Interactive Independent School Guide 2019 by Greenwich Sentinel

Greenwich Sentinel

2019-2020 INDEPENDENT SCHOOL GUIDE

The Self-Driven Child

FEATURED OPEN HOUSES

[and Boarding School]

Please call to confirm.

School

Open House Dates

Berkshire School 413-229-1003

Call to schedule a visit!

Brunswick School 203-625-5800

Upper School Sunday, October 17th 12noon - 2:00pm All School Sunday, November 3rd 1:00pm - 3:00pm (Edwards Campus, 1252 King Street)

Carmel Academy 203-983-3503

Sunday, October 27th 10:00am - 12:00pm

Choate Rosemary Hall 203-697-2000

Call to schedule a visit!

Cushing Academy 978-827-7300

Monday, October 14th. Monday, November 11th Saturday, December 7th 9:30am - 1:00pm

Ethel Walker School 860-408-4467

Monday, October 14th Monday, November 11th Tuesday, December 3rd 9:00am - 12:00pm

Fairfield Prep. 203-254-4200

Sunday, October 6th 2:00pm to 4:00pm

Forman School 860-567-1802

Monday October 14th 9:00am - 12:00pm

Greenwich Academy 203-625-8900

Sunday, October 20th 1:00pm Lower & Middle School. 3:00pm, Upper School.

Greenwich Country Day 203-863-5600

October 22nd Grades 9 - 12 @ 7:00pm October 27th Grades N - 8 @ 1:00pm

By Peter W.E. Becker

The experience of trying to get your child to do something you know is important and which they, conversely, do not appear interested in doing (or overtly reject as a concept), is a universal frustration for parents. Just mentioning this scenario evokes memories of battles over everything from table manners to a Lego-strewn living room to SAT prep, last-minute homework,

and, of course, screen time in its many forms. In addition to being exhausting, parenting this way can lead to more serious issues down the road. It is ironic, sad, and disturbing that given everything we have learned about children and adolescents over the last three decades, as kids approach the point at which they should be able to navigate life with increasing independence, they struggle increasingly with anxiety and depression. As counterintuitive as it sounds, the answer to this might not be to hold even tighter to our notions of what a child must do, but to take a deep breath, step back, and let them go. We, as parents and educators, need to consider whether our white-knuckle efforts to care for our young people are, in fact, part of the problem rather than the solution. In their 2018 book, The Self-Driven Child, William Stixrud and Ned Johnson argue that the missing ingredient for most kids today is a lack of a sense of control over their lives. Most startlingly, the authors claim that this missing autonomy is often the root cause of the anxiety and depression rampant in young people from

Pre-K through college – and that even our most achievement-oriented and “successful” kids lack the sense of control that is a necessary precondition for their short and long-term emot iona l wel l-b ei ng. St i x r ud, a cl i n ic a l neuropsychologist, and Johnson, the founder of PrepMatters, one of the country’s most successful tutoring companies, want parents (and educators) to understand that “we can’t really control our kids – and doing so shouldn’t be our goal.” Most parents I know, including myself, are loath to accept this point, yet accepting it is our children’s best hope of leading the flourishing lives we want so badly for them. For parents and educators, the steps to relinquishing control – and giving kids ageappropriate control – are difficult and gulpworthy. It requires real risk – the risk that kids will, in the near term, fall short of their potential while we, their parents and teachers, resist the well-meaning impulse to insert ourselves and assert control. This could have real consequences: not making the team, not continued on page 6

Can You Afford It? By Anne White

continued in next section, page 6

Independent Schools - Private Schools in Connecticut range from annual tuitions of $1,050 to more than $79,000. This can seem out of reach for many families. As we struggle with other costs, like health-care, utilities, groceries, mortgages or rent, and other expenses, the idea of looking at a cost benefit analysis of sending a child to independent school may seem silly. Simply paying for everyday living expenses can be a challenge, and many families don't even consider the option of applying to private school, but they should not discount it. For s om e ch i ld r e n , a pr iv ate s cho ol education may be much more important and easier to achieve than you think. Greenwich public schools are some of the best schools in

the world. However, that does not mean they missions. Some look to develop individuals are right for every student or every family. and entrepreneurs. Some focus heavily on Most independent schools have very specific kindness, community, and giving back to others. Some focus on very bright students who learn differently. Many focus on developing leadership potential or academic excellence or athletic performance. There is no private school that we know of that’s focus is to make money. Once your student is at a private school, the goal of the school will not only be to shepherd your child through to graduation, but also focus on your child's entire future. They will, in effect, become an extension of your child's family. Most independent schools will work with families to afford tuition and will offer financial aid to applicants who cannot afford full tuition. In

It may be more affordable than you think.

continued on page 5

RYE COUNTRY DAY SCHOOL www.ryecountryday.org

PLEASE JOIN US FOR AN ADMISSIONS OPEN HOUSE OCTOBER 6 & 20, 2019 - 1 P.M.

MISSION "... a co-ed, college prep school dedicated to providing students from Pre-K through grade 12 with an excellent education using both traditional and innovative approaches." - Excerpt from the RCDS mission statement

COMMUNITY Rye Country Day has a diverse and inclusive student body. 912 students come from a 20-mile radius surrounding the School, representing 41 school districts from NY and CT. 34% of students self-identify as people of color.

CORE VALUES

FOUNDED

R ESPECT AND

1869

RESPONSIBILITY

C OMMITMENT TO

PERSONAL AND ACADEMIC EXCELLENCE

DIVERSITY WITHIN AN

INCLUSIVE COMMUNITY

SERVICE

Not for Self, but for Service. - School motto

TUITION

$37,250 in Pre-K to $45,500 in Grade 12

FINANCIAL AID RCDS distributes $5.9M in need-based financial aid grants to 16% of the student body funded in part by the School's $56M endowment.

COLLEGE MATRICULATION The most popular college matriculation choices for RCDS students 2015-2019 (number of students attending in parentheses):

Cornell University (30) | University of Pennsylvania (28)

CAMPUS & LOCATION

FAST FACTS 8:1

Student/Faculty Ratio

25 Lower/Middle School Clubs

50+ 72

Upper School Clubs

15 2

Interscholastic Sports Teams

Avg. Upper School Class Size Dining Halls (serving healthy lunch and snacks to all grades)

The 26-acre campus features state-of-the-art academic, athletic, and creative facilities and is conveniently accessible by train and car. Students and faculty commute from Fairfield and Westchester counties and New York City.

Page 2 | Greenwich Sentinel

An independent, college preparatory day school, providing character-based education for boys in Pre-Kindergarten through Grade 12.

Preparing boys for life since 1902.

VISIT

BrunswickSchoo

l.org

to learn more and register for our fa ll Open Houses

Brunswick Square Page Ad 2019_Button_5.indd 1

9/15/19 10:41 PM

READY FOR COLLEGE. READY FOR LIFE. A co-ed boarding and day school for grades 9-12 & PG. Advanced Math/Science Research, Advanced Humanities Research, Sustainability, a range of arts offerings, and championship athletics on a stunning 400-acre campus in the Berkshires.

Schedule a Visit Today!

245 North Undermountain Road, Sheffield, MA

413-229-1003 admission@berkshireschool.org www.berkshireschool.org

Page 3 | Greenwich Sentinel

FAIRFIELDPREP Berkshire School Marcia_Eldredge@brewsteracademy.org 245 North Undermountain Road Sheffield, MA 413-229-1003 www.berkshireschool.org Students: 400 (91% Boarding, 9% Day) Teacher to Student Ratio: 1 to 4 Established: 1907

erkshire School is a co-ed college preparatory boarding and day school for 400 ninth-12th graders and post-graduates, offering a forward-thinking curriculum and state-of-the-art facilities on a 400-acre campus in Sheffield, Massachusetts. Berkshire’s signature programs, including Advanced Math/Science Research, Advanced Humanities Research, and Sustainability, are offered along with advanced sections and AP offerings in all disciplines. These programs are designed to expand the minds, provide real-world experiences, and help distinguish our students in an increasingly competitive college process. With a range of artistic and athletic offerings and national recognition for our efforts in sustainability, Berkshire provides an extraordinary setting in which students are encouraged to learn in the words of the School motto: Pro Vita Non Pro Schola Discimus, “Learning—not just for school but for life.” Blair Academy currap@blair.edu 2 Park Street Blairstown, NJ 07825 908-362-6121 | www.blair.edu Blair's Admission Open House Monday, October 14, 8 a.m. 460 students, co-ed (50% male, 50% female) Teachers to Student ratio: 1 to 6 Established 1848 Founded in 1848, Blair Academy is a dynamic, coeducational boarding school where students in grades 9-12 pursue a superior college preparatory education empowered by strong faculty-student relationships and a vibrant community life. On our historic campus is located 65 miles from New York City in northwest New Jersey. The Blair experience is an extraordinary opportunity that empowers students to become persons of great accomplishment and character and prepares them for success in college and in life. Our educational philosophy informs our work in and out of the classroom and includes these guiding principles. Relationship-based learning is the foundation of great teaching. At Blair, our teachers are experts in their subject areas and they know our students especially well. Strong relationships between faculty and students develop amid a vibrant community life and lead to exceptional learning, in our classrooms and beyond. Our teachers care deeply for students and, because they know them well, challenge them and tailor classroom learning based on individual needs. Through class discussion, debate, project work and lectures, students develop new skills and passions and learn to connect with people and step outside their comfort zones to take bold but intelligent risks. Blair’s robust curriculum features rigorous traditional coursework and innovative electives designed to help students pursue—or discover— their passions. As teachers challenge students with new ideas and skills, they encourage creative expression while ensuring that students learn how to learn, preparing them to confidently address the demands of college and the 21stcentury world. Working closely with faculty mentors, students help craft their individual Blair experience; having opportunities to take ownership of their education in this way teaches students to be autonomous and advocate for themselves, skills that will serve them well as college undergraduates and young professionals. When students apply academic studies to real-world issues, impactful connections to people, places and ideas develop. We bring the world to Blair through our diverse student body, on-campus speakers and community service endeavors and broaden students’ horizons by offering school-break travel opportunities. Experiential learning, hands-on projects and collaborative problem-solving in a variety of venues result in amplified awareness of self and others. Our core curriculum and innovative offerings teach students how to engage, relate to and empathize with others, and how to solve problems in real-world settings. Our graduates are intellectually curious, service-minded global citizens who know their values, can articulate their beliefs, and have the resources to connect and grow in college and beyond. The ability to concisely and compellingly convey one’s message is an essential leadership skill; at Blair, teaching the art of effective communication is among our highest priorities. Our cross-curricular communication initiative and myriad public-speaking opportunities prepare students to craft and deliver compelling narratives, speak effectively to audiences of all sizes, and engage with others in ways that build vital relationships. Students at every grade level engage in communications-focused work across academic departments; programs such as Blair LEADS and The Blair Leadership Stories Project further underscore the importance of these competencies.

Brewster Academy 603-569-7200 admissions@brewsteracademy.org www.brewsteracademy.org Open House Saturday, September 28, 9 a.m. to noon Students: 360 Students; 80% boarding; 20% day Teacher to Student Ratio: 1 to 6 Established 1820

rewster is an elite boarding school without the elitism: an intellectually diverse and academically challenging community that nurtures curiosity, confidence, collaboration, and character in preparation for lives of meaning and accomplishment.

