Graland Today - Spring 2019

August-October 2017

By Jessica Goski, Director of Development

In February, Josh Cobb was proud to announce the Inspire Campaign, a $12 million endowment campaign dedicated to funding a new faculty compensation structure that rewards teachers for their contributions in the classroom, as well as their impact in advancing Graland’s program.

Bringing Innovation to Compensation At the heart of the campaign is a new compensation model, designed

by Graland teachers themselves, that goes beyond rewarding teachers simply on their years of experience and continued on page 14

Today

Leadership is a Behavior

By Josh Cobb, Head of School

At the end of February, I once again joined my classmates from Columbia University’s Klingenstein Program at our yearly gathering at the National Association of Independent Schools Annual Conference. This year, however, the event took on a somber tone. Days before, the icon of Klingenstein, Professor Pearl Rock Kane, had passed away. Though the timing was shocking, leaving us all heartbroken, it seemed appropriate that we could all come together and honor her. Several graduates stood and acknowledged her as a connector, a catalyst, and a mentor. One reiterated the line that Professor Kane is most known for: “Leadership is a behavior, not a position.”

This quote has been an important reminder through my career. Whenever I have tried to take shortcuts and assumed that I could muscle my way through change simply because of my title, I have fallen on my face. The position means little, the approach means everything. I am indebted to Professor Kane for intentionally taking continued on page 6

IN THIS ISSUE:

Inspire Campaign: Investing in Faculty, Impacting Students

Spring 2019

Library Page 13 Alumni News Page 16 GPA News Page 18 Graland Greats Page 5

Empathy Page 7

“

“Students who demonstrate empathy consistently have shown to have greater success personally and professionally, higher levels of overall happiness, and more success in leadership positions.”

- Nan Remington, see story page 7

”

Graland Today is a monthly publication of Graland Country Day School Volume 7, Issue 3 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

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Community Day Middle schoolers gathered recently to participate in a specially-programmed Community Day where they were encouraged to engage in dialogues of diversity, equity and inclusivity in order to appreciate and learn from one another. These activities guide students to develop a broader mindset essential to their success in a globally connected world.

With a kick-off presentation by Vishavjit Singh, cartoonist, storyteller and costume player, they learned that it’s okay to tell their own authentic stories. Singh’s goal was to empower students to embrace and express themselves: “We are all unique. Accept your strengths and don’t hide your vulnerabilities — learn from them.”

Throughout the day, students attended small group workshops to learn more about accepting and valuing others. To start, Oscar Gonzalez, director of equity and inclusivity said, “You’re constantly told that you’re the leaders of tomorrow. Yes, you are the future, and at the same time, you have the power to be the leaders of today.

You can be engaged citizens and thoughtful leaders right now. So while we seek to prepare you for life beyond Graland, you can be a change-agent for good right here, right now.”

At the concluding assembly, students were invited to come forward and share their takeaways from the day.

They said: “What matters is how you are inside,” “Be your unique self,” and “Be supportive, you don’t know how someone else might be struggling.”

Junior Eagle Golf Tournament Thursday, May 16, 3:30-6:30 p.m.

CommonGround Golf Course in Lowry

All Graland students are invited to tee off in a mini-tournament just for kids! We’ll be walking the 3-par course at CommonGround to let students take their shot at prizes and bragging rights for the year. Players should be able to carry their own clubs and know the game of golf as well as how to score their shots.

Thank you to our Sponsors!

Eagle Invitational Golf Tournament Friday, May 17, 8 a.m.

CommonGround Golf Course in Lowry

Don’t miss great golf, camaraderie, food and prizes!

It’s the GPA’s biggest fundraiser of the year, and now’s your chance to sign on as a sponsor, a player, or both! Go online today for more details.

graland.org/golf

Eagle Cocktail Party Sponsor

Birdie Sponsors

The Dvorak/ Blair Families

The Fowler Family

Jet Linx

Pella Corporation Graland Today

I 3

From Kindergarten Teacher to Director of Admission

2019 Master Teacher Inductee,

Kristin Ryder The Master Teacher program recognizes any employee with 20 or more years of service to the Graland. One staff member, hired in 1999, earned this distinction in 2019 and will be honored at a ceremony in April where the entire school community will thank her for her loyalty. Congratulations, Kristin Ryder!

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If there is one person who has literally had a hand in bringing every family to Graland for the past decade, it’s Kristin Ryder.

Now the director of admission, her career journey at Graland has taken her down many paths and afforded her a deep understanding of what makes the school unique.

With a bachelor’s degree in English and environmental studies, Kristin came to Graland in 1999 to teach kindergarten for one year and Lower School science for another four. That kindergarten class has since graduated from college, she notes. “It really puts perspective what 20 years means to a child and their family,” she says.

As much as she loved being a teacher, her goal was always school administration, and all throughout her career Graland has encouraged her to follow her passions. With help from professional development funds, Kristin earned a master’s degree in administration and policy studies. When the opportunity came to be the assistant head of Lower School, she jumped at the chance. At the same time, she took on the Gates Invention and Innovation Program, serving as both director and coach. She led, grew and expanded the program for nine years.

The next time she reinvented herself was in 2008 when she made the move to the admission office as assistant director. “It was the perfect way to blend my overall knowledge of Graland with my background as a teacher and administrator,” she says.

After four years, she stepped into the director role where she thrives in helping families find the best school for their children.

In giving campus tours and speaking with prospective families, Kristin loves to share that Graland is ever growing and ever changing. “We as educators are constantly learning and pushing ourselves,” she shares. “It’s an amazing place.”

A Graland parent as well as administrator, Kristin knows the campus inside and out, but she experienced the school community in a more profound way last year when her son was diagnosed with cancer as an eighth grader. “The strength of our community came to light for me when Burke was sick,” she says.

