In-Person or Virtual Campus Tours

Take an in-person tour of campus or watch a pre-recorded virtual tour!

Connect With a Current Parent

The Graland Parent Admission Network is excited to connect with prospective families and talk about their experiences at Graland.

Current families are our best ambassadors! Thank you!