PREP for Discovery

Brewster students: • Learn to master academic content and the skills that matter in life. • Transform in an academically challenging environment without standardization. • Believe in our shared responsibility for success. • Understand their potential. • Feel empowered to achieve in an environment inclusive of everyone's unique talent. • Emerge with a strong sense of self and a deep commitment to others. Know that Brewster is the way education should be: the perfect balance of academic and emotional development in a place where all can do their best without having to best each other. Our academic program has one central goal: to help you become the best possible learner you can be. We want you to become successful in and passionate about your academic endeavors, so that you can head to college with equal measures of curiosity, character, and confidence. We achieve our goal by meeting you where you are when you arrive and challenging and stretching you appropriately as you hone your skills and develop your talents during your time at Brewster. This student-centered approach is the way education should be: the perfect balance of academic and emotional development in a place where all can do their best without besting each other.

PREP for Creativity

PREP

for Competition

Brunswick mkennedy@brunswickschool.org www.brunswickschool.org Brunswick School Admission Open Houses

PREP

Upper School (100 Maher Ave.); Oct. 17 Noon All School (Edwards Campus, 1252 King St.) Nov. 3 1:00 pm

for Leadership

Students: 1021 boys Teacher to Student Ratio: 1 to 6 Established 1902 Vibrant and growing, Brunswick School has been defined and distinguished for 117 years by its commitment to “Courage, Honor, Truth.” Enrolling 1,026 boys in pre-kindergarten through grade 12, the school believes that the strength of a young man’s character and depth of his spirit determines all genuine and lasting success. To that end, Brunswick strives to help boys and young men acquire the personal, intellectual, and physical training that will best enable them to grow into responsible adults who can make significant and lasting contributions to society. The school offers rigorous academics, including an advanced science research program, and, in a coordination program with Greenwich Academy, 83 Honors and Advanced Placement courses. Brunswick offers comprehensive arts, drama, and music, and a renowned language program that includes instruction in Arabic, French, Spanish, Mandarin, Italian, Latin, and Greek. Brunswick has four campuses on a total of 782 acres in Greenwich, Conn., and in Randolph, Vermont. The Upper School is located at 100 Maher Ave. in Greenwich, while the Pre School, Lower, and Middle Schools are located on King Street. The 620-acre Vermont Campus is home to the school’s permanent off-campus wildernesseducation and applied-classroom-learning program. The school also offers competitive athletics, with 17 varsity sports played on state-of-theart facilities. The sports complex is situated on Edwards Campus on King Street, where the school’s main athletic fields, an ice rink and a natatorium are all located. Brunswick believes that a complete education must include lessons beyond the classroom. Even the youngest students participate in volunteer opportunities, which often evolve into fullfledged service projects at the Upper School. After school, students have access to 36 cocurricular clubs. Through academics, athletics, arts and service to the community, Brunswick encourages every student to develop his talents to the fullest, to understand the obligation to share them generously, to take risks to ensure growth, and to refuse to accept a narrow definition of himself.

PREP for Life OPEN HOUSE

SUNDAY October 6 2-4 p.m.

ENTRANCE

EXAMS October 19 8:30 a.m.

December 7 8:30 a.m. or 1:30 p.m.

FAIRFIELDPREP.ORG 203-254-4210

Page 4 | Greenwich Sentinel

a place of many paths

Admission Information Sessions November 11, 6:00 PM

Find the path that’s right for you! We invite you to join us for an Admission Information Session on November 11. Please R.S.V.P. to: (203) 697-2239

At Choate, we believe you are capable of achieving anything. If you have an idea about something you want to try, invent, or become, we’re here to help you achieve your goal. We’ll give you every opportunity to pursue your passions, inspire your creativity, and forge your own path.

333 Christian Street • Wallingford, CT 06492 • www.choate.edu

Dana Hall School angela.brown@danahall.org 45 Dana Road Wellesley, MA 02482 781-489-1331 www.danahall.org

Choate Rosemary Hall 333 Christian Street Wallingford, CT 06492 (203) 697-2239 www.choate.edu

his is where amazing things begin. Where anything is possible. At Choate, you will work hard to develop your talents to the fullest. And along the way, you will discover new paths and possibilities. Choate students stand out for their desire and drive for knowledge, their passion, their creativity, their energy, and their commitment to service. Along the way, their students are guided by passionate educators who are excited about their craft and who are energized by what they do every day. Choate is a place where, if you have a great idea, you can find the resources and a kindred spirit to help you bring your idea to fruition. "Over the past 126 years we have had the privilege of knowing and nurturing over 17,000 graduates, and they’ve made us proud of the remarkable and distinctive lives they’ve chosen to live. Choate alumni are leaders, innovators, catalysts, and true originals. Their unique way of seeing the world reflects our focus on the Life of the Mind: we aim to foster critical and independent thinking, deep intellectual curiosity, exploration, and a lifelong love of learning in everything we do. If you want to be part of a dynamic and robust learning community, we welcome you to consider joining us at Choate Rosemary Hall. Choate is warm and caring. You can connect with people here in a way that you can’t at other places. Mutual respect and kindness have a big impact here: we encourage you to invest in the lives of others, on campus, in our wider community, and even across the globe. We believe that your willingness to serve and give selflessly speaks volumes about your character – and provides the foundation for a life well lived. You will find mentors in, and outside of the classroom, and all the guidance you need to be successful. Our close-knit community always has room for a few more friends. Forge your own path, make new friends and make yourself at home. We see potential in our students to pursue their goals and dreams through our academic, athletic and artistic programs, along with the opportunities our close-knit and collaborative community provides young people each day."

Middle School Admission Open House October 3, 5:00 PM to 7:00 PM Upper School Admission Open House October 20, 1:00 PM to 3:00 PM Students: 468 students in grades 5-12, all-girls Established 1881

ounded in 1881, Dana Hall School in Wellesley, Mass., is an independent boarding and day school for girls in grades 5-12 (boarding begins grade 9). Placing emphasis upon sound academic education and the preparation of each individual for college and for life, the School balances exposure to new ideas and the challenge of analytic and creative thinking with concentration on the development of self-esteem, leadership, and respect for others. As a school for girls, Dana Hall provides female students with a particularly advantageous environment for both education and self-development.

Deerfield Academy Deerfield, MA 01342 https://deerfield.edu/ Students: 655 Male/Female Ratio: 52% / 48% Teacher to Student Ratio: 1 to 5 Established 1797

eerfield offers a vibrant and innovative curriculum that supports curiosity, exploration, and leadership. But that’s not all— Deerfield is a boarding school community where the culture is strong, our sense of commitment to one another unwavering, and friendships last a lifetime. We hope you’ll join us! Through a rigorous liberal arts curriculum, extensive co-curricular program, and supportive residential environment, Deerfield encourages each student to develop an inquisitive and creative mind, sound body, and strong moral character.

At Forman you can trust… In scientifically backed educational methods. In expert faculty who unveil students’ remarkable strengths. That life here is vibrant and inspiring. That you made the right decision.

Join us for an Open House!

October 14, 2019 Other schools may say they support learning differences. But no other school does it like Forman.

860.567.1802 • 12 Norfolk Road • Litchfield, CT

www.formanschool.org/gs

Forman School is a coed, college prep boarding and day school for bright, academically motivated students in grades 9 through 12 and postgraduates with diagnosed learning differences.

Page 5 | Greenwich Sentinel

The Benefits of a Boarding Education By Laura Danforth

he experience of trying to get your child to do something you know i s i m p o r t a n t a n d w h i c h t h e y, conversely, do not appear interested in doing (or overtly reject as a concept), is a universal frustration for parents. Just mentioning this scenario evokes memories of battles over everything from table manners to a Legostrewn living room to SAT prep, last-minute homework, and, of course, screen time in its many forms. In addition to being exhausting, parenting this way can lead to more serious issues down the road. It is ironic, sad, and disturbing that given everything we have learned about children and adolescents over the last three decades, as kids approach the point at which they should be able to navigate life with increasing independence, they struggle increasingly with anxiety and depression. As counterintuitive as it sounds, the answer to this might not be to hold even tighter to our notions of what a child must do, but to take a deep breath, step back, and let them go. We, as parents and educators, need to consider whether our white-knuckle efforts to care for our young people are, in fact, part of the problem rather than the solution. In their 2018 book, The Self-Driven Child, William Stixrud and Ned Johnson argue that the missing ingredient for most kids today is a lack of a sense of control over their lives. Most startlingly, the authors claim that this missing autonomy is often the root cause of the anxiety and depression rampant in young people from Pre-K through college – and that even our most achievement-oriented and “successful” kids lack the sense of control that is a necessary precondition for their short and long-term emotional well-being. Stixrud, a clinical neuropsychologist, and Johnson, the founder of PrepMatters, one of the country’s most successful tutoring companies, want parents (and educators) to understand that “we can’t really control our kids – and doing so shouldn’t be our goal.” Most parents I know, including myself, are loath to accept this point, yet accepting it is our children’s best hope of leading the flourishing lives we want so badly for them. For parents and educators, the steps to relinquishing control – and giving kids ageappropriate control – are difficult and gulpworthy. It requires real risk – the risk that kids will, in the near term, fall short of their potential while we, their parents and teachers, resist the well-meaning impulse to insert ourselves and assert control. This could have real consequences: not making the team, not learning a skill as fast as their peers, not being admitted to the college of their (or our) choice. But, as Stixrud and Johnson demonstrate in their book, the payoff is the internal motivation, drive, and peace that we all want for the young people in our lives.

coaches, academic support learning specialists and deans –steps in to take this responsibility and does so with an individualized approach tailored to the student and informed by years of experience in how to give students control over their lives. This frees parents to care for their children in their most important role: Stixrud and Johnson use the term “nonanxious presence” but I prefer to think of these parents as non-anxious sources of unconditional love. Often the best gift a parent can give their child is admitting that they do not have a deep well of experience to draw from as a parent and to entrust the child to a community of educators who do. If Stixrud and Johnson are correct when they claim that, “Our role [as parents and educators] is to teach [our children] to think and act independently, so that they will have the judgement to succeed in school and, most importantly, in life,” every family should visit at least a few boarding schools as their child enters adolescence. If nothing else, adding this unique educational model to the mix will enable parents to explore with their children what will give them more appropriate control over their lives before they reach the wide-open context of college and university life.

The unfortunate thing, in my experience, is that we (parents and educators) know this. e’ve read the articles and know it in our gut, but we consistently seek instead to control the outcome and end up sabotaging our kids, with their rising rates of anxiety and depression to show for it. Why do we do this to our kids? Stixrud and Johnson contend that we assert control out of misguided care and misunderstanding our roles. We easily and repeatedly lose sight of our purpose as parents. “Remember that your job is not to solve your children’s problems but to help them learn to run their own lives,” they write. They suggest that rather than thinking of ourselves as problem solvers or “enforcers,” as our kids age we ought to see ourselves as “consultants.” If we can get past applying business terms to parenting and education, we see the virtue in this framework. Good consultants (or parents) “ask what the problems are and which ones are most important. They ask what their clients are willing to commit or to sacrifice in By Laura Danforth, Head of School at The order to reach a desired goal. They give advice, advisors, dorm parents, teachers, and coaches but they do not try to force their client to – and, more commonly at every boarding Masters School and a board member at The change, because they recognize that ultimately school, trained counselors, health and wellness Association of Boarding Schools (TABS). it’s the client’s responsibility.” The authors fill the book with practical examples that illustrate what this model looks like in action, examples that will make most parents think, more than once, “But isn’t that negligence?” It is good for us as parents to grapple with that question and to imagine what it would be like to love our kids through consulting and coaching rather than solving all of their problems for them. Stixrud and Johnson make claims like “We think that developing a clear sense of who’s 401 East Putnam Ave., Greenwich/Cos Cob, CT 06807 responsible for what is more important than always doing well.” • If that sounds great in theory but feels impossible in practice, there are at least two things we can do for our kids. First, the authors emphasize: “Teachers can teach, coaches can coach…but there’s one thing only parents can do: love their kids unconditionally and provide them with a safe base at home. For children who are stressed at school or in other parts of their lives, home should be a safe haven, a place to rest and recover. When kids feel that they are deeply loved even when they’re struggling it builds resilience.” Second, as parents, we often allow our concerns to overwhelm our love, or we confuse one with the other. We can become addicted to worrying about our kids. It can assume so much mental space and energy so regularly that it becomes a habit, one that’s bad for both parent and child. As someone who has lived the boarding school experience (as a student, teacher and administrator) I would argue that we need to consider whether most children, as they enter adolescence, would benefit from an appropriate distancing from their parents, as an expression of parental love and trust.

