August-October 2017
By Oscar
Gonzalez, Director of Equity and Inclusivity
My father built brick flower beds in my childhood home, and my mother laboriously planted rose bushes, petunias, pansies and geraniums to bring life to our yard. While most only saw the beautiful flowers, my mother did the work to water the plants, till the soil, prune the stems and extract the weeds. Like flowers, an inclusive and welcoming culture does not blossom without deliberate and intentional cultivation. When we nurture an environment where everyone has the continued on page 17
Shedding Our Pride, Reaching Our Potential By Josh Cobb, Head of School
On March 2, 1962, Wilt Chamberlain scored 100 points, setting the single-game NBA record. His score line was otherworldly. He attempted 63 shots, made 36. He also had 25 rebounds. But the most striking statistic, if you know Wilt’s only flaw in basketball, was the free throw percentage: 32 attempted, 28 made, 87.5 percent. Why so striking? Wilt Chamberlain was at best a 50 percent free throw shooter. He should have made 16 of 32 and scored 88 points, still impressive but not a record-setting 100. Why did he score 100? He shot underhanded. In “The Big Man Can’t Shoot” from the first season of Malcolm Gladwell’s podcast Revisionist History, Gladwell explores Wilt Chamberlain’s adoption and then subsequent rejection of the underhand shot as a study of why excellence in continued on page 18
IN THIS ISSUE:
Growing a Sense of Belonging
Today
Fall 2018
Alumni News Page 13 GPA Events Page 14 Civil Rights Trip Page 16 Summer Grant Program Page 4
Literacy Page 9
“
Innovation comes in all forms, shapes and sizes, and often times, it takes looking back to innovate for the future.
- Marti Champion, see page 7
”
Graland Today is a monthly publication of Graland Country Day School Volume 6, Issue 1 Send correspondence to: Associate Director of Communications Graland Country Day School 55 Clermont Street Denver, CO 80220 communications@graland.org graland.org
At Graland Country Day School it is our mission to: Achieve intellectual excellence, build strong character, enrich learning through the arts and athletics, and prepare our students to be engaged citizens and thoughtful leaders.
Graland’s Guiding Principles Pursue Excellence Guide Critical Thinking Instill Integrity Inspire Leadership Promote Independence Stimulate Innovation Honor Individuality Cultivate Compassion Embrace Experiences Celebrate Perseverance Value Tradition Build Community
Ascende Omnem Montem
2
A Back to School Welcome
By Bernie Dvorak, President of the Board of Trustees
On behalf of the Graland Board of Trustees, I would like to extend a warm welcome back to all our parents, caregivers, faculty, administration and, most importantly, students. I would especially like to welcome new families to the Graland community for the 2018-19 academic year. Just before the start of classes, we saw the campus come to life with teachers returning to classrooms; parents and kids excited for conferences, advisory gatherings, and new surroundings; and the facilities and maintenance staff putting final touches on a number of summer projects ensuring our campus stays in top form. You’ve likely notice new lighting and shades in the Gates Middle School Building, new carpet and flooring in various buildings, new sod and improved drainage on the playground, among other improvements. As we enter the second year of our five-year strategic plan, the school is in a very strong position with enrollment at capacity, facilities that are state-of-the-art and a faculty that is enthusiastic, diverse and dedicated to excellence in the classroom. The Graland Country Day School Foundation just celebrated its 25th anniversary; the Foundation manages the school’s substantial endowment and contributes more than $1.2 million to the school’s operating budget on an annual basis. Your Board of Trustees has three new members. Together with the returning slate, we are embarking on a significant agenda for the year as we fulfill our responsibilities as fiduciaries, advancing the school’s strategic planning and continuing our generative thinking to keep Graland on the leading edge of academic institutions. Graland is in an excellent position to continue its mission of fostering intellectual excellence and strong character so that our students become engaged citizens and thoughtful leaders. Personally, I am very excited about working with Josh Cobb, Head of School, and leading the Board of Trustees into what undoubtedly will be another memorable year. Now, after a few weeks back to school, we can all take a collective sigh of relief and enjoy the learning and growth ahead. Ascende omnem montem.
New Trustees Join the Board for 2018-21 Term
Welcome to our newly-elected trustees, Jeff Allen, John Freyer and Ivo Jurek! Jeff Allen Jeff is the chief executive officer and co-founder at appli, inc., a company focused on the practical application of artificial intelligence in the business world. He earned his MBA in finance and marketing at the University of Colorado-Boulder and a bachelor’s degree in communications from the University of Utah. For the past two years, Jeff has served on Graland’s finance committee. With a strong belief that Graland is the best option for Denver families and the best place for teachers to practice their craft, he now hopes to use his expertise to help Graland continue evolving. Jeff has a fifth-grader, Henry, and is married to Graland alumna Libby Anschutz ’89, whose son is Jeb ‘17. Dedicated to educational causes, he also volunteers on the boards of the Denver Scholarship Foundation and Junior Achievement and is a director at The Anschutz Foundation. In his free time, Jeff enjoys outdoor sports like golf, running and skiing. John Freyer Jr ‘92 With a bachelor’s degree magna cum laude from Washington and Lee University, John is the president of Land Title Guarantee Company. He and his wife Andi have four children at Graland: Sophia (4), Charlotte (2), Lexi (1) and Mac (PS). Prior to his board service, John was the president of the Graland Alumni Association. He also volunteers on the boards of other community organizations: Employers Council, Children’s Hospital Colorado, Downtown Denver Partnership, Metro Denver Economic Development, Ace Scholarships and Colorado Succeeds. Bringing the perspective of the alumni body, John hopes to help ensure Graland continues its tradition of excellence without losing sight of the values and community that made the school what it is today. John’s hobbies are sports (tennis, golf, skiing, fly fishing) and reading. Ivo Jurek Ivo Jurek is the CEO of Gates Corporation, a position he has held since 2015 after gaining extensive experience in US and international industrials. Ivo and his wife Heather have two children at Graland: Sebastian (5) and Isabelle (4).
Alumnus Lucero to Represent SCAC on Graland Board The co-chair of the School Climate Advisory Committee, Antonio Lucero ‘90, has been appointed to the Graland Board of Trustees, joining GPA President Kate Gulick and Alumni President Christina Freyer ‘97 Walker as an ex-officio member. By providing the School Climate Advisory Committee (SCAC) with an ex-officio seat, the Board hopes to broaden its perspective of the Graland experience and to further support the School in achieving strategic initiatives focused on inclusivity. Antonio studied at Whittier College and is the owner of Metcon Fitness by Antonio. He has one son at Graland, Asriel (7), and volunteers in the community with organizations like MetroCaring, The Bridge Project and Evangelical Lutheran Church of America. An outdoorsman, Antonio enjoys mountaineering, climbing, hiking, backpacking and paddleboarding.