“Professionally and personally, people jumped in to help or to give a word of encouragement or a hug. When I think about the pink bracelets that everyone wore to show their support, it brings me to tears. We still wear our bracelets as a reminder.”

The tight-knit community is one of the reasons Kristin has stayed at Graland.

“I never felt like I was just treading water,” she says. “Every Head of School in my 20 years has helped me pursue my goals and build my knowledge and experience and expertise. There’s no other place like Graland.”

RETIREMENT YEAR FOR THREE

Graland Greats

At the end of this school year, the Graland community will say goodbye to three Master Teachers who have announced their retirement plans. Let’s learn more from these Graland greats, Bob Elisha, director of facilities (22 years), Di Nestel, director of programs (29 years) and Diane Street, receptionist (26 years).

If you could go back in time, what moment at Graland would you enjoy again?

Diane: My favorites are the days that each of my grandkids came in and interviewed for Graland. Chase interviewed with Di and he talked about how high he could jump in his new shoes.

Lela interviewed with Cam Monroe and they sang Taylor Swift songs together. What a great start!

Di: Some of the times I feel we are our best are ones that happen every year: the Sam Loewi games, the Kindergarten Rodeo, the Gates Invention Competition. I cry every time we do the Special Olympics. Those traditions are the things that bind us together.

What has changed most since your first years at Graland?

Diane: The Gates Program and how it has grown and changed -- the whole program is phenomenal.

Bob: The physical plant of the school has changed so rapidly over the past 20 years. The old gym and cafeteria being replaced, the Foundations Center is our theater, the Fieldhouse, the Corkins Center. To be part of that progress is great.

How do you hope students, families and colleagues will remember you?

Di: I believe that every single one of my colleagues does what they do because it is in the best interest of kids. I hope families know that all the decisions we make are with kids in mind. They

might not always agree with them, but they agree about our good intention.

Bob: For me, its my stewardship -- that they see me caring for a place, and they take a bit of that into their lives to understand what it means to care about their things, home, and families.

What’s in store for your retirement years?

Diane: My husband Butch retired three years ago from the National Park Service and there are many parks that he wants to show me, starting with Yellowstone and Redwoods. Another big part for me will be spending as much time as I can with my grandkids.

Di: I have always said when I retire I want to take a vacation in September, when everyone goes back to school. I enjoy my life as is, and just want to do more of what I am already doing: hiking, golfing, snowboarding, traveling, gardening. And I don’t have to get up at 5 in the morning to work out before I go to school; I will still work out, just at a sane time.

Bob: For the most part, my life has been about a school campus and cycle, so it will be hard to break those routines. I have a bucket list for travel, including a dream trip to Ceský Krumlov ˇ to garden, so in the Czech Republic with the whole family. I like I want to volunteer at the Botanic Gardens or with Habitat for Humanity. I would love them to say, “Here are some pruners, spend six hours.”

Did you know? Bob, Di and Diane were all born in 1955, and it’s no accident that Graland’s street address is 55 Clermont Street. When Bob was asked to choose the street number after Graland’s official address changed from 30 Birch Street, he picked 55. “It’s a beautiful number,” he says.

To give a gift in honor of a Graland employee, go to graland.org/donate.

Graland Today

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continued from page 1

Leadership is a Behavior

my classmates and me through a process—including classwork, practicums, and a capstone project—that helped us define our own leadership philosophy. I am forever thankful that Professor Kane encouraged us to reflect on how we wanted to be as a leader before we became too caught up in what we wanted to achieve. In a reflective assignment entitled “Theories in Action,” I detailed the principles behind my leadership approach, each based on readings from a range of authors such as Jim Collins, Rob Evans, and Peter Senge. Of the ten principles I put forth, several, including “Commit to curiosity to further my understanding of self and others” and “Cultivate compassion to encourage others to reach their unique potential,” focused on fostering trust and building relationships.

We talk much about the importance of building relationships throughout school communities. If we agree with Professor Kane’s premise that a set of behavioral principles promote effective leadership, we must dig deeper into what behaviors truly sustain relationships and lay the groundwork for impactful change. Recently, I have been listening to Dr. Brené Brown’s book, Dare to Lead. In her work, she differentiates between “Armored Leadership” and “Daring Leadership.” Again, many of the principles of “Daring Leadership” demonstrate practices that foster trust: • Practicing gratitude and celebrating milestones and victories • Modeling clarity, kindness, and hope • Cultivating a culture of belonging, inclusivity, and diverse perspectives She also explains one other important approach, “Practicing integration—strong back, soft heart, wild heart,” which she describes as, “strong back is grounded confidence and boundaries. The soft front is staying vulnerable and curious. The mark of a wild heart is living out these paradoxes in our lives.”

Though I can only aspire to this and many of her leadership guidelines, she does provide a helpful perspective on what it means to behave as an effective and authentic leader instead of hiding behind the position and protecting it at all costs.

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When you believe that leadership is a behavior, it means that anyone can come up with a leadership philosophy and approach no matter their position. Over the past year, as we have designed a new compensation system based on what we most value in our faculty, we have considered the importance of instructional leaders and defined the traits of those who have been most successful, such as: • Inspires and earns trust and respect from colleagues • Demonstrates commitment to the learning and development of others • Empowers colleagues to make decisions and fulfill commitments Though it is impossible to list all the behaviors of effective leadership here, it is important to see how leadership is complex. It is not simply about ascending to some place on the organizational hierarchy, declaring victory, and then demanding change; it is about showing up fully every day, engaging with others, and raising your awareness of yourself and your colleagues so that you can act with curiosity, empathy and shared purpose.