Boarding schools are uniquely suited to address the complexities associated with the high school years, and in recent years have begun prioritizing wellness and practical offerings to ease the pressures associated with this time in children's lives.

RIVERSIDE

SCHOOL OF MUSIC

tel: 203-661-9501 email: learnstrings@aol.com

Can You Afford It? By Anne White ... continued from page 1 addition, most independent schools are all inclusive for those who receive financial aid. That means they include in their packages things you may be paying for now, like a computer. In addition, independent schools will work with you specif ically on preparing for the college process and help families access the resources needed to pay for college tuition. According to the National Association of Independent Schools (NAIS), for the 20152016 year, about 24% of students at private day schools received financial assistance (although higher in Greenwich). That f igure is even higher at boarding schools, with nearly 37% of

Indeed, we need to consider whether parents entrusting their children to boarding school, where experienced adult teacher-mentors create the context for student f lourishing across the country is precisely the step to not only set up kids for success academically and co-curricularly – including in the college process – but also for the social and emotional strength that are a prerequisite for long-term health in life. Boarding schools are not a cure-all for the various challenges students face and no two boarding schools are the same. However, they share the premise that most high school students (and even some middle school-aged students) are ready and able to thrive with the guidance of adults committed to and trained for a 24/7 learning environment. At precisely the moment when most parents feel least equipped to care adequately for their child, boarding school faculty and administrators with deep experience and training in the totality of the adolescent experience stand ready to take the baton. Parents who entrust their child to a boarding school remain deeply committed to and involved in their child’s life and success but they benefit from fundamentally shifting the parent-child relationship. Parents no longer have to be the homework police or the organizational planners for their child’s upcoming test or tryout. Instead, a phalanx of

* Quality individualized instruction for all skill levels, including Suzuki method for beginners * Programs for Adults * Chamber Music Ensembles * Music Theory * Instrument Rental Program * Beautiful spacious studios & parking * Faculty includes some of the area’s top performers and music educators

VIOLA

VIOLIN BASS

students receiving financial aid. Nearly every school offers financial aid, and many schools are committed to meeting 100% of a family's demonstrated need. While families can-not know in advance if the aid package provided by their schools will cover their costs, beginning the process is the only way to find out. The important part of any process is to assess how your child is doing now and if they would benefit from a different experience. Do not let the words independent school – or private school – dissuade you from learning if your child can benefit from the experience. It may be more affordable than you think.

CELLO

PIANO

Page 6 | Greenwich Sentinel

The Future of Education

arguing in favor of the horse-drawn wagon over the automobile. Education must evolve By Adam C. Rohdie from the structures, pedagogy, and curriculum that prepared students for factor y work to those that prepare students for career opportunities and lifestyles that are changing rapidly and frequently. In addition, we must address the increasing an x iety that our students are experiencing, which has been attributed to decreasing acceptance rates at the top universities, unprecedented access to information, the introduction of social media, and uncertain or unknown career options. The future of education is here, and from nursery school to higher education, never has there been our ninth-grade daughter enters school for such unanimity around how we as educators the first day, and while her teacher may be need to proceed. new and she might be in a new building, her education looks strikingly familiar to her experience from the year before. Interestingly, it looks very much like the school you remember regardless of your year of graduation. In the face of all that we have learned in the past 100 years about how children learn best, how to deliver instruction that sticks, and how to prepare students for the rapidly changing world they are about to enter, it is staggering to observe that schools are slow to progress with the times. Instruction today looks much the same as it did in 1919. Even the great educational theorist John Dewey knew this in 1915 when he said, “If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.” When a school gets stuck in a teachercentric, stand and deliver methodology, they will tell you it is tried, true and tested over The day after Greenwich Country Day the many years of their school’s existence. School announced that we would expand to Unfortunately, that is much like the blacksmith offer 10th, 11th and 12th grades, I got in my car

and drove to Wesleyan University. I went to meet with the then vice president of the college, Barbara-Jan Wilson and asked her one simple question: If she had the chance to design a high school from scratch that would produce the type of learners that she looks for at her university-what would the education at that new school look like? Barbara-Jan did not hesitate. She made a very strong case for student agency, the ability for students to have a “voice and choice” in their education. She is a firm believer in project-based learning, and in students working in groups to solve real-world problems. When asked about the different approaches to curriculum, she emphasized depth over breadth. She also spoke about how many great universities like

obsolete. Finally, Barbara-Jan ended with what may be the most sobering comment of the visit. She recounted a NESCAC (New England Small College Athletic Conference, which include schools like Wesleyan, Williams, Amherst, Middlebury, Bowdoin, etc.) presidents’ meeting held earlier that month. The presidents of some of the finest liberal arts colleges and universities in the country spent two hours discussing one topic. To a person, they were distraught with the skyrocketing pressure being put on their health centers. Students with anxiety, students turning to binge drinking and drug use, and students with depression were trending 40 percent higher than just a few years earlier. The presidents all hoped that the grind of “drill and kill“ in high school could be replaced with learning for “learning’s sake.” Engaging students in the joy of learning by providing context, purpose and application rather than rote memorization is the future of education. There is a critical role for the teaching of traditional values and traditional disciplines such as reading, writing, and mathematics to be sure. However, we must evolve from the 100-year-old structures and instructional strategies to providing an education that endures and that provides our students with purpose and the confidence to succeed. This is the future of education; a new standard that values deep rigorous learning in an engaging, joyful and student-centered environment to better prepare students to thrive in a world of rapid change. As a community, we should Wesleyan are now test optional because the idea expect nothing less for our children. Adam Rohdie is Headmaster of Greenwich of assessing students with a number two pencil filling bubbles on Scantron sheet is becoming Country Day School.

This is the future of education; a new standard that values deep rigorous learning in an engaging, joyful and student-centered environment to better prepare students to thrive in a world of rapid change. As a community, we should expect nothing less for our children.

Purposeful Work Today for Tomorrow’s Leaders By Molly King

to feel that they are capable of engaging with authentic work. It fuels their sense of purpose. S cho ol is t hei r work a nd more t ha n a ny dimension of their childhood, it is their place and their opportunity to develop their work ethic, their independence, their capacity to interact with others, and of course, their academic skills. The Millennial generation of parents is sometimes accused of seeing their children’s school experiences as an extension of their own resumes. This can lead to overprotectiveness or even a management style of parenting,

We want them to have the genuine confidence, grittiness, independence, and sense of purpose that fortifies them and gives them the requisite skills to move through life’s inevitable challenges.

n September it was time for all of us to go back to school or work. One of my favorite m o m e nt s w h i l e r a i s i n g o u r k i d s w a s watching my husband zigzag across the yard pushing the lawn mower while our then fiveyear-old son Josh, proudly followed the path with his multicolored toy mower. Dad was working hard, and so was Josh. It reminded me of an important discussion we had in a graduate school seminar. Dr. Sara Lawrence Lightfoot, MacArthur Fellow and professor of sociology at Harvard’s Graduate School of Education, explained to us that children understand from an early age that adults engage in work both personally and professionally and therefore, children too want

true to kids. Children and young people know when they are being authentically challenged, and they relish it. The value of work isn’t a new notion at Greenw ich Academy. Head m istress Ruth West Campbell, who served from 1925-1955, articulated this concept with her quintessentially British sensibility when interviewed by a local newspaper in 1936. She said, “The standards of the school require real work. We want the girls to come to grips with things!” When we are being our best parental selves,

seeking to leverage opportunities for the sake of advantage rather than allowing their children the necessary space that school provides to develop a well-grounded sense of oneself. P ush i ng for a trophy at ever y tu r n—that “everyone is a winner” mentality—doesn’t ring

that’s what we all want, too. We want our kids to be able to come to grips with things. We want them to have the genuine confidence, grittiness, independence, and sense of purpose that fortifies them and gives them the requisite skills to move through life’s inevitable challenges. School

provides those challenges in developmentally appropriate ways and motivates and inspires students to work hard and be aspirational in their learning and growth. These values are fundamental to the GA experience. As just one example, every summer since Hurricane Katrina, rising seniors and faculty volunteer for a full week's worth of mixing, lugging, and hammering at a Habitat for Humanity site—all in the unrelenting New Orleans sun. As Head of Upper School Tom Sullivan says, “It's our most popular and enduring trip. Not a shred of it is expensive or flashy, but after a hard day's work, the simple meals couldn't taste better.” In short, it’s real work! And ideally, the value of work should also be promoted at home so don’t be afraid to ask! Whether it’s helping to clean up, make dinner, care for a younger sibling, or reach out to a grandparent, purposeful contributions strongly correlate with a child’s self-esteem and helps to develop young people and adults who are the problem-solving leaders that know how to “come to grips with things.” Isn’t that what we are all seeking to do—raise and educate tomorrow’s problem-solvers and leaders? What a wonderful shared goal for our children. So here’s to getting back to work together this September and onward to a great school year ahead for all. Molly Kin g i s the head of school at Greenwich Academy and holds a Bachelor of Arts degree from Bowdoin College and a Masters from the Harvard Graduate School of Education.

The Self-Driven Child By Peter W.E. Becker ... continued from page 1 learning a skill as fast as their peers, not being admitted to the college of their (or our) choice. But, as Stixrud and Johnson demonstrate in their book, the payoff is the internal motivation, drive, and peace that we all want for the young people in our lives. The unfortunate thing, in my experience, is that we (parents and educators) know this.e’ve read the articles and know it in our gut, but we consistently seek instead to control the outcome and end up sabotaging our kids, with their rising rates of anxiety and depression to show for it. Why do we do this to our kids? Stixrud and Johnson contend that we assert control out of misguided care and misunderstanding our roles. We easily and repeatedly lose sight of our purpose as parents. “Remember that your job is not to solve your children’s problems but to help them learn to run their own lives,” they write. They suggest that rather than thinking of ourselves as problem solvers or “enforcers,” as our kids age we ought to see ourselves as “consultants.” If we can get past applying business terms to parenting and education, we see the virtue in this framework. Good consultants (or parents) “ask what the problems are and which ones are most important. They ask what their clients are willing to commit or to sacrifice in order to reach a desired goal. They give advice, but they do not try to force their client to change, because they recognize that ultimately it’s the client’s responsibility.” The authors fill the book with practical examples that illustrate what this model looks like in action, examples that will make most parents think, more than once, “But isn’t that negligence?” It is good for us as parents to grapple with that question and to imagine what it would be like to love our kids through consulting and coaching rather than solving all of their problems for them. Stixrud and Johnson