Graland Today
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Collaboration and Innovation: Cornerstones of Graland’s Summer Grant Program By Gail Sonnesyn, Associate Head of School
Teachers look forward to summer for the opportunity to spend time with family, reconnect with friends, travel and kick back before returning to the classroom refreshed and energized. Many Graland teachers also opt to spend precious summer hours engaged in curriculum design and development. Since 2012, Graland’s Summer Grant Program has incentivized teachers to collaborate around ways to innovate classroom practices and student experiences. Educational reformer John Dewey’s words from many years ago still resonate and capture the essence behind the creation of the Summer Grant Program: “If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.” Dewey reminds us of the need to be cognizant of the present, while projecting into the future to anticipate skill sets students will need to flourish. Here’s what teachers said about the impact of summer grants on student learning. Integrating Issues of Social and Economic Justice into 7/8 Mathematics Curriculum (2017) Collaboration Team: Middle School math instructors Nanette Newman, Jorge Chavez and Camille James
“We were interested in helping students understand why mathematics is important and how math concepts connect to the greater world. We worked to implement curriculum that would provide students with the opportunity to use mathematics in order to guide critical thinking and cultivate compassion. “Resources, including teacher guides and student documents, were created for each lesson. We further focused on designing projects and themes that reflect Graland’s Guiding Principles 4
and discussed how we could reinforce those ideals through our instruction.” Grades 5/6 Service Council Model (2017) Collaboration Team: Service Learning Coordinator Christi James and English Teacher Kimm Lucas
“We had the chance to develop an inquiry-based model of service council where students were introduced to the United Nations’ Sustainable Development Goals, explored them indepth, and eventually broke into small groups based on common interests. From there, action plans were determined based on the impact they wanted to achieve. Students talked to members of the community, researched organizations and thought about the audience of their projects. The primary focus is learning and raising awareness; we also plan for more hands-on projects that continue to connect to larger goals, while spending less time researching and discussing. By getting to the action steps more quickly, students will be able to have a greater impact. “Overall, this new approach to service council allowed for greater depth and more meaningful conversation than in the past. Students who participated were passionate about their causes and eager to make a difference.” Mathematical Inquiry Tasks (2017) Collaboration Team: Lower School teachers Courtney Menk, Sandy Erlach, Carrie VonderHaar, Katie Stratman, Lisa Schreiner and Nikki Spiers
“During the summer of 2017, seven teachers delved into thoughtful discussion about best practices in math instruction guided by Jo Boaler’s book, Mathematical Mindsets. Boaler’s ideas were meshed with concepts being taught through the Math in Focus curriculum. After uncovering problems, puzzles, activities and games that push students’ thinking to a higher level, teachers created an accessible resource that all faculty can access
“In my classroom, rich, deep discussions are taking place more frequently. Students are learning to defend their thinking and are applying strategies in new ways. The summer grant impacted my teaching in innumerable ways.”
and contribute to with the intention that all Lower School students will benefit from this summer grant project.” This past summer, numerous teachers were again hard at work on a record number of projects through the Summer Grants Program. These included: • Development of lessons to support students’ ability to navigate social dynamics • Integration of science, Spanish, math and service learning curricula in Grade 1 • Partial redesign of the Lower School literacy curriculum (see story on page 9) • Creation of a cohesive Middle School advisory framework that incorporates service learning tenets, moral development training, current events and social-emotional learning The long days of summer are now just a memory, but the outcomes of focused, collaborative work will live on in our classrooms for days to come.
-Courtney Menk, Grade 4 “I enjoyed being able to work with coworkers, most of whom I rarely get to collaborate with during the school year,. I love that the group was initiated by a teacher in the math cohort who saw a need and created our summer cohort. We were also able to invite people outside of the math cohort, which brought in new perspectives, insight and skill sets. We created a working document for all the faculty to access and contribute to as desired.” -Carrie VonderHaar, Grade 2 “The math summer grant was an amazing opportunity to spend uninterrupted, long blocks of time focusing on the current research around math instruction. Having the opportunity to work with teachers of different grades and to gain a better understanding of what students are learning and are expected to know at each grade level was a huge benefit to my teaching.”
With a master’s degree in curriculum and instruction from the University of Colorado, Gail manages Graland’s professional development and faculty recruitment efforts while assisting the Head of School in day-to-day school affairs. Her twin daughters, Sara and Megan Hill, graduated from Graland in 2012.
-Katie Stratman, Grade 2
Spread the Word!
Graland is now hosting families who are interested in enrolling during the 2019-20 school year. Please help spread the word about these Open House events. Thank you! Mornings: 8:30-10 a.m. Thursday, Oct. 25 Wednesday, Dec. 12
Evening: 6:30-7:30 p.m. Thursday, Nov. 15
Fast Facts about our 2018-19 Enrollment
92 new students
19
5
new parents from all over the world: Brazil, Iraq, Italy, Mexico, Venezuela, India, Egypt, England, Spain
45
zip codes represented
families new to Denver via New York, Washington DC, California, Dubai
301
people toured
44 ambassador families
26
preschools that feed into Graland kindergarten
9 bus routes serving Graland families Graland Today
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Lower School News
Learning Agility: Finding Passion and Purpose By Nan Remington, Head of Lower School
This summer I reread Climb Every Mountain: The Story of Graland Country Day School by Rosemary Fetter, and was once again struck by photos of children engaged in active learning. In the 1930s, Graland’s campus “had a wading pool with goldfish, and other animals wandering around such as ducks, goats and a donkey or two” (p. 11). Students arrived at school by walking, carpools (even back then!) and a few came by horse. The wildlife on campus was often integrated into academic life such as decorating a horse during a study of the Middle Ages and then students “drew straws to see which of us had to lose (the battle) and fall off the horse” (p.13). As time progressed, students continued to experience active learning and could be found picking and examining dandelions at Cramner Park, studying snow science while cross-country skiing, and riding ponies as they learned about pioneer life. Graland’s founding Headmistress, Georgia Nelson, wanted a school where learning and life were often intertwined. Her vision for education was having students develop a passion and a purpose through hands-on learning. This philosophy is still prevalent on Graland’s campus; although you might not see ponies on campus, you’ll see students engaged in learning and growing with a spirit of joy. In Lower School, our younger students arrive on campus with a passion for learning. They are naturally curious, eager to ask questions and ready to explore. We use this passion to provide a purpose and structure to their learning. By teaching innovation skills beginning in kindergarten, students are given a structure to experiment and learn. Empathy, creative thinking, grit and collaboration are skills which will allow students to be successful and find purpose in their careers and interests. Stacy Panayiotou, Chief Talent Officer of Coca-Cola, was interviewed recently by CBS News and noted that corporations such as Coke are looking for “good thinkers, people who are 6
good collaborators and who have good learning agility.” Panayioutou believes good learning agility happens when people learn new things, implement them quickly and then repeat the process. We see this same formula for success daily in our classrooms at Graland. During a recent math lesson, students were presented with tasks that combine connection making, challenge, creativity and collaboration. The game “How close to 100?” is one example of how students are asked to use these skills to complete a task. During the game, a pair of students share a blank 100 grid. The first partner rolls two numbered dice and the resulting numbers are used to make an array on the 100 grid. The students put the array anywhere on the grid, but the goal is to fill up the grid as much as possible. Not only does the game promote the spatial understanding of multiplication, but there is an added layer of strategy and talk of probability. It also involves quick implementation and collaboration about how to fill the grid. Comments from students engaged in the game prove they were developing good learning agility: “How do we decide where to put the shapes?” “What makes a roll good or bad?” “How could we have done it better?” We recognize children may not always feel passionate about mathematics or find purpose in every assignment. But by experiencing hands-on learning, collaborating with peers and being immersed in a rich learning environment, they will more likely maintain a passion for learning and ultimately find their purpose as engaged citizens and thoughtful leaders. Nan uses her master’s degree in educational psychology to support young students and their families in finding the best path for a positive elementary education. Outside of school, she hikes, reads and spends time with her five grandchildren.
