34 minute read
PROFILES
Ana Tucker
The Lower School Spanish teacher loves helping prepare students for their futures and enjoys teaching Zumba classes to her coworkers.
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Ana Tucker started teaching Spanish at five schools in the Jackson area for the International School of Languages after her youngest child left for college. In 2006, she decided to join the faculty at Jackson Academy. “I felt it was the right place for me plus the principal and staff made me feel very welcome,” Tucker said. “I have been blessed to have been at JA for as long as I have.”
HIGH POINT OF DAY: When the students speak to each other in Spanish
CHALLENGES YOU: There is so much to learn about the Spanish language and cultures, it can be hard to fit it all into one year.
COMES EASY: Explaining Spanish and telling the students all the interesting things about the culture
STILL TO DO? Travel to Jerusalem and other international destinations
FAVORITE JA MEMORY: One Christmas, the Lower School staff and I danced to the song “Feliz Navidad” on the stage, and the students began singing the song, too.
WHAT I CHERISH MOST ABOUT JA? I will carry with me the memories and feelings created with my students and friends at JA for the rest of my life.
JUST FOR FUN: Spending time with my grandkids and traveling
NEVER THOUGHT I’D TRY: Teaching Zumba classes to my coworkers
Connor Gee ’22
This campus heavy hitter leads with purpose and character.
State champion golfer Connor Gee is known for his follow through—on and off the course. From leading morning devotions over the intercom to planning campuswide events like a fundraiser for local hospitals, Connor gets things done by listening, delegating, speaking up, and taking cues from his role models. He served as Student Body President his senior year.
MY HIGH POINT Winning the golf state championship
CLASS THAT CHALLENGES ME AP Calculus
STILL TO DO Bring back the student-faculty basketball game
More community service projects
COMES EASY TO ME English and writing
HAVE TO WORK AT IT Recovering from a shoulder surgery before the beginning of golf season
JUST FOR FUN
Planned a Las Vegas-themed prom, the best of all time
NEVER THOUGHT I’D TRY Co-creating an honor code
MY OTHER THINGS Honor Council chair Fellowship of Christian Athletes leader Student Ambassador Alpha and Omega mentor Planning campus events Chapel
Features
Love Looks Back
HEAD OF LOWER SCHOOL REFLECTS ON 20-YEAR CAREER AT JA
Sarah Love is a familiar face within the halls of both the Preschool
and Lower School. Love’s career at JA spans 20 years, starting as
an administrative assistant for former president Peter Jernberg and
culminating with her appointment as head of Lower School three years
later. The 2022-23 school year will be Love’s last at JA, as she plans
to retire from education and embark on a new chapter in her life.
Love’s career in education spans 34 years, during which she has taught a variety of age groups from sixth grade to high school. In addition to teaching, she was also the principal of a small private school in the Mississippi Delta. She made the decision to move to the Jackson area to be closer to her family. In 2002, Love accepted a position as Mr. Jernberg’s administrative assistant.
“I had the absolute privilege of sitting outside [Jernberg’s] office for two years and learning from the master of education,” Love recalled. “He is such a people person, and it gave me an opportunity to learn about the school and the culture.”
In 2004, Love was promoted to assistant dean of the Lower School, a position that would help her to transition into the role of dean the following year after the current dean, Nancy Alford, retired. Love spent that year getting to know the students, parents, and teachers at the Lower School.
“That year that I had as assistant dean was absolutely invaluable,” said Love. “By the time I took over, I felt like I was very well positioned to hit the ground running. I credit the leadership of the school at that time for making that possible.”
An accomplishment Love says she is most proud of during her time at JA is the establishment of the chapel program. Once a month, kindergarten through fourth grade students come together to sing songs, listen to a spiritual message, and learn a Bible verse.
“The bulk of our children are involved in a church. We have lots and lots of
different denominations. We wanted to support that, but we also didn’t want to impose any kind of doctrinal pieces to it. We wanted it to be an extension of whatever type of church or home a child was in,” Love explained.
Another of Love’s achievements is the transition from procedural math to Math in Focus, a curriculum based on the Singapore method of teaching math. It emphasizes the application of math skills to real-world situations.
“It focuses as much about the why of math as the how. It teaches that there is one answer, but there are a lot of different ways to get to that answer,” Love said.
Obviously, during her 20-year tenure at JA, Love has witnessed a lot of changes within the school. Advances in technology have created new teaching opportunities. Also, the school has structured academic divisions to address the particular developmental needs of students by grade level. When Love became head of the Lower School, she presided over grades one through six. Later, a Middle School was designed especially for grades five through eight. K3 was added in the early years of her time at JA. Today, Love oversees K3 – fourth grade.
As she completes her final year at JA, Love says she will miss the people the most – parents, students, and co-workers.
“I will miss the people that I worked with. Many of them are friends, and I know those friendships will carry on after I retire. I will miss the kids,” she said. “There’s nothing like elementary children to brighten your day. It’s God’s calling on my life, and he will find a new place for me.”