make claims like “We think that developing a clear sense of who’s responsible for what is more important than always doing well.” If that sounds great in theory but feels impossible in practice, there are at least two things we can do for our kids. First, the authors emphasize: “Teachers can teach, coaches can coach… but there’s one thing only parents can do: love their kids unconditionally and provide them with a safe base at home. For children who are stressed at school or in other parts of their lives, home should be a safe haven, a place to rest and recover. When kids feel that they are deeply loved even when they’re struggling it builds resilience.” Second, as parents, we often allow our concerns to overwhelm our love, or we confuse one with the other. We can become addicted to worrying about our kids. It can assume so much mental space and energy so regularly that it becomes a habit, one that’s bad for both parent and child. As someone who has lived the boarding school experience (as a student, teacher and administrator) I would argue that we need to consider whether most children, as they enter adolescence, would benefit from an appropriate distancing from their parents, as an expression of parental love and trust. Indeed, we need to consider whether parents entrusting their children to boarding school, where experienced adult teacher-mentors create the context for student flourishing across the country is precisely the step to not only set up kids for success academically and co-curricularly – including in the college process – but also for the social and emotional strength that are a prerequisite for long-term health in life. Boarding schools are not a cure-all for the various challenges students face and no two boarding schools are the same. However, they share the premise that most high school students (and even some middle school-aged students) are ready and able to thrive with the guidance of adults committed to and trained for a 24/7 learning environment. At precisely the moment when most parents feel least equipped to care adequately for their child,

boarding school faculty and administrators with deep experience and training in the totality of the adolescent experience stand ready to take the baton. Parents who entrust their child to a boarding school remain deeply committed to and involved in their child’s life and success but they benefit from fundamentally shifting the parent-child relationship. Parents no longer have to be the homework police or the organizational planners for their child’s upcoming test or tryout. Instead, a phalanx of advisors, dorm parents, teachers, and coaches – and, more commonly at every boarding school, trained counselors, health and wellness coaches, academic support learning specialists and deans –steps in to take this responsibility and does so with an individualized approach tailored to the student and informed by years of experience in how to give students control over their lives. This frees parents to care for their children in their most important role: Stixrud and Johnson use the term “non-anxious presence” but I prefer to think of these parents as non-anxious sources of unconditional love. Often the best gift a parent can give their child is admitting that they do not have a deep well of experience to draw from as a parent and to entrust the child to a community of educators who do. If Stixrud and Johnson are correct when they claim that, “Our role [as parents and educators] is to teach [our children] to think and act independently, so that they will have the judgement to succeed in school and, most importantly, in life,” every family should visit at least a few boarding schools as their child enters adolescence. If nothing else, adding this unique educational model to the mix will enable parents to explore with their children what will give them more appropriate control over their lives before they reach the wide-open context of college and university life. Peter Becker is the Headmaster at The Gunnery located in Washington, Connecticut.

Page 7 | Greenwich Sentinel

FOUNDED IN 1865 • GRADES 9-12, PG • LOCATED ONE HOUR FROM BOSTON

2019 OPEN HOUSE EVENTS

CUSHING ACADEMY 39 School Street Ashburnham, MA 01430

MONDAY, OCTOBER 14 MONDAY, NOVEMBER 11 SATURDAY, DECEMBER 7 9:30 am - 1:00 pm

978.827.7300 admissions@cushing.org www.cushing.org

At Cushing Academy, seeing is believing, and there’s no better way to picture yourself as a Penguin than to dive right in. Please join us for an Open House for the opportunity to: Learn more about the programs we offer. Meet with students, faculty, administrators, coaches, current parents. Tour our beautiful New England campus and explore our new facilities. Enjoy lunch with the Cushing community • Ask questions and get answers!

WWW.CUSHING.ORG/OPENHOUSE

Emma Willard School admissions@emmawillard.org 285 Pawling Ave, Troy, NY 12180 518-833-1320 www.emmawillard.org

in 1960: “A woman of wit and vigor, a great lover of the outdoors, she has always emphasized strongly the necessity of the development of character as well as of brains. She chose 'Nullas Horas Nisi Aureas' as her school's motto, which means, “None but golden hours.” Lively as always and deeply admired by all who knew her, she has made many hours golden for her alumnae and for those privileged to share in the life and the work of her school.

Carmel Academy

Experience Emma Days 10/25, 11/11, 12/9, 1/13 Established 1814

adame Emma Hart Willard founded her school on the basis of providing girls with a first-class education that challenged, inspired, and enabled them to serve and shape their worlds. More than 200 years later, Emma Willard School proudly continues to carry on this mission. Emma Willard School's curriculum allows girls to focus their future aspirations, and equips them with the interdisciplinary knowledge competitive colleges are looking for. Our academic program offers more than 140 courses, including Advanced Placement options, where girls engage in discourse that brings context to high-level concepts and understanding of the world we live in. Personalized study programs enable girls to dive deep into a topic or field of their choosing, and gain hands-on experience.

admissions@ethelwalker.org 230 Bushy Hill Road, Simsbury, CT 06070 www.ethelwalker.org/openhouse 237 Total Enrollment Established in 1911 Open House Dates: 10/ 14, 11/ 11 & 12/9

he Ethel Walker School is an independent, college preparatory, day and boarding school for girls in grades six through 12 plus a postgraduate year. Since 1911, The Ethel Walker School has excelled at preparing students to make a difference in the world. Members of this diverse community are dedicated to scholarship, the arts, athletics, wellness and service. The satisfaction of achievement and joy of friendship are fundamental principles as the School empowers girls to lead with integrity, respect, confidence, courage, conviction and a love of learning. Founded in 1911 in Lakewood, New Jersey, The Ethel Walker School's first student body consisted of just 10 girls. The School quickly outgrew its first home and was moved in 1917 to its present site on the former Phelps-Dodge estate in Simsbury, Connecticut. In 1991, Walker’s added the Middle School for grades six through eight, extending Ethel Walker's vision to benefit girls during these formative years. Ethel Walker was a Bryn Mawr graduate whose vision of a changing world for women inspired her to create a school where young women would receive a rigorous preparation for college and create the foundation for lifelong learning and intellectual curiosity. This commitment to a challenging academic program strongly resonates among today’s faculty and remains central to the Walker’s mission. Ethel Walker was very active in the life of the School. She attended every Commencement since the first in 1913 until her death in 1965 at the age of 94. Bryn Mawr College awarded a citation to Ethel Walker

At Greens Farms Academy (GFA) we empower students to do the hard, thrilling, essential work of shaping their own world, of building their own future. Our 715 PreK–12 students come from 23 towns in Fairfield and Westchester counties and form an inclusive community that plays on 64 interscholastic athletic teams, participates in a robust service learning program, and aspires to live by our school's motto, "Each for All."

Fairfield Prep www.FairfieldPrep.org 203-254-4210 Open House: Sunday, Oct 6 2:00 - 4:00 PM Teacher to Faculty Ratio: 16:1 All boys; Grades 9-12 Fairfield College Preparatory School is a Jesuit, Catholic school of excellence, dedicated to providing boys in grades 9-12 a rich and challenging, multidimensional educational experience. As a division of Fairfield University, Fairfield Prep is located on the campus of the University, and Prep students have the unparalleled benefit of ready access to many first-rate college facilities. Founded in 1942 by the Roman Catholic order of priests known as the Society of Jesus (the “Jesuits”), Fairfield Prep educates young men of conscience, competence, compassion and commitment to action. Prep students are taught to put to good use their God-given talents and abilities for the service of others, in order to make the world a better place for all humanity. This hallmark of Jesuit education is called educating “Men for Others.” At Fairfield Prep, you are taught to think, to engage, to speak and to debate. Jesuit education goes beyond the classroom. Everyone at Prep is encouraged to discover what they are the most passionate about. In addition to providing the best in academic and spiritual formation to its students, Fairfield Prep offers them a robust array of extracurricular programs as well as opportunities for participation in interscholastic sports in a competitive environment. Our results speak for themselves: Not only do our graduates gain acceptance at the country's most prestigious colleges and universities, but just as important, they leave Prep well prepared to succeed and excel. Eighth grade boys interested in a rigorous academic experience in a uniquely enjoyable learning environment are invited to visit fairfieldprep.org and set up a Prep Admissions Account. The annual Open House will take place on Sunday, October 6, 2019, 2-4:00 p.m. Meet students and faculty, tour the campus, and learn about Prep’s top academic curriculum and student activities.

Greens Farms Academy admission@gfacademy.org 35 Beachside Ave., Greens Farms, CT 06838 www.gfacademy.org Open House Dates for Fall 2019: PreK-12: Sunday, October 27 or Sunday, November 24, 1:00 PM PreK-4: Tuesday, October 15 or Monday, December 9, 8:30 AM

Open House Sunday, October 27th 10 a.m. - 12 p.m.

Every child is unique. Shouldn’t each educational journey also be unique?

Come learn how Carmel Academy’s individualized, whole-child approach nurtures and challenges our students to achieve their fullest potential. RSVP: 203-983-3503 admissions@carmelacademy.com www.carmelacademy.com A private school in Greenwich, CT for children of all Jewish afﬁliations serving students through 8th grade.

Page 8 | Greenwich Sentinel

Greenwich Academy nhanlon@greenwichacademy.org 200 North Maple Avenue, Greenwich 203-625-8900 | greenwichacademy.org

Admission Open House Sunday, October 20, 2019 1:00 PM 2:30 PM 3:30 PM

Lower & Middle School Diversity at GA Upper School

Established 1827

Open House: Sunday, Oct 20, 2019 Lower and Middle School 1:00 PM Diversity at GA 2:30 PM Upper School 3:30 PM

leader in all-girls education, Greenwich Academy is an independent college preparatory day school in grades Pre-K through 12. Its rigorous academic program empowers students to be critical thinkers, creative and analytical writers, and confident self-advocates. The breadth of our liberal-arts curriculum also challenges girls to investigate their infinite capacity to explore, question, discover, dream, create, and grow. At the heart of our community, all students work Toward the Building of Character and developing a true sense of citizenship in all aspects of campus life and beyond. In addition to our rigorous academics, we offer a rich array of opportunities outside of the classroom. Whether writing for our nationally acclaimed art magazine, Daedalus, or participating in our Random Acts of Kindness Club, our students have options and opportunities to explore all areas of interest. In addition, our athletics program is incredibly strong with varsity teams in basketball, crew, cross country, golf, field hockey, ice hockey, lacrosse, sailing, soccer, softball, squash, swimming and diving, tennis, track and field, volleyball, and water polo. We are also proud of our coordinate program with Brunswick School, which has been in place for nearly 50 years. This program adds to both the academic and social experience of our Upper School students. When visiting campus, be sure to visit Greenwich Academy’s state-of-the-art Engineering & Design Lab that was developed to spark innovative thinking. Students of all ages are challenged to problem solve, experiment with new ideas, think creatively, take risks, and in many cases construct ideas from their original designs. Of course, we encourage you to come see Greenwich Academy for yourself.

Greenwich Country Day admissions@gcds.net Greenwich, CT 06830 203-863-5610 | www.gcds.net Open House Dates: (Grades 9-12) October 22 7:00 pm (Grades N-8) October 27 1:00 pm

greenwichacademy.org/admission

e believe that the best, most rigorous academic study flourishes in an environment where learning is deep and joyful, where every day is full of discovery, and where students are celebrated for their individuality and unique strengths. From Nursery to Grade 12, our students are able to see why what they are learning matters, to make connections with their own interests, and to apply what they are learning beyond the classroom. At GCDS, we understand that the single greatest predictor of a student's success is a talented and creative educator. Our expert teachers are committed to bringing out the best in each student. "Whatever you're good at, your teachers will nurture that and help you grow," says Claire Stein '16. "I was at my old school for 6 years, and I've only been at GCDS for 4 years, but looking back on it in 20 years, I'm going to consider myself a Tiger," adds Spencer Pierce '16. At home. Like family. These are the phrases that stand out when our young alumni reflect on their time at GCDS. The strong focus on character development means that our students see their teachers as mentors who challenge them to grow while always supporting them as individuals.