Middle School News
Making Sense of the Grade in Middle School By Marti Champion, Head of Middle School
“At Graland Country Day School it is our mission to: Achieve intellectual excellence, build strong character, enrich learning through the arts and athletics, and prepare our students to be engaged citizens and thoughtful leaders.” Innovation comes in all forms, shapes and sizes, and often times, it takes looking back to innovate for the future. As I embark on my second year as head of Middle School, I begin the school year with a sense of excitement as I reacquaint myself with Graland’s Mission Statement. Some changes are underway in the Middle School that we hope reshape the way we discuss students and their growth this year and in the future. The first change is with academic reporting. We have moved away from the trimester reporting system to a semester reporting system which will culminate with a final grade at the end of the school year. The second change involves implementing the recommendations of the grading task force (comprised of parents and teachers) that aimed to better express student growth by separating the concepts of progress/mastery and effort. The task force subsequently created Graland’s Growth Purpose Statement: “The primary purpose of grading at Graland is to empower students to better understand, articulate, and take responsibility for their progression toward mastering learning objectives. The secondary purpose is to communicate that same learning growth to parents.” As an important step in this direction, Middle School teachers will “articulate clear learning targets using descriptors, rubrics, and exemplars.” These rubrics, discussed at length at Back to School Night in August, will serve as a road map to all students as they make their way through the Middle School. Although the academic and effort rubrics serve as the standard in each of their classes, these rubrics will only be published for
core academic classes in October and March, with formal written comments in core academic classes and world language to follow in January and June (at the conclusion of each semester). The academic rubric will focus on clearly defined skills that each student should work to master in their MESH, World Language, and visual and performing arts classes; whereas the effort rubric will focus on the habits of mind in all classes, including PE/athletics. It is through our work with Rick Wormeli, Fair Isn’t Always Equal, that we continue to “mark against standards, not the routes students take to achieve those standards.” The third change speaks to the notion of empowering student voices as described by Dr. Marvin Berkowitz, co-director of the Center for Character and Citizenship at the University of Missouri-St. Louis: “If we are to prepare our students to be effective participatory members of a democratic society, we need to let them experience the power of their voices … This means we need processes and structures for unlocking student voice in ways that are authentic and safe.”
By allowing our students to use the mid-term rubrics to lead their conferences in October and March, we enable them to take charge of their learning and growth. Rather than simply stating, “I need to work harder,” students can be specific about a particular skill, “I need to annotate while I am reading so I can ask better questions in class.” Yes, grades are important, and they are also a label that is irrelevant if it isn’t clear how the grades are derived and how students are being assessed on a daily basis. The rubrics will center the conversation and allow for a deeper dive into students’ skills and overall growth while also celebrating the skills they own and identifying areas for potential growth. Simply put, we are implementing best practices. We are giving students permission to take risks in the classroom without the letter grade driving the conversation. The focus on skill development centers the conversation and the emphasis is placed on learning and the intellectual growth of each student. After all, isn’t this what really matters? Marti has a master’s degree in curriculum and pedagogy from the University of Colorado-Denver. A former English teacher and Denver native, she loves tennis and Sunday dinners with the family.
Graland Today
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Graland Joins Challenge Foundation Program By Mimi McMann, Associate Director of Communications
For the first time, Graland has partnered with The Challenge Foundation, a local organization whose mission is to break the cycle of poverty by helping smart, ambitious, hard-working students receive educational opportunities at independent schools. Challenge scholars will join our Middle School program at a rate of two per year, starting with two new students this year. “Graland is a place where these kids can succeed,” says Holly Dichter, executive director of the Denver office. “This is a very inclusive school where Challenge students will be able to integrate and excel.” To establish a level playing field, students in the program receive tuition assistance and individualized support services from Challenge. Holly serves as the case manager for Graland’s two Challenge students and is on campus twice each week to offer guidance to students and teachers. She also pledges tutoring, mental health services, clothes, supplies and athletic equipment to ensure there are no barriers for Challenge students. “What impresses me the most about the Challenge Foundation is its complete dedication to its scholars from middle school through college,” says Josh Cobb, Head of School. “Its extensive selection process and thorough system of support makes me so confident in this partnership’s success. I am
honored that an organization with such a long history of promoting equity through education trusts us to be a school where its scholars can excel.” Our new students began their Challenge application in fourth grade, a lengthy process that included school and home visits, teacher recommendations and cognitive testing. Before gaining admission, they also completed all the required steps in the Graland admission process. Graland’s staff accountant, Gaby Perez, is an alumna of the Challenge Foundation who says her high school experience at Bishop Machebeuf put her in a place where the majority of students were like her — ambitious and college bound. “I didn’t feel like a nerd because everyone was there to learn,” she shares. “It was a culture shock at first, coming from a low-income family, but I made some of my best friends at Machebeuf and I felt supported in my academic goals.” Gaby, who went on to earn a bachelor’s
degree from Regis University, believes Graland is a good fit for a partnership with The Challenge Foundation. “Both Graland and Challenge have missions that support inclusivity and equity,” she says. “I know the Graland community and especially the students will make sure the Challenge Foundation scholars are welcomed.” Kieffer Williams, associate director of admission and outreach, worked directly with Holly and The Challenge Foundation to create the partnership. “We are so thrilled to have Challenge students at Graland, and we look forward to how their contributions will enrich our student body,” she says. Mimi joined Graland in 2012 equipped with a bachelor’s degree in communication, concentration in public relations and minor in English. She handles communications initiatives and strategy, produces all the school’s publications and works closely with the Graland Parent Association.