Two decades ago, when discussing her Independent School Magazine article entitled, “Farewell, Lone Warrior,” Professor Kane described an emerging form of leadership, as one “where power is shared, where work is accomplished in teams and where there is an opportunity for continuous learning.” Her words still resonate as an important reminder today. Though we do bid her farewell, we honor her not as a lone warrior but as an evolved leader who brought others together, fostered trust, and inspired authentic and competent leadership throughout independent schools. Thank you, Professor Kane. You will be dearly missed.

A former classroom teacher, Josh joined the Graland faculty in 2002.

He has a master’s degree in private school leadership from Columbia University’s Klingenstein Center, a master of arts degree in literature, and a bachelor of arts degree in English, both from Middlebury College. This is his last year as a Graland parent; daughter Ella is a member of the Class of 2019.

The Empathy Advantage

By Nan Remington, Head of Lower School

Watching through my office window at recess, I see and hear all kinds of interactions between students while they are playing. Kindergartners are speaking a unique language involving imaginary unicorns, fourth graders playing knockout basketball with whoops and cheers after each shot, and evolving conversations around a four-square game.

During these games, students become confused about the rules, get knocked down or feel frustrated when the games don’t go their way. Often, I do see students explaining to a friend the rule that has changed, offering an encouraging word to a friend, or helping someone who is fallen.

These positive interactions between students are ones we intentionally teach, encourage, and expect from Graland students. Signs of empathy have been documented as young as 8-10 months of age, but the quantity and quality of empathy skills can vary dramatically from one child to the next.

Direct teaching and modeling of the skills begin with our youngest students at Graland. Preschoolers are encouraged to use a name for their feelings, observe the

face of their friend to see if they look happy or sad.

Lower School teachers discuss with students about the intent and impact of their actions, tone, and words.

Conversations in middle school advisory groups work to build empathy skills by through sharing personal experiences of adversity and growth. Presentations about empathy are part of lower school and middle school assemblies, where acts of kindness and stories of support are often highlighted through Hidden Heroes and UpWords speeches.

The Service Learning Program at Graland also develops these skills through student-centered, authentic and ongoing activities which allow students to experience other points of views. Service learning is more than a one-time event.

It is about empowering students to ask questions, identify a need, and begin to put themselves in the positions of other people.

Reading books can also increase a child’s sensitivities to others and help develop empathy. According to a 2016 Wall Street Journal article by Susan

Pinker, “Mounting evidence over the past decade suggests that the mental calisthenics required to live inside a fictional character’s skin foster empathy for the people you meet day-to-day.”

Research has shown that the benefits of empathetic thinking flow into adult life too. Students who demonstrate empathy consistently have shown to have greater success personally and professionally, higher levels of overall happiness, and more success in leadership positions.

As with any developing skill, empathy doesn’t happen overnight. It requires parents and teachers working together.

When we help a child find the words to talk with someone who is hurting, deliver food to those in need, or shovel snow on a neighbor’s sidewalk, our children begin to learn and understand empathy. Children can make impressive gains in empathy develop through the middle school years when given the skills and experiences at home and school.

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 grandchildren.

Graland Today

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Task Force Tackles Faculty

By Mimi McMann, Associate Director of Communications

The 2019-20 faculty will be the first to be compensated based on Graland’s new salary structure, pioneered over the past two years by a dedicated task force of teachers and administrators.

The group spent countless hours conducting research into compensation structures at comparable schools and consulting with their colleagues while brainstorming innovative ideas for the new design. Teachers at Graland had ample opportunity to provide feedback at focus group meetings and through an anonymous survey. In the end, many teachers expressed that the structure will motivate them to collaborate more across disciplines, to be more creative in the classroom, and to be proud of their contributions and accomplishments at Graland.

Graland Salary Spheres The new compensation structure is designed to inspire teachers to be their best in the classroom, because the best teachers have the biggest impact on student learning. “We wanted to honor what our community values in its teachers: collaboration and the desire to learn and grow through professional development, innovation and leadership,” shares task force member and Grade 1 teacher, Tera Malyszko. “These are qualities that benefit the whole community.”

Rather than rewarding teachers simply on their years of experience and educational achievements -- what they look

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like on paper -- the redesigned structure rewards teachers for impacting students in the classroom as well as how they implement and model our values. The compensation design is organized into banded spheres that allow for a range of salary levels within each sphere. Teachers were assigned a sphere based on their self-evaluations and assessment by their supervisors.

Developing this unique, forward-thinking structure was itself an exercise in the very traits the structure values: innovation, collaboration and leadership. But it was not without its challenges, providing task force members with the opportunity to practice perseverance. “There is such a diverse group of faculty members at Graland that we wrestled with creating a model that would fit all,” Mrs. Malyszko admits. “To solve for this, members of the task force brought a lot of different perspectives and we did tons of research into how other schools structure their compensation programs. The structure is dynamic because it allows room for growth within each circle and motivates teachers no matter what sphere they’re in.”

Coinciding with the new structure, every faculty member received a salary increase to help address the rising costs of living in the Denver metro area. Funds for the additional dollars will be drawn from tuition, the Inspire endowment and operational efficiencies, according to Juan Botello, director of finance and operations and chair of the task force.

Equipped with a bachelor’s degree in communication and minor in English, Mimi has worked as Graland’s lead communicator since 2012.

She is responsible for producing all the school’s publications including Graland Today, Graland Online, Growing Up Graland, the annual report and the directory/handbook, and she also works closely with the GPA to promote community-building activities.

Compensation Redesign Graland Teaching Spheres INFLUENTIAL NGUISHE STI D I D ESSION OF

AL

Distinguished: Showing the skills of the professional mentioned above, these faculty take their mastery in the classroom to the next level with additional years of experience, more seasoned expertise and the skillful engagement of a range of learners.