Simsbury, CT A vibrant, private, independent boarding and day school for girls in grades six through 12 plus postgraduate

At Walker’s, girls are thinkers and doers. With the guidance of our exceptional faculty, our girls learn to think critically, experiment, improvise and take action. We place a strong emphasis on doing. We invite you to see for yourselves. Come visit us for an Open House!

2019 Open Houses

October 14 • November 11 • December 3 9:00 a.m.-12:00 p.m. Middle School Grades 6-8 • Upper School Grades 9-12

www.ethelwalker.org/admission

Page 9 | Greenwich Sentinel

— DISCOVER THE —

IONA PREP DIFFERENCE

FALL OPEN HOUSES GRADES 9–12

PRE-K4 – GRADE 8

Sun, Oct. 20, 12–3 pm Thu, Oct. 24, 6–8 pm

Wed, Oct. 23, 6–8 pm

REGISTER ONLINE AT IONAPREP.ORG/OPENHOUSE Transportation available for grades 6–12 from several stops on the Metro-North Hudson, Harlem and New Haven lines.

An all-boys environment with rigorous academics and small classes that allows faculty to focus on the needs and interests of boys and actively engage them in learning.

#IAMIONAPREP

Graduating classes have earned more than $120 million in academic, merit-based scholarships over the last five years.

Iona Preparatory Upper School 255 Wilmot Road New Rochelle, NY 10804 (914) 600-6154

Please call 860-868-7334, or e-mail us at admissions@gunnery.org to schedule a campus visit.

 in/IonaPrep  IonaPreparatory

Saturday, October 26, 2019 Upper School Open House (Grades 9-11, for parents & students) 9:00 AM to 1:00 PM, Check-in begins at 8:30 AM

The Gunnery Washington, CT www.gunnery.org

   @IonaPrep

Hackley School 293 Benedict Avenue Tarrytown, NY 10591 914-366-2600 www.hackleyschool.org

Groton School admission_office@groton.org 282 Farmers Row, Groton, MA 01450 978-448-7512 | www.groton.org Established 1884 roton School Mission: To inspire lives of character, scholarship, leadership, and service within a diverse, inclusive, and close-knit community. Consider the advantages of a small school with enormous opportunities. On Groton’s tight-knit campus—the Circle—you will know everyone, and you will be known. You will shape this community of peers and mentors, and you will be shaped by it. You will be inspired by lifelong friends who are just as curious and motivated as you are. The sense of belonging and togetherness is powerful. The commitment of one to another and of each to the whole is felt through the support teachers provide to students facing challenging material, the obligation older students feel to guide young ones, and the affection that the wider circle of the Groton family—alumni and parents-- demonstrate in supporting the school. Groton produces capable and confident graduates who are inspired to lead lives of significant accomplishment and service for the greater good.

Iona Preparatory Lower School 173 Stratton Road New Rochelle, NY 10804 (914) 633-7744

Saturday, November 16, 2019 Middle School Open House (Grades 5-8, for parents & students) 9:00 AM to Noon, Check-in begins at 8:30 AM Lower School Open House (K-Grade 4, for parents only) 9:00 AM to Noon, Check-in at 8:30 AM

nter Here to Be and Find a Friend. These words, which are carved over the school’s entrance, welcome and remind us of our commitment to one another. They are emblematic of our core values and they shape the experience of both students and adults on the Hilltop. As a K-12 independent school on a single campus, we believe deeply in the importance of a diverse community: as learners, artists, athletes, and thinkers; as friends and peers; and as a school focused on developing personal character. At Hackley, students build lifelong relationships with one another and with faculty members, whether they enter in Lower, Middle, or Upper School. Relationships lie at the heart of the school, enriching the educational experience, and ensuring that students “learn from the varying perspectives and backgrounds in our community and the world.” From curricular to extracurricular offerings, our program supports our aspirational Portrait of a Graduate, a mission-driven articulation of the skills, habits, and mindsets that are developed through every aspect of a Hackley education. Hackley’s new strategic plan, Redefining Excellence: Learning Beyond Boundaries, is the vehicle that brings the Portrait of a Graduate to life. I encourage you to explore Redefining Excellence, which demonstrates the continued evolution of the school’s program with an unrelenting commitment to our core values.

Enrollment: 306 students from 20 states and 16 countries in grades 9 - 12/PG Legacies: 40 (13%); Of the 40, 21 (7%) are siblings of Gunnery students or graduates Student/Teacher ratio: 6:1 Established 1850

n 1850 Frederick Gunn established a school based on the belief that strength of character was the goal of education. Today, The Gunnery rests on the four cornerstones of character: scholarship, integrity, respect and responsibility. Character is forged in a cohesive, diverse community informed by a challenging college preparatory curriculum, a broad range of athletic, artistic and social activities and a faculty of scholars and committed educators dedicated to the intellectual and ethical development of every student. A Gunnery graduate is a broadly educated, socially responsible citizen with tested beliefs, strength of character and the courage to act on convictions. The Gunnery offers many things only possible in a small school: the chance to know and be known by every fellow student; the individualized care for students only possible when every faculty member knows every student by name; multiple early opportunities for leadership and discovery. If you enjoy being known well by your friends and your teachers, if you enjoy developing friendships with peers from around the country and the world, and if you enjoy learning, playing, and creating in an environment in which it is safe to try, fail, and try again, then you'll love our school. We believe that real learning happens best when put into action, whether the topic is the principles of physics, the violin, a zone defense, or leadership. At The Gunnery, you will have more opportunities than at larger schools to put theory into practice and, as a result, will learn exponentially. Nestled in the Shepaug River Valley, our campus is a ten minute walk and five minute drive from Steep Rock. Frederick Gunn cared deeply about the woods, rocks, and rivers surrounding him and that tradition continues today. We are deeply blessed to live and learn in a place shaped so distinctly and beautifully by our natural environment. Visit and see for yourself.

OCTOBER 19, 2019 ADMISSIONS

Register Online: suffieldacademy.org/openhouse R.S.V.P. 860-386-4440 -or- saadmit@suffieldacademy.org a Registration: 9:30 am / Event: 10:00 am

OPEN HOUSE

Page 10 | Greenwich Sentinel

Above & Beyond 11 of our last 16 Valedictorians and Salutatorians started St. Luke’s in Middle School

“ I never felt excluded from STEM studies at St. Luke’s. Quite the opposite—I was encouraged by all my teachers, including my favorite English teacher, to pursue what I love.”

Carolina in 6th grade at St. Luke’s

- Carolina Warneryd ‘19, St. Luke’s STEM Scholar Attending Massachusetts Institute of Technology

Open House - Join Us!

October 20 (grades 5-8), October 27 (grades 9-12) www.stlukesct.org/open St. Luke’s is a secular, college-preparatory day school for grades 5-12 and a Best Private High School in CT - niche.com (203) 801- 4833 | admissions@stlukesct.org | www.stlukesct.org 377 North Wilton Road, New Canaan, CT 06840

Greenwich Country Day School Learning that matters: Nursery-12th grade Preparing young people to learn, lead, and thrive in a world of rapid change From nursery to grade 12, learning at Greenwich Country Day School is challenging, relevant, and purposeful. Through inquiry, analysis, public speaking, transdisciplinary experiences, and opportunities to present their work in exhibitions and apply their learning to real-world situations, GCDS students gain a strong academic foundation and acquire critical skills, habits of mind, and confidence. A co-educational, independent, Nursery – Grade 12 school located in Greenwich, CT, GCDS is a joyful environment where curiosity and creativity are valued, resilience is cultivated, and the health and well-being of every student is essential.

Open House Grades 9 - 12 10/22 • 7 p.m. Grades N - 8 10/27 • 1 p.m. To RSVP for an Open House and for more information ↗ gcds.net/admissions ↗ 203-863-5610 ↗ admissions@gcds.net ↗ 401 Old Church Road Greenwich CT 06830

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Greenwich Country Day School is a co-ed, independent Nursery – Grade 12 college preparatory day school in Greenwich, CT that graduates ethical, confident learners and leaders with a strong sense of purpose—ready to embrace opportunities and challenges in a world of rapid change.

SECTION 2, Page 2 | Greenwich Sentinel

Open minds. Courageous thinking.

Dare to ask more of education. Register for Open House Oct 6: Grades 6-11 | Nov 3: PreK-Grade 5 kingschoolct.org/openhouse

DISCOVER YOUR

MIGHT

The power of you, unleashed by a Masters education. Masters students find their voices and emerge ready for college, career and life. Coed. Grades 5-12. Day, 5- and 7-day boarding. Private busing options. Open House: Oct. 19 Tours: Oct. 3, Oct. 29, Nov. 7

49 Clinton Ave, Dobbs Ferry, NY mastersny.org | 914-479-6420

SECTION 2, Page 3 | Greenwich Sentinel

On My Mind: Teaching Cultural Agility By Donna Orem

e live in an increasingly interconnected and interdependent world. Forecasters predict that the expanding number of global interdependencies could become one of the most disruptive forces in the coming decade. In the book No Ordinary Disruptions: The Four Global Forces Breaking All the Trends, the authors suggest that the degree to which the world is connected through trade and movements in capital, people, and information will become much more complex, moving from the linear connections of today to an intricate, sprawling web of dependencies. More people will cross borders than ever before, and technology will usher in a new phase of globalization. Do our students have the cultural agility needed to operate in this interdependent world? One of our first deficits for this emerging global economy may be language. According to “America’s Languages: Investing in Language Education for the 21st Century,” a 2017 American Academy of Arts & Sciences study, “two-thirds of Europeans know a second language, [whereas] only 20% of the population in the United States has any familiarity with a second language, and levels of fluency are significantly lower in the United States than in areas of the world where English is not the first language.” The study also calls out other ways our approach to language education may put the United States at a disadvantage in this global economy: • Almost 40% of business executives reported that they failed to reach their international potential due to language barriers; • An estimated 300¬400 million Chinese students are now studying English, compared to about 200,000 U.S. students currently studying Chinese; • Only 15% of U.S. public elementary schools offer a program for languages other than English, compared with more than 50% of private elementary schools; • Across the nation, there has been a significant decline in the number of middle schools offering world languages, from 75% in 1997 to 58% in 2008; • At least 44 states report a shortage of qualified K–12 language or bilingual teachers (more than in any other subject) for the 2016– 2017 school year. The Importance of Cultural Agility The good news for U.S. independent schools is that our emphasis on languages and social-emotional skills may be important differentiators for us in the future as parents seek to ensure their children can thrive in a global economy. If other types of schools do not follow suit, however, many children may be left behind, creating an even larger gap between the haves and have-nots. Hand in glove with language acquisition is development of the cultural competence needed to thrive in an interconnected world. Theorists generally define the interculturally competent individual as having these attributes: 1. Self-awareness of attitudes and beliefs and how those attitudes contrast with people of a different cultural background. 2. Being attuned to one’s environment and to cultural nuances. 3. Adapting to cultural differences and ambiguities. 4. Interacting in a way that’s relevant and important to others who are different.

717 East High Street, Pottstown, PA 19464 610-326-1000 | www.thehill.org

ounded in 1851 as The Family Boarding School, The Hill School prepares young men and women from across the country and around the world for college, careers, and life. Within a family school environment and a rigorous liberal arts curriculum, we challenge our young people to work hard; think and reason; be fulfilled; serve the common good; and be prepared to lead as citizens of the world, uniquely guided by our motto: “Whatsoever things are true.” While The Hill’s historical liberal arts emphasis on literature, languages, history, the arts, religious studies, mathematics, and science remains essential, we must continue to complement our curriculum with new pedagogies that foster critical thinking and collaboration; infuse technology into many aspects of our teaching and learning strategies; and offer more career-specific programs for students.