“Both Graland and Challenge have missions that support inclusivity and equity. I know the Graland community and especially the students will make sure the Challenge Foundation scholars are welcomed.” ~ Gaby Perez, Staff Accountant
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Taking Lower School Literacy Further By Mimi McMann, Associate Director of Communications
Thanks to a summer grant from Graland (see page 4), teachers in the Lower School have new lessons designed to bring more purpose and joy into Graland’s literacy program. Summer grants provide funds for teachers to collaborate on innovative ideas that will transform our program. Grade 4 teacher, Kai Sionas (formerly Johnson), led a team of six teachers representing Grades K-4 in creating 10 new literacy lessons to help invigorate the literacy program. “We focused on bringing innovation into the literacy curriculum while also offering teachers more autonomy in presenting lessons in the Journeys curriculum,” Mr. Sionas says. “The new lessons are more rigorous, exciting, diversified and student-focused.” Inspired by work developed in the Literacy PLC (Professional Learning Community) during the past school year, the team built off a new scope and sequence for young readers using Journeys as a framework. The purpose was to ignite a passion for reading, integrate literacy skills across grade levels and empower teachers to present reading lessons more dynamically. By building on themes from Kindergarten to Grade 4, students will dive deeper into social justice issues such as immigration as their literacy skills advance. The collaborative summer work dedicated to creating exemplary literacy lessons was enlightening to many of the teachers involved. “Diving into this work highlighted for me how these changes we are making in literacy will positively impact other areas of learning,” says Cindy Cheadle, Grade 2 teacher. The opportunity to collaborate with peers from other levels during the summer months was significant, shares Lisa Ross,
Meeting on the Graland campus several times over the summer, the team created a template for the lessons that included several components such as: • Reading strategy • Theme • Essential questions • Content knowledge and skills • Instructional practices • Differentiation • Ideas for differentiation and assessment • Resources and materials Grade 1. “It was hugely important to get a solid understanding of what each grade level is doing so we could build on that and share tools with teachers above and below our own grade levels,” she says. Throughout the year, the Literacy PLC will continue studying scope, sequence and alignment of the literacy curriculum as well as collect data and make further recommendations to improve our program, according to Liza Baker, Kindergarten teacher. Special thanks to Lisa Schreiner (Grade 1) and Mary Helen Sheehan (Grade 3), who also contributed to this article as members of the Lower School summer grant literacy team. Graland Today
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Development News
GRALAND
ANNUAL FUND
The Graland Annual Fund -- important as always, and now with more opportunity to give with meaning.
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Give with Meaning The Family of Funds was created to give you the opportunity to support the yearly needs of the school while also pursuing your personal philanthropic passion. When you give to Graland, you may choose to support any of the following areas of our program that are meaningful to you, knowing that Graland will put your dollars to work improving the student experience and providing an exceptional environment for learning.
The Gr ala nd An nu al Fu n
Facilities and Campus Safety: Graland is focused on providing a safe, secure teaching and learning environment for students, faculty and staff. Gifts also aid in keeping Graland’s buildings and seven acres of grounds in top shape.
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Area of Greatest Need*
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* The Graland Annual Fund Family of Funds supports our students and faculty in the current academic year through the school’s operating budget. Should contributions exceed a designation’s budgeted need, the school will redirect contributions to the area of greatest need. All undesignated gifts will be applied to the area of greatest need.
Innovation and Technology: Innovation can transform lives and challenge students to be creative problem-solvers. Graland students understand that, when used responsibly, technology can enhance critical thinking and effective communication. Giving to innovation and technology ensures the integration of innovation into all aspects of our program.
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Financial Aid: Graland is committed to making its program affordable for qualified students from all backgrounds and to actively recruiting and maintaining a diverse student body. Your gift supports this effort to fund financial aid awards.
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Area of Greatest Need: Graland leaders will apply your gift to support critical areas of the school’s operating budget that directly benefit every student, every teacher and every program every day.
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Faculty Professional Development: Graland believes that professional development is a major catalyst for increasing expertise, keeping motivation high, expanding thinking skills and nurturing a growth mindset. Your investment in our faculty’s lifelong learning directly affects our curricula and the quality of academic learning at Graland.
Celebrating 25 Years: The Graland Country Day School Foundation By Jessica Goski, Director of Development
On March 9, 1993, the Graland Country Day School Board of Trustees created the Graland Country Day School Foundation (the “Graland Foundation”). A separately incorporated organization, the Graland Foundation was designed to ensure Graland’s future through financial stewardship of the school’s endowment. Begun with the school’s investment of $7.4 million, contributions and earnings over the past 25 years have brought the current value of Graland’s endowment to approximately $41 million. During this same time frame, $22.7 million in earnings from the endowment were distributed back to Graland. Endowment distributions are a critical part of Graland’s financial model. Coupled with the annual fund, these annual distributions cover 12 percent of the school’s operating costs, which complement tuition revenue and allow tuition levels to be set thoughtfully, in an effort to uphold the school’s commitment to socio-economic diversity. Josh Cobb, Head of School, shared his thoughts with me as well: “The true benefit of the endowment is that it gives us the flexibility and resources to provide excellent teaching, impactful programming, and beautiful and highly functional facilities. It is a true financial differentiator that maintains our competitive advantage and our commitment to excellence.” Today, the Graland Country Day School Foundation Board consists of four permanent trustees and two who rotate from the Graland Country Day School board during their termed service. Led by Marshall Wallach, President, the current Graland Foundation board was pleased to recently celebrate the 25th anniversary of the Foundation through special events and a commemorative financial report to be distributed later this fall. The Graland Foundation Board is committed to continued communication, transparency and partnership with Graland and its school community. In its 25-year history, the Graland Foundation has soundly invested gifts made by more than 1,000 donors. In order to further the endowment’s impact each year, the Graland Foundation structures its investment strategy with dual goals: to both grow the principal of the gifts and to generate income for the school. Having surpassed the $40 million milestone in its 25th year is a substantial accomplishment; it reflects the historic philanthropic generosity of Graland’s community, the financial stability of the school and sound fiscal oversight by the Graland Foundation. Graland is grateful for the Graland Country Day School Foundation and its stewardship of these cherished gifts to the school.