NSFORMATIV E TRA

PR

Professional: All faculty hired by Graland are professionals who meet our high standards and create a classroom environment of respect and rapport, establish a culture of growth, provide a purposeful atmosphere for learning, and exhibit professionalism. These faculty apply a range of strategies to enhance student learning.

Influential: Expanding beyond their classrooms, influential educators contribute to colleagues’ growth through effective collaboration. They continually seek to promote student learning through innovation, putting new ideas into action.

Transformative: The final sphere is reserved for those exceptional teachers who have truly influenced and sustained positive change at Graland. They implement new ideas and advance effective educational practices through school-wide leadership.

With thanks to these task force members for their dedication to the process and to creating a salary structure that aligns with Graland’s values: Juan Botello, chair Jenn Adams Dan Barklund Marti Champion Josh Cobb Sara Flansburg Tera Malyszko Mitch Masters Diana Quezada Nan Remington Lisa Schreiner Carrie VonderHaar Graland Today

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Albert Einstein on problem solving:

“If I had an hour to solve a problem I’d spend 55 minutes thinking about the problem an He also said, “It’s not that I’m that smart, it’s just that I stay with problem

Celebrating Graland’s Math

By Gail Sonnesyn, Associate Head of School, and Nanette Newman, Math Department Chair

Graland is dedicated to providing a strong academic program for students, and our mathematics program is no exception. Graland’s instructional leaders have a consistent pulse on classroom instruction and learning, adjusting and supplementing resources and classroom experiences when appropriate. Here are several reasons to celebrate what’s happening in our math classrooms: Children are conversing about mathematics. Explaining thinking

behind problem solving is one key way students make meaning of the math behind the algorithm. Enter a classroom and hear students talking to one another about how they solved the same problem in multiple ways. Mathematical Mindsets author and Stanford professor, Jo Boaler notes, “Many parents have asked: What is the point of my child explaining their work if they can get the answer right? My answer is always the same: Explaining your work is what, in mathematics, we call reasoning, and reasoning is central to the discipline of mathematics.”

Reasoning through “Number Talks” also happens in classrooms thanks to Lower School instructional coach, Nikki Spiers. She coaches teachers on how to ask “just the right question” to get students thinking deeper. Number Talks build students’ ability to solve problems mentally and help reinforce multiple strategies.

In 2017, Nikki Spiers was named Lower

With a wealth of mathematical knowledge and classroom expertise, Ms. Spiers moves the bar with regard to instruction. While keeping the integrity of Math in Focus at the center, she coaches teachers on anything from inquiry-based lessons to differentiating assessments. She offers instructional cycles to teachers which include co-planning, observing, coaching and feedback. In December she completed a MSed in Math Education from the University of Colorado, Denver.

School Math Instructional Coach.

Inquiry-based instruction is on the rise. Teachers use questions and scenarios

to engage students with concepts, allowing students to creatively apply prior knowledge. With inquiry-based instruction, we see students having ah-ha moments of understanding while productively struggling with hands-on or visual problems. This method also allows students to enter a concept at their individual level of understanding making it an effective differentiation strategy.

Middle School implements skillsbased rubrics. To help students and

parents understand specific skills that

students are working towards mastering and to help outline learning targets, math department chair Nanette Newman guided teachers through a year-long process of defining mathematical skills for Grades 5-8. At student-led conferences, students were able to better express their understanding and identify goals.

With problem solving at its core, Math in Focus provides strong scaffolding for students. Based on the Singapore Math

model, Math in Focus moves students through concrete and pictorial stages of understanding, ultimately arriving at abstract problem solving and reasoning.

Middle School teachers also believe that the best way to learn mathematics is to ask students to solve challenging problems.

When students discover something on their own, they will understand concepts much better than if a teacher simply tells

“Nikki and I worked on organizing math lessons that allowed for productive struggle through exploration. The lessons were fun and engaging, and students established a deeper level of content understanding. Productive struggle gives students opportunities to develop perseverance and grit, and encourages flexible math thinking.”

- Julie O’Connor, Grade 3 Teacher 10

nd five minutes solving it.” ms longer.”

Program

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Questions with

Rocío Zeiler

Rocío Zeiler is the chair of Graland’s world language department and a Master Teacher with almost 30 years of teaching experience at Graland. She is well-equipped to describe how the language program progresses from lower to middle school, preparing students for high school and beyond.

What is the value of learning a second language?

Proficiency in a language, other than one’s native language, is essential in today’s global world. Communication is a lifelong skill necessary to understanding other cultures.

them how to solve it.

Former high school math teacher and TED Talk presenter Dan Meyers notes, “Math reasoning is the application of math processes to the world around us.

This is hard to teach. This is what we would love to have students retain even if they don’t go into mathematical fields.”

Faculty embrace professional development opportunities. Ms.

Spiers recently led faculty in “Supporting Productive Struggle” during a Lower School division meeting. Additionally, some faculty visited lab classrooms around Denver to observe inquiry-based practices in action.

Others are taking the Empowered Problem Solving online workshop. Middle School teachers also actively work with Shelly DuBose, an independent consultant and Math in Focus expert.

On standardized tests, Graland students consistently outperform independent schools. Graland students

take the Educational Record Bureau’s Comprehensive Testing assessment each spring, a rigorous test of student achievement. Year after year, our graduates show higher than expected gains in quantitative reasoning and math achievement. Graland’s scale scores reflect impressive growth at all grade levels.

Kudos to our World Language Team!

Marielle Carlson, French Katie Cohen, French Christi James, Spanish Diana Quezada, Spanish Saul Reyes, Spanish Kelly Viseur, Spanish Rocio Zeiler, French and Spanish

What is the objective of Spanish instruction in the Lower School?