5. Acquiring knowledge about other cultures and seeking out new cultural experiences. 6. Continually assessing development in each of these areas and looking for opportunities to grow. Developing culturally agile students involves creating environments that give them the opportunity to interact with people from many different cultures on a daily basis. Although we have rich cultural diversity in the United States, many schools have expanded that diversity by welcoming international students. This has provided an important opportunity for U.S. students to develop relationships with students from around the globe and build that cultural agility muscle that will be so important in college and beyond. However, that once-explosive growth in international students that fueled the development of these rich cultural communities is slowing down, and some schools are struggling to maintain their international populations at current levels. On the Decline For higher education, the most recent data from the U.S. Department of State showed a 6.6% decline in new international student enrollments in 2018, spiraling down from a 3.3% decline the previous year. The 2017 “Globally Mobile Youth: Trends in International Secondary Students in the United States, 2013–2016,” a report from the Institute for International Education, noted that much of the growth in the high school market in the past decade was fueled by a strong interest in U.S. higher education, with parents wanting to give their children the time to acclimate to life in the United States before college. Thus, declines in higher education may begin to impact independent school enrollments. Competition among schools for international students also has intensified. In 2016, there were 2,800 K–12 schools in the United States vying for some portion of this market, with more than half of NAIS schools enrolling international students and many others looking to enter the market. Today, the number of schools hosting international students is beginning to outpace the growth in international students, driving even more intense competition. At the same time, there has been huge growth in English-language schools around the world, particularly in the Middle East and Asia, which may prove stiff competition for U.S. schools over time. According to ISC Research, 20 years ago there were about 1,000 English-language international schools; today, there are more than 8,000. ISC predicts that number will double again in the next 10 years. Another concern is that the growth of these schools may lure more American teachers overseas, further exacerbating workforce shortages in the United States. Paula Caligiuri, professor of international business and strategy at Northeastern University, has written extensively about how this decline in international students could hurt the country’s future. In the online journal The Conversation, she writes, “As a researcher studying how individuals develop cross-cultural competencies, I’ve found that domestic and international student integration on American university campuses is essential for building cultural understanding and agility.” She reiterates that multinational firms say a lack of cultural agility is limiting their global effectiveness, and they are strongly seeking this skill in future hires. Creating the Culturally Competent School Beyond language programs and culturally diverse communities, what else should leaders do to prepare students for the changes ahead? Researchers studying the foundations of cultural competency

suggest that schools should take a comprehensive view, not just that of developing stand-alone programs, and understand that this work must be ongoing and iterative. There are a number of models that can help school leaders in creating an overall approach to cultural competency, such as the intercultural competence framework and process model by Darla K. Deardorff, executive director of the Association of International Education Administrators. Leaders should also look inward and first come to grips with their own self-awareness in relation to cultural competency. Writing at Edutopia.org, Chris Lehmann, founder of the Science Leadership Academy, suggests that leaders ask themselves these questions: • Do I seek out and listen to a diverse group of voices when making decisions about our school? • Do I ask myself how policy or procedural changes will affect students and faculty who come from historically disenfranchised groups? • Do I seek to hire a staff that reflects the diversity of our school and its surrounding community? • Do I allow myself to be vulnerable with my school community? Does every member of the school community feel safe letting me know when I make a mistake—especially when it comes from a lack of cultural competence? • Do I work to ensure that there is not one standard of excellence at my school, but rather multiple pathways for students to have academic and social success? Running an independent school is a complex business these days. Keeping the school stable amid shifting demographic and economic sands— while simultaneously staying ahead of what an interdependent world will demand from students—is no easy feat. Look for more resources from NAIS on these issues in the year ahead, including what you’ll find in this issue of the magazine. What’s on My Radar The growing political divide in our country is heavy on my mind. And as we begin another election season, I wonder how we can begin to bridge that divide and have more meaningful conversations that have the power to unite. To that end, I found a very interesting resource worth exploring. Living Room Conversations is an open source project founded in 2010 “to create a structured, intimate conversation format that would empower everyday citizens to discuss important issues with friends of differing political affiliations and backgrounds. The theory was that if two friends with different points of view each invited two friends to join a conversation, with full disclosure about the intent and structure of the conversation, they could create a safe space for a respectful and meaningful exchange of ideas, develop new relationships, and perhaps find common ground.” Living Room Conversations also has a targeted set of resources just for educators—All Sides for Schools—around news literacy, civil dialogue, and life skills. They will soon be launching a service called Mismatch that will enable video conversations between students with differing views. The founders hope that Mismatch will “help students learn how to talk to people they disagree with, rather than retreat into their own bubbles.” Donna Orem is president at NAIS, the National Association of Independent Schools. This article originally appeared in their publication.

NURTURING THE GOOD STUDENT AND THE GOOD PERSON IN EACH

CHILD

AGES 2 THROUGH GRADE 5 Hotchkiss 11 Interlaken Road, Lakeville, CT 06039 (860) 435-3102 www.hotchkiss.org

he Hotchkiss School is an independent boarding school located in Lakeville, Connecticut. Founded in 1891, the school provides an education of unsurpassed quality to 600 students in grades 9 through 12, and to a small number of postgraduates. Students at Hotchkiss come from across the United States and 34 countries. Graduates attend many of the most selective universities and colleges.

IONA PREPARATORY SCHOOL K-12 Education for Higher Expectations One School, Two Campuses LOWER SCHOOL, 173 STRATTON ROAD UPPER SCHOOL , 255 WILMOT ROAD, NEW ROCHELLE, N.Y.

he primary focus at the Iona Preparatory School is to nurture and empower young men by teaching faith, building community, serving others, and pursuing excellence. Iona Prep accepts students with the academic potential to succeed in a rigorous college prep program, and who are willing to challenge themselves in a variety of academic and extracurricular pursuits.

• Spectacular wooded campus in North Stamford • Small class sizes; low ratios; excellent teachers • Inquiry based; experiential learning • Gold-standard academic programs in math, literacy, science, music and the arts • Theme immersion; interdisciplinary approach • An active and joyful learning experience

SECTION 2, Page 4 | Greenwich Sentinel

It all happens here. Rumsey H all scHool rumseyhall.org

WORLD-CLASS ACADEMICS DELIVERED WITH

heart come see us!

587 39 countries from and 32

students

states

226

-acre campus including an 18-hole golf course

200

More than academic courses and 30 AP subjects

THE TAFT SCHOOL 110 Woodbury Road Watertown, CT 06795-2100 860-945-7700 admissions@taftschool.org www.taftschool.org

Iona Prep graduates have been accepted and are attending such schools as Dartmouth, MIT, Johns Hopkins, College of the Holy Cross, Georgetown, Boston College, Harvard, Princeton, University of Chicago, Marquette, and Carnegie Mellon as well as many well known colleges as close as in the tristate area and as far away as the west coast and Canada. A challenging curriculum, a welcoming community, a caring and dedicated faculty, and the building of life-long friendships are hallmarks of Iona Prep. A rich and varied extracurricular activities program rounds out the Prep experience and truly offers something for everyone at the Prep. The best way for an 8th grader to experience the Prep is to schedule a day at the Prep (Gael-fora-Day) with a freshman and to participate in his classes. Parents are also invited to take a tour to see Iona Prep in action. We invite you to discover and experience our beautiful campus, observe first hand our excellent academic program and meet faculty and students from our community. Please visit our web site www.ionaprep.org under the admissions tab to schedule your son for Gael-for-a-Day and visit Iona Prep.

Kent School admissions@kent-school.edu 1 Macedonia Rd, Kent, CT 06757 860-927-6111 http://www.kent-school.edu

ing School prepares students to thrive in a rapidly changing world. What sets King apart is academic challenge, kindness, and personal growth are united within our unique community of engaged minds and meaningful connections. Guided by expert faculty, students take responsibility for their own learning as active learners in a student-centered program that challenges students to achieve their personal best. Teachers make students feel known and safe enough to take risks in order to make discoveries. We think deeply about our approach to teaching and learning and understand that relationships between students and teachers are at the core of academic excellence. Underpinning teachers’ deep understanding of each student is a comprehensive student learning profile, introduced in PreK and developed through senior year. This proprietary database captures learning strengths, challenges, and goals, and provides a window into a student’s social and emotional development. The King community prioritizes kindness. Our students thrive in a multicultural, diverse community and together we embrace our shared virtues of integrity, kindness, perseverance, and respect. Students emerge as their best selves - as self confident thought leaders who are able to analyze, synthesize, and communicate their knowledge in ways that demonstrate engagement and connection in the world community. Lawrenceville School admission@lawrenceville.org 2500 Main Street Lawrenceville, NJ 08648 800-735-2030; 609-895-2030 www.lawrenceville.org

Established 1906

ent’s school motto is Simplicity of Life, Directness of Purpose, and Self-Reliance. These values shape how we run the school and how we live our lives. They affect how we see the world and how we teach our students about it. They ground us in the important things like friends and family, hard work, and honesty. They remind us that spiritual understanding and growth, though sometimes difficult, are necessary to know oneself and to know one’s path.

admission@kingschoolct.org 1450 Newfield Avenue, Stamford, CT 06905 203- 322-3496 ext. 350 www.kingschoolct.org

Established 1810

and thrive in an environment created specifically for them. Our teachers are themselves learners, constantly improving their practice to ensure gold standard academic programs with a modern, collaborative, problem-solving approach. The Long Ridge School has a diverse and globally inclusive community, where children are known and valued as unique individuals and learning is an active, joyful experience. With excellent teachers and strong programs in math, literacy, science, music and the arts, Long Ridge graduates are actively recruited by the best area middle schools. Learning at LRS is an active and joyful experience. We encourage children to explore, experience and investigate as part of the educational process. There is a diverse community of learners where children are respected as individuals with innate curiosity. We help children develop the skills, motivation and values to become successful students, responsible people and lifelong learners. A hallmark of an LRS education is extending the learning experience outside to the organic garden, woods, athletic fields, nature trails and playgrounds. From the moment you step onto our campus, you feel the warmth, rich diversity and joy that distinguish our school. We are a community of welcoming, passionate master teachers who understand the intellectual and emotional needs of early childhood, and partner with our parents to create the best, first educational experience possible. The Long Ridge School is now taking reservations for our Take-a-Look Tuesdays, and personal tours on other days of the week. Families interested in learning more about our school can take a guided tour of the beautiful campus grounds, facilities and Arts and Athletics Center; visit each classroom to observe our programs in action; and meet our dedicated teachers. Please visit longridgeschool.org.

he Lawrenceville experience is over 200 years in the making, and core to that heritage is the value we place on our close, caring community. Young people encounter rigorous challenge in a highly supportive environment, and with this careful preparation, year after year, our talented graduates head out into the world with the confidence to thrive and the conviction to make a difference.

The Loomis Chaffee School 4 Batchelder Road Windsor, CT 06095 860.687.6400 admission@loomis.org

The Long Ridge School 478 Erskine Road Stamford, CT 06903 Ph: 203.987.6301

he Long Ridge School (LRS) is an independent school, age 2 to grade 5, on a spectacular campus tucked away in the North Stamford woods, just a mile from North Greenwich.Long Ridge is a small elementary school by design, where children stay children longer

October Open House Saturday, October 12, 2019, 9:30–11:30 a.m.

ne of the nation’s preeminent boarding schools, Loomis Chaffee prepares smart and talented students to be civic-minded leaders, affect positive change, and make a life-long commitment to their

best selves and the common good. Our students and faculty come from all over the world to form a tight-knit community where individuality thrives; here you will be accepted and celebrated for who you are and who you want to become. So, what are your interests? What do you want to learn more about? What problems do you want to solve? Loomis students want to make a difference in the world, and they want to make it now! All our resources — curricular and extra-curricular programs, faculty, and facilities — will empower you to leverage your educational experience for the greater good. Among those resources are programs that include the Innovation Trimester (I-Tri), global & environmental studies certificate, and guided research projects in science and the humanities as well as three unique-to-Loomis interdisciplinary centers whose faculty will teach you how to identify problems worth solving, explore and evaluate potential solutions, and enact positive change in your local, national, and international communities. We invite you to visit campus so we can learn more about you and your interests and share with you what we know makes Loomis Chaffee special. In the meantime, please contact us at admission@ loomis.org or 860.687.6400 if you have any questions, and visit us at www.loomischaffee.org.