Did You Know? Endowed
funds establish a legacy for a family or an individual and exist in perpetuity for Graland. The principal of an endowed gift remains intact and only a portion of the interest earnings are spent annually.
the “gap””
7%
Endowment
5%
Tuition
88%
New in 2018-19
To better recognize those who give to Graland in a variety of ways, giving levels now reflect contributions made to the annual fund, the school’s endowment and/ or a sponsorship of a GPA event.
2018-19 Giving Levels
Jessica earned a bachelor’s degree in history from Princeton University where she also specialized in Germanic studies. Prior to joining the Graland team in 2016, Jessica served as director of advancement at another independent school in New Jersey. She also worked at Princeton for seven years in the development office.
Hot Off the Presses: Giving & Getting Involved Have you seen Graland’s latest publication, Go Beyond: A Guide to Giving & Getting Involved? It details the many ways in which parents can take an active role in Graland and its vibrant community. Visit www.graland.org/givingandgettinginvolved or contact Jessica Goski in the Development Office (303-336-3705 or jgoski@graland.org) to learn more.
Annual Fund
Leadership Circle $25,000+ 1927 Circle $10,000 - $24,999 Founders Circle $5,000 - $9,999 Head of School Circle $3,000 - $4,999 Scholars Circle $1,000 - $2,999 Honors Circle $500 - $999 Faculty Fellows Circle up to $499
Alumni News
Class of 2014 College Selections Olivia Almon University of California-Los Angeles Grant Amann Miami University of Ohio Sam Angell Columbia University Lila Arnold University of North Carolina Cameron Azari Pace University Lars Baker Colorado College Tyce Berkey Let us know! 303-398-3623 Grace Berlind University of Michigan Quinn Bermingham St. Lawrence University Ben Berry University of Arizona Patrick Berzins Boston College Dragosh Birlea University of Colorado-Boulder Zane Bjornerud Let us know! 303-398-3623 Damion Bohl Let us know! 303-398-3623 Will Bomgaars New York University Ben Browner University of Colorado-Boulder Caoimhe Bryant Florida State University Reggie Cannon Let us know! 303-398-3623 Sam Carson Let us know! 303-398-3623 Will Caulkins Wake Forest University Kevin Chyung University of Southern California Samuel Cohen Tufts University Emily Cohen Western Washington Annabel Collins Let us know! 303-398-3623 Christina Collins Let us know! 303-398-3623 Molly Cooper Amherst College Macy Cummings The College of William and Mary Sofia Daley Let us know! 303-398-3623 Collins Davis Let us know! 303-398-3623 Lilly Deacon Let us know! 303-398-3623 Julia Dellasalle University of Colorado-Boulder Lily Dines University of California-Los Angeles Angela East Chapman University Benan Ersek University of Colorado-Boulder Hannah Fallon Gap Year Elana Fisher Santa Clara University Isobel Frankel Let us know! 303-398-3623 Sydney Gart American University Reed Goldberg-Richmeier Let us know! 303-398-3623 Izzy Haifleigh Wake Forest University Tucker Hamilton George Washington University Sam Handler Let us know! 303-398-3623 Sophie Hernandez Colorado State University Annie Hess Let us know! 303-398-3623 Rasa Humeyumptewa Colorado State University Oliver Jack Let us know! 303-398-3623 Max Jack Washington University in St. Louis Aaron Joy University of Colorado-Boulder George Kandel University of Colorado-Boulder Ellie Levine Chapman University Ren Lubchenco University of Colorado-Boulder Jacqueline MacDonald University of ColoradoBoulder Ketan Mandava University of Pennsylvania
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Jake Marx Let us know! 303-398-3623 Grace Masters Creighton University William McCormick Lehigh University Lorenzo Melendez Let us know! 303-398-3623 Emmie Montes Metropolitan State University of Denver Christine Moore-Bonbright Colorado State University Gracey Mounsey University of Miami Eva Munro-Ehrlich Oregon State University Katie Neal Southern Methodist University Rachel Nobles George Washington University Zara Nuss Let us know! 303-398-3623 Gabo Perez Let us know! 303-398-3623 C.J. Polzin Let us know! 303-398-3623 Kaelan Potts Let us know! 303-398-3623 Harrison Proctor Let us know! 303-398-3623 Elizabeth Pulis Let us know! 303-398-3623 Sophia Rase University of Michigan Parker Readerman Let us know! 303-398-3623 Charles Reid Saint Mary’s University Adalyn Richards Gap Year Jaelynn Rodriguez Let us know! 303-398-3623 Matthew Romo-Nichols University of Denver Julie Rumpf University of Colorado-Boulder Evan Rumsfeld Northeastern University Aly Schneider Let us know! 303-398-3623 Camryn Scott Let us know! 303-398-3623 Anna Scott Yale University Cam Seefried Emerson College Zach Service Denison University
Chris Shay Miami University of Ohio Julia Shwayder Occidental College Willa Sobel Let us know! 303-398-3623 Nadia Solorio Arapahoe Community College Kali Soudani University of Southern California Taylor Stein Colorado State University Brynne Stevens Trinity University Jolie Stieneker University of Puget Sound Paul Stone Metropolitan State University of Denver Chase Street University of Colorado-Boulder Ross Talley Let us know! 303-398-3623 Kohl Terry Washington University in St. Louis Nathan Tormaschy University of Wisconsin Madison Sam Tracey Let us know! 303-398-3623 Christopher Tunnell Let us know! 303-398-3623 Sydney Turner Colby College Maria Jose Urbina Gonzalez California State Polytechnic University, Pomona Bruce Valentine University of Colorado-Boulder Charlie Wallace Gap Year - deferred at Columbia University Hannah Waskowitz Let us know! 303-398-3623 Emily Waskowitz Let us know! 303-398-3623 Charlie Wetzel University of Colorado-Boulder Parker White Let us know! 303-398-3623 Alex Wimer Colorado College Mathilde Wolf University of Maryland Olivia Zhong Let us know! 303-398-3623 Caden Zimmerman Colgate University
Searching Through Paths to Success By Kristin Eklund ‘88 Weber, Director of Alumni Relations
It is reassuring to be certain. This is true in most things, and especially when talking about significant life choices. The Graland Alumni Association is made up of over 3,000 individuals who are out in the world doing a wide range of things in their careers, volunteerism, and families. “What do you do?” is typically one of the top questions we ask when trying to get to know a person. What you do professionally matters for so many reasons, both practical and personal, and begs the question, “How do successful people find careers and pathways that matter to them?” Zach Arthur ’06 has a journey littered with successes and failures. Originally he intended to go to medical school, following in the footsteps of several family members. But sometime during his sophomore year he began to have doubts. For a long list of reasons, Zach decided to transfer from the small private liberal arts college where he was enrolled back east and return to Colorado State University to study business. “I was and am extremely lucky to have the support and trust of my parents,” Zach shares. “I talked through my questions and doubts with them and they trusted that I would find my way. It wasn’t easy, but knowing that they believed in me really helped, especially when I wasn’t sure about my next step.” It wasn’t exactly smooth sailing from there. After returning to the states from his final semester abroad, Zach was again faced with the uncertainty of what step to take next. In addition to medical issues, family challenges and financial strains; this was the start of a two-and-a-half-year period where he worked 10 different jobs. “I tried it all. Sales, customer service, restaurants, whatever was going to help me pay the bills in the short term. At the same time, I took a lot of successful people out to coffee, asking questions and trying to learn as much as possible about the world outside of medicine.” After this time of career exploration, Zach found a fit in the financial services industry with Mass Mutual. “I learned a lot
Save the Date!