The Lower School world language program exposes students to Spanish and builds foundational skills. More importantly, it instills a love and passion for the language and an appreciation for Spanish cultures around the world. It is important that students understand that Spanish is not just a subject they are taking in school; teachers communicate this through hands-on learning like gardening, cooking, and visiting the farmer’s market where students can see Spanish being used in the real world.

How does the world language program evolve starting in Grade 5?

We offer a choice of French and Spanish to our middle schoolers with a four-year commitment to one language. In addition to the cultural aspect of the curriculum, students develop receptive and expressive language proficiency. Vocabulary acquisition and grammatical skills are taught through aural, written, speaking and reading using a variety of authentic materials. We also encourage all students to appreciate different cultural perspectives in order to become culturally competent and global citizens.

How do students know which language to select?

In fourth grade, all students are given an exposure to French in six mini-lessons.

They learn songs, days of the week, colors, numbers and how to introduce themselves. Some decide they have invested several years in learning Spanish and want to continue. Others want to try something new. For the first time in my 29 years at Graland, more students chose French than Spanish last year.

How do you assess their language skills?

We use a rubric that includes five essential skills, all equal in importance: vocabulary, grammar, reading and listening comprehension, speaking, and writing. The rubric is based on a scale of fluency ranging from emerging to exemplary, and it encourages a growth mindset by allowing students to focus on skill progression, not just grades.

For example, a student who is “proficient” in the speaking skill can see what areas of skill development are needed to progress to the exemplary level. It also grows their confidence because they can be proud of the skills that they are excelling in.

By eighth grade, language students are able to develop creative essays using previously acquired vocabulary and grammar. They can effectively think in the language, have a good grasp of pronunciation, and can hold conversations. Many of our students test into Spanish 3 or French 3 as freshmen in high school.

Graland Today

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Gates Inventors Embrace Innovation

By Mimi McMann, Associate Director of Communications

One hundred thirty-four inventors in the Gates Invention and Innovation Program took the spotlight in March at the annual expo where they shared highs and lows from their invention journeys this year. Beginning in the fall, these middle schoolers put their innovation skills to work to solve some of life’s troubling challenges.

On the day of the expo, March 7, they were prepped and psyched to present their inventions. As judges circulated the Hamilton Gymnasium, stopping to hear elevator pitches and to ask probing questions, students stood a little straighter and spoke a little more confidently. They shared their ideas, the challenges they overcame, and most importantly, how their designs will impact others. Empathy is one of the driving factor in the program, according to Gates coach, Steve Collins.

“The whole design process starts with empathy,” he explains. “Coaches encourage the inventors to put themselves into the life of someone else so they can

help solve issues that will make life easier.”

When Julie Ryan (5) noticed her great aunt became overwhelmed by too many buttons on the TV remote control, she invented The TV Remote Sleeve. It fits over the device and has windows that only show the buttons her aunt might need: power, volume, channels, etc.

Luca Siringo (7) and his invention partner Andrew Morgan (7) put their energy toward helping hurricane and flooding victims. Their “SOS House Finder” is a highly visible and durable mat that can be placed on rooftops when the residents need assistance.

Parents, grandparents and students formed a steady stream of visitors throughout the afternoon. Pat Clark was on site to see her grandson, Oliver Wichern (6) and his invention, the Safe Step. Following a lap around the expo, she shared, “I think they all have such great imaginations. It would be hard to be a judge.”

After interviews with each inventor

2019 Expo Winners

Grades 5/6 First Place: Julie Ryan (5), The TV Remote Sleeve Second Place: Helen Grace Austin (6), Doggie Wings 2.0 Grades 7/8 First Place: Camille Cummings (7) and Madison Dennig (7), Ski 2 Boot Second Place: Cayla Wolf (7) and Remy Wolkov (7), Pole Buddy Patents Awarded: Millie Bjork and Lauren Frankmore 12

at the expo, judges sequestered to deliberate and select several students who were invited to give more in-depth presentations the following day. These finalists stood on the stage in the Fries Family Theater and faced the panel of judges while an audience of their peers and adults looked on. Their 10-minute presentations included details about product marketability, demonstrations and lessons learned.

Rookie judge Adam Wilson says he was not sure what to expect but was “blown away” by the inventors, their emphasis on helping others and their thought process.

“The technical skill for this age group is off the charts,” he shares. “This experience will change their lives.”

Diane Gates ‘69 Wallach was on hand as she is every year to support and encourage young inventors in the tradition of her father and the Gates program founder, Charles C. Gates ‘34. “These are my two favorite days of the year,” she says. “It’s all about problem solving and it’s so hopeful and inspirational. The lessons they are learning at a young age are a gift they’ll use for life.”

Finally, the moment arrived to give out the top prizes at an all-school assembly.

Congratulations to all our inventors who had the courage, determination and imagination to complete the Gates Invention and Innovation Program this year. We’re proud of you!

“When someone with the authority of a teacher, say, describes the world and you are not it, there is a moment of psychic disequilibrium, as if you looked into a mirror and saw nothing.” ~Adrienne Rich, poet and essayist

Graland Library:

A Dynamic Environment for Learning

By Ashleigh Finn, Lead Librarian

As educators, our responsibility is to provide opportunities for students to discover a world to which they can connect. My responsibility as lead librarian at Graland is to curate a book collection that can provide these very windows and mirrors for each student.

Towards this end, I constantly am researching and analyzing current trends in children’s literature.