The Mead School 1095 Riverbank Road, Stamford, CT 06903 www.Meadschool.org

ounded in 1969, The Mead School serves Infants, Toddlers, and Pre-K-Grade 8 students. Mead offers a nurturing, hands-on, experiential education beginning with the youngest of Early Childhood Center learners and, continuing on through 8th grade, a robust curriculum of academics and the arts. Mead's student:teacher ratio of 6:1 allows faculty to provide a curriculum designed to encourage mastery across all academic subjects that engage students' senses and their passion for discovery and learning. Instruction is based on cognitive and developmental research that shows that individualized, experiential learning provides the most rewarding education for children. Teachers consistently provide learning opportunities so that children are challenged academically, socially and emotionally. For information and a tour of the school, call Joanne Costello, Director of Admissions (203) 595-9500, ext. 46. For The Early Learning Centers, contact Aneceia Forbes, Early Learning Center Coordinator (203) 595-0708, ext. 24. Visit us at www.meadschool.org and facebook.com/ themeadschool.

''Preparing Tomorrow's Leaders Today''

WATERSIDE SCHOOL OPEN HOUSE Sunday, October 27, 2019

1 :30 - 4:00pm

Families with children entering Junior I<indergarten to 4th Grade in the Fall of 2020 are invited to:

♦ ♦ ♦

Hear from Head of School, Jamel I<Ceels Meet our teachers and members of the School community Tour our state-of-the-art facility

To attend please contact the Office of Admission at 203 975 8579 ext. 206 or Laurendupree@watersideschool.org WATERSIDE SCHOOL

Waterside School is a co-educational Junior I<indergarten - 5th Grade independent school serving children and families regardless of limitations in income or circumstance. The School seeks to attract and inspire students fo academic promise and families deeply invested in their childen's success. 770 PACIFIC STREET

STAMFORD, CT06902

203 975 8579

WWW.WATERSIDESCHOOL.ORG

SECTION 2, Page 6 | Greenwich Sentinel

Miss Hall’s School info@misshalls.org 492 Holmes Road, Pittsfield, MA. 01201 413-499-1300 | www.misshalls.org

FEATURED OPEN HOUSES

Middlesex School admissions@mxschool.edu 1400 Lowell Road, Concord, MA 01742 978-371-6524 www.mxschool.edu

Continued from previous section, Please call to confirm.

School

Open House Dates

The Gunnery 860-868-7334

Call to schedule a visit!

Iona Prep 914-632-0714

Grades 9 - 12 Sunday, October 20th 12noon - 3:00pm. Thursday, October 24th, 6:00pm to 8:00pm PREK - Grade 8 Wedensday, October 23rd, 6:00pm - 8:00pm

King School 203-322-3496

October 6th Grades 6 - 11 November 3rd PreK - Grade 5

Long Ridge School 203-322-7693

Call to schedule a visit!

The Masters School 914-479-6420

Saturday, October 19th

Mead School 203-595-9500

Tuesday, October 8th 10:00am

Rumsey Hall School 860-868-0535

Call to schedule a visit!

Rye Country Day 914-967-1417

October 6th @ 1:00pm October 20th @ 1:00pm

Sacred Heart 203-531-6500

Upper School October 17, 6:00pm K-12 November 2, 9:00pm Barat Center November 15, 9:30am

St. Luke's School 203-424-2989

Middle School Sunday, October 20th Upper School Sunday, October 27th

St. Paul's School 603-229-4600

Call to schedule a visit!

Suffield Academy 860-386-4400

October 19th @ 9:30am

ounded in 1901, and located in one of this country’s most historic towns, Concord, Massachusetts, Middlesex aspires to help its students “find their promise” through immersion in a challenging academic program, inclusive cocurricular programs in arts and athletics, and a commitment to service. A skilled and caring faculty provides classroom inspiration and advising, establishing a culture where each student is known and valued. Thirty-five percent of students receive financial aid.

ounded in 1898, Miss Hall’s School was one of the first all-girls boarding schools established in New England. Today the School is a nationally recognized, boarding and day independent secondary school that combines an exceptional college-preparatory curriculum with two acclaimed leadership programs, the Girls’ Leadership Project (GLP) and Horizons. Both programs are central to our belief that, in addition to outstanding academic preparation, girls need additional skills that allow them to step confidently into the real world, where they will be expected to communicate effectively and authentically, voice opinions with resolve and respect, and be comfortable having influence, leading change, and contributing boldly and creatively to the common good. The GLP is the ongoing exploration of what best helps girls become powerful, undeterred agents of their own futures. Horizons is Miss Hall’s experiential, service-learning and internship program. Miss Porter’s School admission@missporters.org 60 Main St, Farmington, CT 06032 860-409-3530 | www.porters.org Established 1843

Millbrook School 131 Millbrook School Rd, Millbrook, NY 12545 845-677-8261 | www.millbrook.org Established 1931

illbrook offers a rigorous college preparatory curriculum that integrates academics, service, athletics, arts, and leadership. A gifted faculty takes pride in knowing every student and seeks to promote in each one the intellectual, emotional and physical growth that will lead to a life both individually satisfying and valuable to the greater society. Students are encouraged to be curious, involved, and active learners. They not only acquire knowledge of their subject matter, but also learn to read critically, write clearly, speak persuasively, think independently, and collaborate effectively. Students graduate from Millbrook prepared to succeed at the most ambitious colleges and universities.

iss Porter’s is for smart, strong, and creative girls who want to become young women who are prepared to lead with conviction and courage. When you graduate from Porter’s, you will join a worldwide network of accomplished women who are fulfilling the school’s mission statement, “We expect our graduates to shape a changing world.” You will be part of a fabric of relationships that will benefit you personally and professionally throughout your life. If you are ready to be inspired by supportive classmates and dedicated faculty who encourage you on a daily basis to be your best self, please take a few minutes to fill out our online inquiry form. We are happy to mail you our admission materials, and we invite you to contact us to set up an appointment for your campus visit and interview. It is our privilege to share with visitors how Porter’s has been a leader in girls’ education since 1843. We’re eager to meet you in person and look forward to welcoming you to our Farmington campus and having you join our legacy of learning. Phillips Exeter Academy admit@exeter.edu 20 Main St, Exeter, NH 03833 603-777-3437 | www.exeter.edu

Milton Academy admission@milton.edu 170 Centre Street, Milton, Mass 617-898-2227 | www.milton.edu Campus visits encouraged

Taft School 860-945-7700

Call to schedule a visit!

Whitby School 203-869-8464

Early Childhood (18 months - age 5) October 1, 9:30am October 17, 9:30am Middle School (Grades 5 - 8) September 26, 9:30am October 16, 9:30am All School (18 months - Grade 8) October 27, 1:00pm November 14, 9:30am

Winston Prep 203-229-0465 x535

Call to schedule a visit!

Bantam River, including a Fine Arts Building, a Performing Arts Center, nine dormitories, seven athletic fields, two gymnasiums, hockey rink, as well as three indoor and three outdoor tennis courts and a newly constructed Dining Hall/ Campus Center and Health Center. The School is 80 miles north of New York City and less than 90 minutes away from Bradley International Airport in Windsor Locks. Rumsey Hall is committed to a whole-child approach of education and believes that teaching academics and teaching an attitude of mind are of equal importance. Our average class size is 12 students with a faculty to student ratio of 1:5. The School emphasizes effort as a criterion for success and is dedicated to helping each child develop toward his or her maximum stature as an educated person, a successful member of a family and a contributing member of a community.

Established 1798

ilton Academy is an independent college preparatory K-12 school, boarding and day in grades 9-12. Now in its third century, Milton develops confident, creative, and independent thinkers. In an intimate, friendly setting, dedicated faculty give students the structure to learn and the support to take risks. Aware that every encounter affects a young person’s development, Milton faculty surround students with opportunities for intellectual and personal growth—in and out of class. Inspired by their teachers and classmates, Milton students probe new areas of interest and maximize their strengths. Located eight miles south of Boston, Massachusetts, Milton’s 125-acre campus combines traditional brick and ivy buildings, and lots of green space, with cutting edge facilities—in science and performing arts.

Rumsey Hall admiss@rumseyhall.org 201 Romford Road Washington, CT 06794 860-868-0535 | rumseyhall.org Open House: Every day is an open house.

co-educational New England junior boarding school for grades K-9 Founded in 1900, Rumsey Hall School is a leading New England independent, coed junior boarding and day school. While our overall student population consists mainly of day students from more than 25 local communities, we welcome boys and girls from 12 states and more than 10 countries to our private campus. For the 2018-19 academic year, Rumsey enrolled 84 day students and three boarding students in the Lower School (Grades K–5) and 102 day and 144 boarding students in the Upper School (Grades 6–9). Located in Washington, in the Litchfield Hills of Northwest Connecticut, Rumsey’s physical plant offers 32 buildings on 231-acres along the scenic

Sacred Heart admission@cshct.org 1177 King St., Greenwich, CT 06831 203-531-6500 | www.cshgreenwich.org

ounded in 1848, Sacred Heart Greenwich is an independent, college preparatory day school for girls from kindergarten through twelfth grade with its coed Barat Center for Early Childhood Education. As an ethics-based, international school, Sacred Heart Greenwich brings the world to each student. It offers an unparalleled academic program that exceeds the needs of the 21st-century learner. The program supports family values, honors tradition, and values all faiths. Sacred Heart provides an educational program to inspire young women to become global leaders. True to its international heritage, Sacred Heart Greenwich welcomes students of all backgrounds and faiths. The international exchange program strengthens cultural and world language interests and provides opportunities for personal growth. Renowned for its rigorous academics, the school offers many curricular innovations and awardwinning programs in science research and STEAM (science, technology, engineering, arts, and math). Graduates attend top colleges and universities, and become leaders with broad intellectual and spiritual horizons. Technology is integrated into all academic disciplines at all grade levels. Students learn to code and engage in advanced academic courses facilitated by the Online School for Girls and SophieConnect. The 29,000-square-foot science center has fully equipped laboratories for all three divisions. An outdoor observatory features a computerized, college-level telescope. Sacred Heart Greenwich has enhanced its competitive team sports with a new 35,600-sq.-ft. athletic center that expands the school’s facilities for training, practice and competition. The school’s athletic teams compete in leagues in Westchester and Fairfield counties and throughout New England. A well-rounded approach to women’s sports and fitness begins in the early grades where it focuses on physical fitness, wellness and ageappropriate collaborative activities before moving into competitive sports in Middle and Upper School. Prospective students and families are encouraged to attend one of the school’s tour days, open houses, and early childhood events. For more information, visit www.cshgreenwich.org or contact the Admissions Office at 203-532-3534.

Salisbury admissions@salisburyschool.org ...CONTINUED

Is your child struggling in school? We can help. Winston Preparatory School

education for the individual

The Winston Preparatory School does not discriminate against applicants and students on the basis of race, color, or national or ethnic origin.