Graland Alumni Fall Cocktail Party Friday, Nov. 2 • 6-9 p.m Corkins Center on the Graland campus Honoring Margaret Hoover ‘93, Nancy Nye ‘33 Priest Award 21+ only
“The only limit to our realization of tomorrow will be our doubts of today.” ~ Franklin D. Roosevelt
about what I didn’t want to do and the value of failure and challenge through the process. With the support of my family I found work that draws on my strengths and an organization that supports the ethics I believe in.” Zach talks candidly about the value of his Graland education in shaping the person he is today. “I owe a lot of my grit and determination to my time at Graland. My strong sense of self stems from the caring, challenging and nurturing environment I experienced from kindergarten through ninth grade.” A Graland graduate, Kristin is a former fifth grade English teacher with a master’s degree in middle school education. She and her husband Joe have two children enrolled at Graland.
Service Saturday
Saturday, Nov. 3 • 8 a.m. to noon Christ the King (830 Elm St, Denver) Alumni and their families are invited to join Graland students, parents, faculty and staff to volunteer with A Little Help, a nonprofit organization serving area seniors. Service Saturday is a chance to help with household and landscaping chores such as cleaning, raking and organizing. All the tools and equipment are provided and all ages are welcome. For more details, contact Kim Fuller ‘86 Jacoby (kfjacoby@icloud.com).
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Fall Fun at Graland October: Birch Street Bash Saturday, Oct. 13 • 6:30-10 p.m. • Anschutz Commons Chairs: Kristin Freitag, Tobey Borus, Erica Bissette Register: graland.org/birchstreetbash Join your peers, faculty, staff and administrators for the Birch Street Bash! This annual, adults-only event is not to be missed and features a light dinner, dessert, drinks and prize giveaways. The Bash is a fun social time to connect with the Graland community, so be sure to get your tickets now. Financial aid families are welcome to attend at half-price. Register online!
Chairs: Kimberly Siegel, Susan Brophy, Aimee Coleman, Melissa Hatzidakis
Donate a Bag: graland.org/cares
December: Zoo Lights Chair: Kelly Eisinger Tuesday, Dec. 4 • 5:30 p.m. • Denver Zoo We love the zoo at night, especially when it’s decorated with holiday lights! We’ll offer discount admission to Graland families and the chance to stroll the zoo grounds with friends from school. Watch Graland Online for ticket and event details.
December: Festival of Light and Holiday Sing-Along Chairs: Shannon Connell, Becky Schaub Friday, Dec. 21 • 8:30 a.m. • Hamilton Gymnasium We’ll kick off winter break with the annual sing-along -- and our entire Graland community is invited! Parents, grandparents, siblings ... all are welcome to celebrate the holiday season with songs from a variety of cultures and beliefs. Each pair of buddy groups will take turns leading a song as the faculty/staff band plays along. Come and be present for this special morning before we break at noon for the holidays.
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November: Graland Cares Campaign & Snowflake Holiday Party
November is a time to show our gratitude for life’s good fortune by reaching out to those less fortunate. To enjoy a family-friendly welcome to the holiday season, consider taking part in the Graland Cares Campaign or the Snowflake Holiday Party -- or both! The Graland Cares Campaign runs from November 5-16 and benefits residents housed with Volunteers of America (VOA). This is a great opportunity to involve your children in the joy of giving as you fill a small bag with items like lotion, socks, lip balm, gloves, tea bags, or other inexpensive gifts. Handwritten notes or your family’s holiday card is also a nice, personal touch! Bring your gift to the Georgia Nelson Building by November 16 so parent volunteers can collect the bags for distribution at the Snowflake Holiday Party. You can even hand off your bag in the carline (Nov. 15-16)! The party, on Friday, November 30, is where your family can interact face-to-face with VOA residents. Watch Graland Online for the sign-up link where you can volunteer to serve dinner, entertain, make holiday cards, distribute gift bags or just sit and visit. The Snowflake Holiday Party is perfect for all ages and a fun way to bring holiday happiness to others.
Ordinary Purchases, Extraordinary Rewards
Parent Education: Innovation and Design Thinking
Chair: Kerri Holman
Thursday, Oct. 25 • 6:30-8 p.m. Gates Lab in the Corkins Center Chairs: Jessica Gurfinkel, Alexis Kerns Guided by Graland’s innovation team, we’ll experience the hands-on, collaborative learning our children are engaging in daily! We’ll discuss Graland’s ideology and curricula around innovation with the Charles C. Gates Director of Innovative Learning, Martin Twarogowski, and enjoy an interactive activity in the Gates Lab. Join your peers for some tinker time fun!
You gotta shop, right? So why not make your purchase count? Graland’s shopping give-back program brings money back to the GPA every time you purchase from participating retailers. It costs nothing extra, but the rebates add up quickly for Graland. Be sure to sign up online or stop by the Graland Store or Corkins Center reception desk to get started.
graland.org/OPER
The Graland Store Open Thursdays, 2:30-3:30 p.m. Hamilton Reiman Building Open online 24/7 Chairs: Jill Alfond, Melissa Farver
Monthly GPA General Meetings
Monthly on Fridays • 8:15 a.m. Caulkins Boardroom (upstairs in the Georgia Nelson Building)
The Graland Store is the place to buy all your Graland gear! Be sure to stop by this fall for cozy hoodies, pajama bottoms and sweatshirts to keep you warm as the nights get cool. We stock all sizes from infant to XXXL as well as hats, water bottles, blankets, totes and more. Stock up and be ready to GO GRALAND on Spirit Day or any day!