The children’s and young adult book industry is making a concerted effort to create culturally responsive literature that ensures readers are exposed to more than just a “single story,” but rather a multitude of stories. I continue to be impressed by the change makers, those current authors and illustrators, who are diversifying the canon of reading material for students and am proud to say that the Graland library, on a weekly basis, is putting these trend-setting books on the shelves. Accordingly, “check out” time is a bustling period of wonder and curiosity!

Between students’ exclaims of excitement on finding just the “right” book and the chatter between classmates over what they are discovering within the pages of a book, check out time truly is a marvel to behold and experience. It reminds me of a visit to a crowded Times Square: colorful, noisy, and electrifying!

While library class time provides a tremendous opportunity for students to find books, the library team and I always are looking for innovative ways to get the books off our shelves and into the hands of our students. One method is the Book Talk program which I piloted in Grades 3 and 6 this year after working closely with librarians from other ACIS schools. The mission of Book Talks is twofold: to bring the library into the lower school classrooms and to bring the middle school classrooms into the library.

The Book Talk program presents snippets of books, both new and old, that appeal to a variety of readers. I often ask my students to consider reading “without walls,” to read beyond their

comfort level, and to explore different genres and book titles about topics they have yet to discover. Books give students a chance to connect with characters that perhaps are experiencing their same struggles, challenges, feelings, and accomplishments. Whether a child is an avid reader or a reticent one, I believe there is a book for everyone. Over the past few months, the Book Talk program has opened doors to new ideas and experiences. Students have gained access to books that hold up and reflect their mirrors. In essence, the Book Talks provide a snapshot into literature that is available and approachable.

All in all the Graland library is a welcoming environment responsive to and inclusive of the entire school community. We continually seek out innovative approaches and new book titles to instill a love of reading and inspire all members of our school to open new doors and hold up windows and mirrors: to read and discover “without walls.”

Lead librarian Ashleigh Finn has a bachelor’s degree in English and two master’s degrees: children’s literature and elementary education.

She was a Grade 4 teacher before joining the library team where she gets the opportunity to really get to know individual students and their families. Ashleigh likes snowboarding, yoga, travel and music, but most of all she loves to read.

Did you know? The Graland library is an all-inclusive resource where librarians advise teachers on book choices that complement curricula such as the Grade 2 Biography Tea research project and Grade 3 unit on immigration and Colorado history. Ask the librarians about our Adult Education collection, as well as books you can read at home with your child!

Graland Today

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Development News continued from page 1

“We inspire growth in each other so we can inspire growth in our students.”

Inspire Campaign: Investing in Faculty, Impacting Students

educational achievements -- what they look like on paper -- and also rewards teachers for how they apply their experience and education to student learning, as well as how they implement and model our values in the areas of innovation, collaboration and leadership. See the story on p. 8 to learn more about the Faculty Compensation Task Force and its process for creating the new system.

Timing is of the Essence Timing is critical for the Inspire Campaign. With the cost of living skyrocketing in Denver, a national teacher shortage, and local struggles with teacher pay in the public school system, there is heightened awareness and broad concern about properly valuing educators. Graland knew it could not delay in raising funds for its greatest asset - its faculty.

Why An Endowment Campaign?

As with all endowed funds, the purpose of this endowment is to provide financial support and strength for Graland in perpetuity, through long-term investment and annual distributions to the school’s operating budget. The Inspire Campaign establishes a new endowment earmarked for faculty compensation, allowing salary decisions to be made independent of other operational considerations.

Taking a Step Forward: We Need Your Help Inspire is essential for Graland to both recruit and retain the best and brightest educators for its students, today and in the future. It likewise is critical for sustaining Graland’s tradition of

- Josh Cobb, Head of School

Inspire INVESTING IN FACULTY IMPACTING STUDENTS

excellence. The school has committed to the new compensation system for the 2019-20 school year. We now need to meet our $12 million goal with commitments by June 30, 2019, and payments by June 30, 2020.

I invite and encourage the entire Graland community to come together to support the heart of Graland: its faculty. Consider making a gift to the Inspire Campaign in honor or in memory of a teacher who touched your life. Your support is critical.

Jessica Goski earned a bachelor’s degree in history from Princeton University and has 15 years of experience in independent school advancement work. She gets joy out of understanding someone’s passions and matching that interest to a complementary need at the school.

Use the enclosed envelope or visit www.graland.org/Inspire to make a gift today.

Inspire Campaign Progress 75%

Goal: $12 Million Amount Raised to Date:

14

$9 Million

Inspire Committee Members Peter and Amy Corrigan, Co-Chairs John, Jr. ‘92 and Andi Freyer, Co-Chairs Luke ‘86 and Susan Beatty Louis and Erica Bissette Jon-Erik ‘92 and Brooke Borgen Justin ‘91 and Tobey Borus Tim and Nancy Buese Max ‘87 and Ramey Caulkins Josh Cobb, Head of School Denny and Liza Coughlin Christopher and Lauren Davis Bernie Dvorak and Amy Blair Ryan ‘93 and Griffen O’Shaughnessy Brandon and Deb Ridenour Andrew and Sarah Martin ‘95 Stettner

THANK YOU!

Graland is grateful for all of the following volunteers who dedicate their time to help the school reach its annual fund dollar and participation goals each year.

Our 2018-19 fundraising success and financial strength would not be possible without the support and commitment of our volunteer GRALAND ALUMNI BOARD fundraisers. Thank you!