St. Paulâ&#x20AC;&#x2122;s School

Concord, New Hampshire

Schedule your visit at www.sps.edu

Inspiring a commitment to the best self and the common good For more information, contact the Office of Admission at 860.687.6400 or admission@loomis.org

SECTION 2, Page 8 | Greenwich Sentinel

FOSTERING CURIOSITY Have a question? Ask it. Ready to learn something new? Find it here. Have an idea to share? We’re listening. Want to explore the world? Start at Sacred Heart. We inspire young women to be thoughtful global leaders.

ADMISSION TOUR DAYS

October 9, November 13, December 11, January 15—9 a.m. to 11 a.m.

FALL OPEN HOUSES

Upper School—October 17 at 6:00 p.m. K–12—November 2 at 9:00 a.m. Barat Center—November 15 at 9:30 a.m.

SHGREENWICH.ORG

99CSH_GreenwichSentinel_10-5x10-5_FINAL.indd 1

251 Canaan Rd, Salisbury, CT 06068 860-435-5730 | www.salisburyschool.org Established 1901

oys at Salisbury are part of a community. From the moment they first arrive to the day they graduate, our students play an important role in the life of the School.

8/30/19 10:23 AM

Taft School admissions@taftschool.org 110 Woodbury Road, Watertown, CT 06795 860-945-7700 | www.taftschool.org Established 1890

iving where they learn, academically talented students from all over the world are guided by an extraordinary faculty on a 226-acre campus in Western Connecticut. With the motto “Not to be served but to serve” as a moral foundation, Taft graduates matriculate at our nation’s leading colleges and universities.

grade 6 student trying a sport for the first time or a nationally ranked squash player helping win the Division III National High School Championship, Masters supports all levels of play and competition. The result is students who are empowered to realize their greatest potential across academic, athletic and artistic disciplines, and emerge ready for success in college, career and life.

Suffield Academy 185 North Main Street, Suffield, CT 860-386-4440 Admissions Contact: Amy Samenuk (asamenuk@suffieldacademy.org) www.suffieldacademy.org

St. George’s School admission@stgeorges.edu 372 Purgatory Road, Middletown, RI, 02842 401-842-6600 | www.stgeorges.edu Established 1896

St. Paul’s School

admission@sps.edu 325 Pleasant Street, Concord, NH 03301-2552 603-229-4700 | ww.sps.edu Open House: Please call to schedule a visit Students: 539 Teacher to Student Ratio: 1 to 5 Established 1856

et on a beautiful, 2,000-acre campus and enrolling students from diverse backgrounds, St. Paul’s is a coeducational, college-prep, boarding school in the Episcopal tradition. The curriculum emphasizes critical thinking, written and spoken communication, leadership, service, and analysis. Located within New Hampshire's capital city, St. Paul's is one of a few U.S. schools that remains fully boarding, both for students and faculty. SPS is committed to the three essential elements of adolescent development – mind, body, and spirit. Students encounter rigorous academics and the highest levels of college preparation. An expansive athletic center, two climbing walls, two indoor hockey rinks, two boathouses, and a 2,000-meter rowing course speak to the School’s emphasis on sports and fitness. The Episcopal tradition supports students of every faith, encouraging open discussion of spirituality in the modern world. Close adult-student relationships are at the core of SPS community life, with its emphasis on personal responsibility and service. More than $11.5 million in financial aid is awarded annually to support 39 percent of its students.

The Masters School 49 Clinton Avenue Dobbs Ferry, NY 10522 www.mastersny.org

he Masters School, a leading coeducational day and boarding school for grades 5-12, begins its 142nd year with a diverse and talented student body of 675 Upper and Middle School students, representing 13 states and 30 countries. The School will welcome 165 boarding students this year; their presence, along with the over 60 percent of faculty who live on campus, results in a vibrant seven-day campus with a variety of enriching activities throughout the week, and a faculty that is highly accessible to students. This provides both day and boarding students with the benefits typically associated with a full-time boarding school. Private busing options on 1-95 and the Merritt Parkway are also available. Starting in 2019, Masters will also offer a fiveday boarding program allowing students the convenience of going home on weekends while receiving the benefits of a boarding education during the week, which includes joining a tight-knit community, gaining independence and developing lifelong friendships. The Masters School continues to be distinguished by its powerful and transformative approach to education featuring the renowned Harkness teaching method. Gathered around oval tables, students take an active role in their education, which builds confident, collaborative and poised learners and speakers. Complementing its strong academics and athletics, Masters features a robust visual and performing arts program that is fully integrated into the curriculum and life of the school. Masters also fields 37 athletic teams and be it a

Trinity-Pawling School 700 Route 22, Pawling,, New York 12564 845-855-3100 | www.trinitypawling.org admissions@trinitypawling.org Established 1907 Active, engaged, and out of their seats—this is how boys at Trinity-Pawling experience learning. Our distinctive programs bolster the way boys learn best: by doing. The School is located on 230 acres overlooking the Hudson River Valley, just 60 miles north of New York City. The campus includes turf and grass athletic fields, an all-weather track, tennis courts, squash courts, a hockey rink, a 20,000 square foot field house equipped with PlaySight technology, a contemporary art center with a 400-seat theater, and a state-of-the-art science and technology wing of the academic building. Trinity-Pawling serves 300 boys in grades 8-12 and offers a postgraduate program.

Fall Open House: Saturday, October 19, 2019 at 9:30am

uffield Academy is a co-ed independent boarding school with a total enrollment of 415 students grades 9-12 (and a Post-Graduate program). Suffield Academy is a school with rich traditions, an emphasis on community, and a commitment to innovation. Suffield Academy’s greatest strength is its clarity of purpose. Our focus is on the distance each student travels here, and on providing an environment blending rigor, structure, and encouragement. The academic program rests on the belief that each student is unique. Suffield Academy’s mission includes readying students for success at the next level and beyond. The school provides comprehensive and effective college counseling marked by individual attention and extensive services. In 2002, Suffield embarked on an ambitious project to bring formal leadership studies to the academic program. The program aims to develop human beings with integrity who wish to make a significant and positive impact on our society. It begins with a focus on personal mastery skills, moves to an emphasis on community service efforts, and culminates in practical experience for all seniors. The athletic program at Suffield Academy has a long and storied tradition, and it is deeply rooted in our school’s mission – to provide each student an opportunity to cultivate talents and explore new interests in a structured, supportive setting. Additionally, Suffield Academy offers robust programs in music, theater, and dance. Students have the ability to be involved in both athletics and the arts. At Suffield Academy, you will learn in and out of the classroom, on and off campus. Each student is a key ingredient in the school’s success.

Waterside School atabbssmith@watersideschool.org 770 Pacific St, Stamford, CT 06902 203- 975 8579 | www.watersideschool.org Founded in 2001 ONE CHILD AT A TIME he Waterside School is a Junior K -5th Grade independent school whose mission is to provide children, particularly those too often underserved, access to opportunities for educational and personal excellence. The School is blessed with dynamic leadership, a talented teaching faculty, a socio-economically diverse student body, an involved parent body and the generous support of the greater community. In the culture that is Waterside, one both singular and inspiring, the promise of every child is respected and honored and all that are a part of the School are challenged to strive to the highest academic and personal standards. Waterside is a place of hard work, clear purpose and lofty ambition. It is a school dedicated to ensuring that talent, effort and opportunity alone shape futures and dreams. The children of Waterside are working to exceed the most rigorous testing standards; they are trumping the litany of excuses too frequently offered; they are discarding the imposed expectations that belittle and diminish; they are readying themselves for the challenges, obstacles, and opportunities that await; and, in every way, they are on a direct path to becoming confident, competent and successful young, men and women.

. Westminster School mbailey@westminster-school.org 995 Hopmeadow Street, Simsbury, CT 06070 860-408-3060 | www.Westminster-School.org Established 1888

estminster School, located in Simsbury, Connecticut, enjoys a reputation as one of the finest college-preparatory schools in the country. The challenging academic program, grounded in the liberal arts tradition, prepares students in grades 9-12 and postgraduates for academic success and the rigors of college while cultivating a lifelong love of learning. Westminster School is a diverse, close-knit community of 95 faculty and 390 students (70 percent boarding, 30 percent day students) from across the country and around the world. Nearly one-third of the students receive financial aid from the $5.1 million awarded each year. On its 200-acre campus located on Williams Hill, Westminster School is a place where scholarship, citizenship, sportsmanship and leadership thrive.

students to struggle. We begin our understanding by looking through a neuropsychological lens based on decades of research on learning and cognition. This is just the first step. It is important that we understand both who our students are as learners, as well as who they are as people. WPS students have some notable gifts, and our individual approach allows us to explore and develop these gifts. Everything we do is based on this in-depth understanding of each individual student. Winston Preparatory School is an innovative day school for students, grades 4-12, with learning differences such as dyslexia, nonverbal learning disabilities, and executive functioning difficulties. We do this through a process that understands each student, individualizes a program to meet their needs and that builds a powerful sense of community. We call this process the Continuous Feedback System. This system is designed to deeply understand each student's specific learning profile including their strengths and potential. Come to an open house and learn more about our educational philosophy and tour our school.

“CHILDREN MUST B E TA U G H T HOW TO THINK, N O T W H AT T O T H I N K .” –Margaret Mead

Whitby admissions@whitbyschool.org 969 Lake Avenue, Greenwich, CT 06831 203-302-3900 | www.whitbyschool.org Established 1958

L Westover admission@westoverschool.org 1237 Whittemore Road, Middlebury, Connecticut 06762 203-577-4521 | westoverschool.org Established 1909

boarding and day school for girls in grades 9-12, Westover is large enough to offer a deep and broad academic program while small enough to be certain every girl’s voice is heard.

Winston Preparatory School 126 W 17th St, New York, NY 10011 (646) 638-2705 | winstonprep.edu

t Winston Preparatory School, we view each student as a unique individual learner who has potential and is Able to Learn. It is also important that our work is grounded in research regarding how people learn and the learning differences that cause

ocated off the Merritt Parkway in Greenwich, CT, Whitby School is a co-ed independent school serving students 18 months - Grade 8 throughout Westchester and Fairfield Counties. Whitby School was founded 60 years ago on the principle that each child must be seen, valued and understood for achievement to happen, with heart. Our school has come a long way since then, but that core belief is still what drives us every day. Is your standard for education as high as ours? Come say hello. Whitby's student-centered learning style cultivates students' curiosities and turns new knowledge into new passions. Teachers empower students to see "big picture" by making connections to different subject areas and providing plenty of opportunities to apply their knowledge to real-world situations. The way we empower our learners evolves and builds as children grow with our program. That could mean your 2-year-old preparing a snack for their peers, your 5-year-old writing and delivering a speech at their kindergarten graduation, your 4th grader advocating in the local community for sustainable energy, or your 8th grader working to end generational poverty in the Dominican Republic. Best of all, each child is individually known and seen — which means our teachers will ignite your child's interests while challenging them to reach their full potential along the way.

Because questioning the answer is as important as answering the question. Mead students develop the curiosity to explore, the courage to question, and the knowledge and skills that fully prepare them for today’s world.

OPEN HOUSE TUESDAY, OCTOBER 8 | 10:00 AM www.meadschool.org

Open Minds. Big Ideas. Infinite Possibilities. W H I TBY SC H O O L A D M I SSI O N S E V E N TS

Early Childhood Explorations 18 months – age 5 October 1 at 9:30 a.m. October 17 at 9:30 a.m.

Middle School Explorations Grades 5 – 8 September 26 at 9:30 a.m. October 16 at 9:30 a.m.

All School Open House 18 months – Grade 8 October 27 at 1:00 p.m. November 14 at 9:30 a.m.

whitbyschool.org | 18 months – Grade 8 969 Lake Avenue, Greenwich, CT | 203.302.3900