Your Graland Parent Association President, Kate Gulick, invites you to attend monthly general meetings throughout the school year. You’ll get updates on GPA activities, learn about opportunities to volunteer and hear news from school administrators. Each month, we’ll also highlight a faculty member or team for the great work they do with and for our kids! Oct. 5: Featuring Lower School literacy Nov. 2: Featuring the PE department Nov. 30 (December meeting): Featuring ECLC music and movement
graland.org/store
Wanted: Cookies for Faculty and Staff Friday, Dec. 7 Chairs: Trina Reisch, Cory Dunnick The annual faculty/staff holiday party is a fun time for Graland employees to interact over dinner, drinks and cookies! Each year, parents supply a fantastic cookie buffet for this holiday event. Whether you bake or buy, our faculty and staff are always thrilled to take home a box of goodies. Bring your treats to carline on Friday, Dec. 7, for distribution that afternoon at the faculty/staff holiday party. Thank you!
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The Trip: Bringing History to Life in the Am By Jane Maslanka, Grade 8 History Teacher
American history is complicated in its multiculturalism and multiracialism—a complex, beautiful tapestry of viewpoints, experiences, and narratives that each contribute a specific and irreplaceable piece of our story. There’s simply no way to teach all of it, but at Graland, we do our best to give students a rich sampling, asking them to explore not only the voices of the majority but of all Americans. It isn’t easy, but we strive to bring it all to life, to lift it from the history books into something more vibrant through media, research inquiries, and lively class discussions and debates. But nothing we do in class is quite the same as being there. That’s why, for over a decade, eighth-graders have participated each fall in the beloved tradition of the Civil Rights Trip. A whirlwind tour of five southern cities in as many days, “The Trip” follows the path of Dr. Martin Luther King’s ministry and activism, teaching us about countless other heroes along the way: Rosa Parks, John Lewis, Ralph Abernathy, Viola Liuzzo, and so very many others. We fly first to Atlanta where we walk through the neighborhood of King’s childhood, attend church with his family’s congregation and visit The National Center for Civil and Human Rights. From there, we journey through Selma, Montgomery, and Memphis to study events including Bloody Sunday, the Montgomery Bus Boycott, the Children’s Crusade, the Sixteenth Street Church Bombing, and Dr. King’s assassination right where they happened, on land that feels sacred in the weight of its history. We experience almost a dozen carefully selected museums along the way, each beautifully designed and perfectly curated to be impactful learning experiences. But even these don’t compare to the encounters we have with the community members who lived through these dramatic events. For example, on every Civil Rights Trip, we spend Monday morning with Joanne 16
Bland and her friends in Selma, Alabama. On “Selma day” these survivors of Bloody Sunday spend several hours sharing their heartfelt memories with our students, answering their questions, and walking them through the story. We pause at the place where Jimmy Lee Jackson was shot, hear how local protesters made plans to carry his body to the capitol in Montgomery, and discover how that idea evolved into a broader voting rights march. We stand on the corner where marchers gathered, on the bridge where national guard troops beat and gassed them, and in the churches where they took shelter as attacks continued long into the night. Then we hear about the
inspirational arrival of Dr. King and how thousands of his followers descended on this tiny town, sweeping it into history with the ultimately successful 54-mile march to Montgomery. This special time with Ms. Bland and other community members is intentional, but each year, we also have unexpected encounters. There was the year when Dr. Frederick Reese, a Selma Civil Rights hero lauded as one of the “courageous eight,” was passing by us on the sidewalk, and stopped to share his memories with our students. And the year when we inadvertently arrived at the 16th Street Baptist church in Birmingham on the exact anniversary of the bombing and were spontaneously invited by the community to share in a memorial service for the four little girls who died there. Something unscripted and unique happens every year to deepen
“On ‘Selma day’ these survivors of Bloody Sunday spen heartfelt memories with our students, answering their through the story.” ~Jane Masla
merican South our experience. And it is in all of the moments -- planned or not -- in which people share their first-hand memories of inspiration, fear, courage, and victory that American history really comes to life for our students. Year after year, the vast majority of both students and faculty cite The Civil Rights trip as their favorite thing about eighth grade, and with good reason. It is an incredibly powerful learning experience that builds not only knowledge, but empathy, integrity, and courage. We are all changed for the better by “The Trip.” Jane earned her bachelor’s degree in English education from Northeastern State University in Oklahoma and later added a master’s in literature from Middlebury College. She is driven by a passion for both academic excellence and social justice.
nd several hours sharing their r questions, and walking them
anka
continued from page 1
Growing a Sense of Belonging
privilege of belonging, there is a sense of belonging that enables students to achieve their highest level. Watching second graders plant gladioli recently, I remembered when I was their age and my mother let me plant sunflowers in our garden. Sunflowers didn’t match the motif of the yard, but she knew I needed to have a choice if she wanted me to learn about caring for flowers. Last year students had choices too as they bonded and cultivated compassion for others. Lower School students created versions of Todd Parr’s book, It’s Okay to be Different, celebrating what makes each of them unique. Middle schoolers gave UpWords presentations where they related their own experiences to the School’s guiding principles. As they piloted the Story Corp app on Grandparents and Special Friends Day, students practiced their listening skills and honored other people’s stories, demonstrating what it means to take care of our community. At other times, students advocated for a gender inclusive dress code and organized a walkout to bring awareness to school safety. This year we will continue to “cultivate compassion” through our Community Day when Middle School students will work toward a shared understanding of what it means to honor everyone’s humanity. As adults supporting student growth, we are modeling the way and expanding our own understanding of inclusivity and equity issues. One example is the work of the School Climate Advisory Committee (SCAC), which has brought attention to the true cost of tuition and identified additional expenses that create hardship for some families. As a result of this analysis, students now receive a laptop to use in seventh and eighth grade that they can keep for high school. In May, the Board of Trustees voted to include the SCAC Chair, Antonio Lucero ‘91 (see page 3), as an ex-officio member of the Board to further work toward making Graland a more equitable and inclusive community. Last year we administered the Assessment of Inclusivity and Multiculturalism to hear perspectives from all stakeholders. As a school, we are committed to seeing, hearing and valuing all members of our community. Our faculty and staff are on the front lines ensuring students pursue academic excellence and find purpose to become engaged citizens of the world. They may not always see the full fruits of their labor, yet they continuously plant seeds and nurture students toward maturity. Last year we evaluated our entire hiring process and began working with NEMNET, a firm that specializes in placing the best, diverse teachers in independent schools. We are also continuing to work with a group of 20 faculty