David Watts ‘93, Fundraising Chair Christina Freyer ‘97 Walker, President

DEVELOPMENT COMMITTEE Chair Tim Buese Committee Sarah Alijani Christy Anderson Liz Arnold Michael Bell Jon-Erik Borgen ‘92 Aaron Burgamy ‘89 Ellie Caulkins

Max Caulkins ‘87 Melissa Cheong Bernie Dvorak Kelly Eisinger Melissa Farver Kate Gulick Ann Jordan

ANNUAL FUND COMMITTEE Annual Fund Co-Chairs Aaron Burgamy ‘89 and Kelly Eisinger Grade Representatives Jaime Miller ’97 Altman Greg L’Herault Anne Benedict Amanda Poe ’00 Little Karin Bisogno-Von Glumer Emily McGee Bill Bivens Christina Montez-da Silva Chris Brown ‘89 Jessica Perrill ‘93 Catherine Eklund Mark Ryan Sarah Everson Elana Schwartzreich Jennifer Failyau Amy Slothower Lisa Glauser Michele Steed Catie Grimes Mack Stiles John Kechriotis Merel Wilson Sara Knickerbocker Anne Austin ’95 Zeckser Gabe Koroluk Stephanie Lepard

Graland Today

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Alumni News

A Conversation with Madame Guiberteau Conducted in French, Translated by Amy Basey ’88 van den Dijssel Madame Guiberteau is one of the most iconic teachers to ever grace the halls of Graland. For three decades, she was the face of the French language program at the school. She brought her French flair to a Denver that was somewhat lacking in cultural diversity at the time. Her students were mesmerized with her very French way of teaching.

Madame now lives and still teaches French in Arizona; using the language skills she first learned at Graland, Alumna Amy Basey ’88 van den Dijssel interviewed her in French about her time at the school.

Amy says, “I was lucky enough to be in Madame Guiberteau’s class in 1985-1986, one of her last years of teaching at Graland. She helped spark my lifelong love of the French language, which continued in college at Georgetown and in Geneva, Switzerland, where I lived for seven years.

I still continue to work as a translator. I have always attributed my love of French to Graland’s strong language program.”

What do you remember most about your time at Graland?

Madame: “I really loved my students at Graland. They were smart and dedicated, with very few exceptions. I taught there for 30 years and I really loved it. I am still in contact with the school.”

How many classes did you teach and which grades?

Madame: At the beginning, I worked part-time. When Mr. Comfort became the Head of School, he hired me full time. I taught grades fourth through ninth. When more teachers were hired, I taught four classes the last few years. I retired from Graland in 1986, as my husband and I moved to Mexico for the winters. In the following years, I enjoyed coming back as a substitute teacher.

I remember being given albums of Chansons Français (French songs) the summer before I started at Graland. Do you remember teaching with songs?

Madame: I have always used songs in my teaching: “Sur le Pont d’Avignon, Ainsi Font, Font, Font, Les Petites Marionnettes”... etc. It helped my students when they were having trouble pronouncing certain sounds. I still use songs with my students. I have a class of advanced students every Wednesday who want to practice their French and I have another student every Saturday.

Did you ever travel to France with your Graland students?

Madame: I only went once with Mrs. Gorham, as my annual trips were always busy with family visits. I have fond memories of the trip. Ruth was a wonderful friend and teacher.

Honoring Graland Teachers with the Inspire Campaign Inspire is a $12 million endowment campaign dedicated to funding a new, innovative salary structure that rewards teachers for their excellence in the classroom and their impact on Graland’s program.

You can help us reach our goal by giving in honor or in memory of a Graland teacher who impacted you!

graland.org/inspire 16

Inspire INVESTING IN FACULTY IMPACTING STUDENTS

Graland Alumni Reunion 2019

Saturday, May 18 • 5-8 p.m. at Graland graland.org/reunion

We’ll enjoy food, adult beverages and the excellent company of former classmates and teachers. In particular, we’re celebrating milestone reunion years for these classes: ‘69, ‘74, ‘79, ‘84, ‘89, ‘94, ‘99, ‘04, ‘09.

The Ruth Gorham Alumni Award will be presented to Kim Fuller ’86 Jacoby.

We can’t wait to see you at Alumni Reunion 2019!

Other Events May 10-11: The Class of 1969 will celebrate their 50th reunion year.

May 18, 4 p.m.: Graland All alumni are invited to join us for a tribute to Coach Rice.

May 18, 8:30 p.m.: The Class of 1994 will gather in honor of their 25th reunion year.

Get to Know Tom Rice

By Kristin Eklund ’88 Weber

Master Teacher Mr. Tom Rice taught at Graland from 1977 to 2015 and was a Graland parent when both his boys, Kevin ’99 and Ian ’03, attended Graland. The consummate storyteller, Mr. Rice doggedly encouraged his history students to explore, discuss and question the material they were studying. Now retired, he is occasionally back on campus as a substitute teacher and bus driver.

As a student of Mr. Rice in both eighth and ninth grade, I remember studying maps of Russia, stories of Sasha - his Russian friend, and sobbing through the movie Gallipoli. He was a compassionate teacher who looked for the moments to support and encourage us to learn, to get it, to excel. Thank you, Mr. Rice!

What did you love about teaching at Graland?

Mr. Rice: I loved that I had a certain amount of independence to structure my own curriculum.

Graland provided lots of opportunities to do this and to build upon what I had taught before. We were able to attend great conferences to learn about new ideas.

I loved working with kids and trying to get them more involved in history through experiential projects and activities. When I taught US History and Government, students reenacted the case of Gideon vs. Wainwright to learn more about the history and limitations of the Bill of Rights as well as the Supreme Court’s role in upholding and interpreting the laws. I know this stuck, because when Margaret Hoover ‘93 was back on campus this past fall to receive the Nancy Nye Priest Alumni Award, she referenced that experience!

In this way I was doing my part to carry on a Graland tradition of experiential learning. It was important to get kids physically and mentally involved in the history they were learning, and more fun that way too.

I appreciated that kids were always willing to try new things, and old things -- like me. My goal was to get them interested enough in something, a topic, concept, or idea, so that they would have the foundation to return to it later on. Hopefully my teaching sparked a greater interest or curiosity that students pursued further in college or beyond. My motto is “To inspire is to be,” and I believe I did my best work as a teacher when I inspired students to go further and delve deeper into whatever caught their interest.

What was one of your favorite lessons to teach?

Mr. Rice: When I taught US history I always started the year by asking the question, “What do you think of when you hear the word America?” This was how we began our exploration of the founding of our country. Students made posters and presented their ideas to the rest of the class.

At the end of the year I asked the question again and I will never forget the “ah ha!” moment when Nat Ridder ’00 responded in a clear voice from the back of the room, “Mr. Rice, I get it! America is an idea! It is the idea of democracy, the idea of immigrants from so many places building this country.” That was a memorable moment!

Graland Today

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GPA

News & Events

PEN Event in April Pathways to Success: A Panel Discussion

Thursday, Apr. 11, 6:30-8 p.m.

Fries Family Theater in Hamilton Reiman Building graland.org/PENPanel19 Head of School Josh Cobb will moderate a discussion with a diverse panel of Denver professionals to share insights they have gained

Art and Ice Cream Friday, Apr. 5, 3:15-5 p.m.

It’s time for the Art Show and Ice Cream Social, so please join student

from their personal journeys, and how community helps us to succeed intellectually and ethically.

Panelists: Duke Beardsley, Brian Griese, Brook Griese and Lara Merriken

artists for sweet treats and our annual celebration of creativity and talent!

GPA End-of-Year

Celebration Breakfast

Thursday, May 23, 8:15-10 a.m.

Anschutz Commons

Shop the Graland Store!

Thursdays, 2:30-3:30 p.m. in the Hamilton Reiman Building graland.org/store

The Graland Parent Association invites all parents/guardians to socialize and celebrate another great year at Graland. We’ll recognize volunteers and report on the activities that made 2018-

As if you needed another reason to buy quality Graland gear from the Graland Store, we’re happy to say that revenue from the Store supports GPA events and programs that build community and foster connections at our school. Shop on campus and online for all the latest trends in spirit wear, with something for every budget. Great gear at great prices!

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19 a record year! Please mark your calendar and join the fun!

Meet the New GPA President, Blake Fisk

By Mimi McMann, Associate Director of Communications

Coming Soon:

The Graland Carnival!

Friday, May 31, 3:15-5 p.m.

Preisser Field and Hamilton Gymnasium graland.org/carnival Step right up and watch in amazement as the Graland Carnival comes to campus again this year!

The much-anticipated annual event is a sure sign that summer is just around the corner, so watch for more information later this spring!

Here’s the inside scoop on the Graland Parent Association leader for 2019-20, Blake Fisk! A member of the Graland community since 2013, Blake is the mom of three students and started volunteering with the GPA as a room parent when her oldest was in first grade.

“I loved being a room parent,” she says. “Coming into school and being in the classroom with my kids, getting to know their teachers and participating in a slice of my kid’s day was awesome.”

Now, as her kids have grown older and she has taken on more leadership roles within the GPA, Blake enjoys working closely with and getting to know the administration and faculty on a different level. “Monday through Friday, when I kiss my kids goodbye at drop off, I know with certainty that they are at a great school, in the best possible hands and off to have another adventure,” she shares. “That is a really good feeling.”

Speaking of her kids, Blake says, “For our family it seems the experiences at Graland have become more impactful as my kids get older. My fifth grader absolutely loved the fall trip to La Foret and participating in the musical, Mary Poppins. My fourth grader loved the Bike Hike and Ameritowne. My second grader loves Spanish, art class, P.E., and spending time with her seventh grade buddy.”

Now President-Elect to succeed Kate Gulick on July 1, Blake encourages all parents to give volunteering with the GPA a chance, especially new parents.

“Simply attending GPA meetings is a great way to start if your schedule allows,” she says. “We have numerous opportunities for GPA involvement for working and stayhome parents. Helping with a school event such as Celebration of Cultures Dinner, Family Movie Night or Carnival is a great way to give back and connect with other parent volunteers.” While many times you can volunteer on campus, such as passing out treats at lunch, sorting and restocking books in the library and opening doors in the carline, the GPA also has opportunities for parents and caregivers to be involved from home and on weekends.

“We also offer education opportunities when parents can come on campus without their kids and get to know their peers in an adults-only fashion,” Blake says. “Your time at Graland will be what you make of it; I hope you jump in!”

With the support of her husband Darren, Blake is optimistic about the challenges ahead: “There are so many moving parts to the GPA’s role at Graland. I’m honored to fill this position and to help guide our parent leaders to create experiences and opportunities that enhance and unify our community.”

Did you know? Blake was born in Canada and became a US citizen in 2003. She has previously served as VP Community Activities and Events, Lower School Rep, Co-Chair for GIFT, CO-Chair of Grandparents and Special Friends Day, and Room Parent.

Graland Today

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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

Community Calendar April

5 Art Show and Ice Cream Social

11 Pathways to Success, see page 18 12 Grandparents and Special Friends Day

Graduation for the Class of 2019 Wednesday, June 5, 10 a.m.

Frederic C. Hamilton Gymnasium

The Graland community is invited to celebrate our eighth graders as they transition into alumni.

Congratulations, graduates!

May

16-17 Golf Events, see page 3 18 Alumni Reunion, see page 17

19 New Families Barbecue

27 School Holiday, Memorial Day

31 Graland Carnival, see page 19

June

4 Last Day for PS-6 5 Graduation, Last Day for 7/8

Stay Connected and GoGraland!

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Join us on

2

Update your contact information. graland.org/stayconnected

Please recycle this publication.

3

Visit campus for a community event.