and staff in the Diversity and Equity Cohort to facilitate comprehensive, yearlong training. This year, we are differentiating the cohort so that previous members can continue their work and complete an impact project for the school. Our administrative team also participates in parallel learning to the cohort, ensuring teachers are supported in developing meaningful, positive relationships with students and creating classroom cultures where everyone belongs. Not surprisingly, when I brought my mom to Graland, we spent much of the time admiring the spectacular flowers and discussing the hard, intentional work to maintain such vibrancy. The natural grasses, potted annuals, perennials, evergreens, shrubs, and flowers all require individualized care. Just like our master gardener Sarah Shutts prunes, pulls weeds, mulches, plucks beetles, hand waters and much more, we too must put in the work of fostering a sense of belonging at Graland. Born and raised in Denver, Oscar has a bachelor’s degree in English from Northwestern University. He leads a variety of diversity efforts engaging students, faculty and families at Graland, and in his free time Oscar enjoys skiing, playing basketball and reading to his daughter. Graland Today
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continued from page 1
Shedding Our Pride, Reaching Our Potential
innovation is so challenging. Wilt’s example is, on the surface, simple. He had a problem—he couldn’t shoot free throws. He found a potential solution—shoot underhanded, a solution that would suddenly make him an asset not a liability at the end of close games. As his coach said, if Wilt shot 90 percent, we might never lose. Of course, Wilt never shot 90 percent. He shot 51 percent for his career, because he quickly gave up on the underhanded shot. As he describes in his biography, “I felt silly, like a sissy, shooting underhanded. I know I was wrong. I know some of the best foul shooters in history shot that way. Even now the best one in the NBA Rick Barry shoots underhanded. I just couldn’t do it.” He couldn’t do it? He had an unconventional method that had proven effective and with more refining could prove even more effective. There was quantifiable evidence of success, but he couldn’t do it because he felt silly. One of the most impressive athletes of the last century couldn’t improve because he felt silly, or worse, he felt like a sissy. Now this is a bigger problem than basketball. This is a problem for education and even for society. How many times does our pride get in the way of our progress? In 2006, Carol Dweck wrote a book entitled, Mindset: The New Psychology of Success, that explored how the fixed mindset impedes learning. The lesson is not unlike the lesson of Wilt Chamberlain. As Dweck discussed
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early in her work, those with a fixed mindset approached every learning task with the following questions running through their mind: “Will I succeed or fail? Will I look smart or dumb? Will I be accepted or rejected? Will I feel like a winner or a loser?” In essence, “Will I look silly?” Interestingly, those who were labeled smart, or worse, gifted and talented, from a young age were even more hesitant to take on challenging tasks and risk their status. Like Wilt Chamberlain, already deemed the most amazing athlete of his generation, they simply had too much to lose. As parents and educators, we have to be aware of Dweck’s findings and work hard to not inadvertently solidify how students see themselves. The best educators have to see intelligence as fluid, to see each individual child as having the potential to grow. As Dweck states later in her book, “Great teachers believe in the growth of the intellect and talent, and they are fascinated with the process of learning.” This year, we will focus on great teaching, specifically, how our educators inspire growth in each other so that they can inspire growth in their students. To reach our potential as professionals, we will rely on innovation, collaboration, and leadership. First, when we innovate, we immediately imperil our pride. We have to step forward and say, “I want to try something new, it may fail, but I am committed to refining the idea, as crazy as it may be, until it
“The best educators have to see intelligence as fluid, to see each individual child as having the potential to grow.” ~ Josh Cobb
is effective.” That process, if it includes reflection and openness to feedback, will naturally result in growth. Who most helps us grow? Our colleagues. To collaborate well, we must put aside our ego and be open to the opinions and ideas of others. In doing so, we learn more about ourselves professionally because of an inclusive approach that gives us access to a wide range of expertise and experience. This year, through Peer Cohorts and the Faculty Growth Feedback Model, we will encourage this inclusivity and cooperation amongst our teachers, building on the natural collaboration that occurs in teams and departments. Leadership comes in many varieties, but at its core is a commitment to engage and influence. The first step is to enter any collaborative situation and be fully present, listen and witness thoroughly. Then, the next step is to devote oneself to positively impact the group, the grade level, and possibly the entire school. Like innovation and collaboration, leadership is a gamble. There is always the possibility to fail, to look bad, but
hopefully, we have the courage to step forward even in the midst of that risk and do our best to change Graland and the world for the better. This year I am excited to see what manifests from this commitment to growth. If we approach learning experiences with the belief that we will gain growth rather than the fear that we will lose status, we will help create a dynamic learning environment where both children and adults flourish. I am not sure we will sink more free throws, but we will definitely change more lives. Josh Cobb joined Graland in 2002 as a seasoned educator who taught history, English and drama. Now Head of School, he holds a master’s degree in English literature, a master’s in education and a bachelor’s degree in creative writing. Josh once traveled extensively through the Himalayas, spending two years studying Buddhism and teaching English to Buddhist monks.
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NON-PROFIT ORG. US POSTAGE PAID DENVER, CO PERMIT NO. 2006
Graland Country Day School 55 Clermont Street Denver, CO 80220 303.399.0390 graland.org
Key Word: Kindness “What wisdom can you find that is greater than kindness?” ~ Jean Jacques Rousseau
Tuesday, November 13, is recognized as World Kindness Day, a global effort to bring awareness to the power of being kind to others. Kindness is defined as being friendly, generous and considerate, and it’s contagious! On the Graland campus, kindness is taught and modeled at every grade level as an essential trait in character development. Third graders, for example, fill a jar with specific ways a child can be kind to other children and adults: hold the door open for the person behind you, sit with someone who is alone, give a sincere compliment, and so forth. For ideas on teaching kindness at home, a local nonprofit, the Random Acts of Kindness Foundation (www.randomactsofkindness. org), provides free online resources that inspire actions for making the world a kinder place. Go be kind!
Community Calendar October
13 Birch Street Bash see page 14 22 Fall Break, school closed 23 Professional Development no school for students 25 Innovation Night see page 15 31 Halloween Parade
November
5-16 Graland Cares Campaign see page 14 19-23 Thanksgiving Break 30 VOA Snowflake Holiday Party see page 14
December
4 Zoo Lights see page 14 21 Festival of Light & Holiday Sing-Along
21 Noon Dismissal for Winter Break
see page 14
Stay Connected and GoGraland!
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Join us on
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Update your contact information. graland.org/stayconnected
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Visit campus for a community event.
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