JACKSON ACADEMY’S Investing in Our Mission NEW MASTER PLAN
In the fall of 2018, Jackson Academy hosted parents, alums, students, faculty, and extended family for an evening “think tank” session to discuss and dream about what the next 50 years might hold for JA. The evening marked the first large-scale curriculum and facility needs discussion since the debut of a new master plan for the campus almost a decade prior. As a result, the school began a feasibility study to prioritize and further explore the recommendations made during the evening session. In early 2020, JA hired the J. F. Smith Group to research and interview a diverse cross-section of the JA community to gain insight as to what focus the school needed to concentrate on for the next decade and beyond. Once completed, the study pointed toward three distinct goals identified by all of those interviewed:
1 Look critically at campus square footage and determine if all areas were utilized to their fullest and if
JA should reassign some areas’ current uses to different and future needs.
2 With the need for increased collaboration and a more hands-on classroom model, further enhance the science curriculum with new lab experiences for all ages from kindergarten through twelfth grade.
3 As an offshoot of the first objective of reworking square footage, explore a new multi-purpose facility for the increased flexibility of our current curriculum and extracurricular activities, including expanding After School programs for all ages.
To help guide and implement this process, JA hired Dean Architecture to help assess current conditions and bring the future vision to fruition. With the culmination of this study and ongoing campus assessments underway, JA launched the current campaign, “Investing in Our Mission,” in the fall of 2021. JA identified campaign leadership throughout all divisions and divided the campaign into four separate building and renovation phases. Fundraising for the campaign began with hopes of
completing all four phases during a 5-7 year period without incurring increased debt.
Phase One was an infrastructure phase that reworked current on-campus parking, traffic, and carpool patterns and redistributed all underground utilities. The early utility work made it possible for that area not to be disturbed again as future phases progressed. This first phase began with the start of school in August 2022 and was completed in November by contractor Brassfield and Gorrie.
Successful fundraising has allowed JA to begin Phase Two immediately following Phase One. Original plans had called for a new Upper School Science Center as Phase Two and a Middle School addition as Phase Three. Each of these phases allowed the movement of current classes into new square footage and the redesign of original classrooms for lower grades and special subjects through kindergarten.
After considering the current funds raised, the designs that had been objectively laid out, and JA’s enrollment growth in lower grades leading into Middle School, the school decided to expand the Middle School first. JA also considered the timing of the next phase due to rising construction costs in the world climate.
JA is now adding more classrooms to incorporate the sixth grade and prioritizing this addition as Phase Two, thereby making the Upper School science addition Phase Three. After Phase One concludes, MidState Construction will begin Phase Two, with completion set for the fall of 2023, coinciding with the start of school.
Fundraising for Phase Three will begin this fall. It will continue until JA secures funds for the Upper School Science Center addition. This phase also includes reworking those vacated areas and reallocating to other grades. This third phase will provide a centrally located campus plaza with permanent space for Raider Network, JA’s signature SOAR program, and the JA Campus Store.
Phase Four will include the construction of a new competition gym with a concession area that will double as a satellite cafeteria. Further enhancements in this phase will be reworking current athletic facilities into more multi-purpose spaces for current and future programming.
To learn more about the campaign and how to partner with those families who have already pledged to ensure the future success of Jackson Academy, please get in touch with Jim Wilkirson in the Office of Advancement (jwilkirson@jacksonacademy.org).
Thank you in advance for “Investing in Our Mission.”
To date, this four-phase campaign of INVESTING IN OUR MISSION has raised $4,945,276.
Ashley and John Adcock Susannah and Cameron ’04 Albriton Angie and Brad Antici Catherine and Peter Arnold Cindy and Mike Bailey Ashley ’94 and Gabe Baldwin Dee Ball Marsha and Haley Barbour Annie Laurie and David ’05 Barrett Amy and Cliff Bates Stacy ’89 and Chris Bates Beth and Jonathan Blackwell Lana and Guy ’95 Boyll Kirsten and Rex Bradshaw Lauren and Maury ’98 Breazeale Debbie and Mike Brister Ashley and Joseph Bronzi Marie and Josh Brooks Bronwyn ’83 and Chris Burford Leah and Darin Busby Amy and Bill Bush Courtney ’95 and Jason Bush Frances and John ’06 Bussey Leigh ’89 and George Butler Ann Boswell Carlson ’03 Wanda Carmichael Catherine and Jon Carter Bonnie and Jim Chapman Nancy and William Cheney Katie and Jamie ’92 Chustz Lamar Chustz Mysti ’96 and Philip ’96 Chustz Cori and Jay Ciaccio Sarah Clark ’00 Amanda and Trey ’02 Clark Patty and Don Clark Holly and Webb Collums Claudia and Dennis Conklin Abbie and Sam Cox Amanda and Myles Cross Nan Dear Lindsay ’94 and Dodds ’92 Dehmer Melissa and Josh Denson Courtney and Walt Denton Ali and John ’84 Dinkins Lea and Cal Easley Carrie Ann and Wilson Eatherly Jennifer and McKie ’94 Edmonson Lee Ann ’88 and Mike Elinski Susan Elliott Gail and John England Harriett and Mark Eppes Cyndi ’92 and Bryan Eubank Ashlee and Ed Flechas Rebecca and Parker Fowler Patricia and Lane Frazier Mallory and Ryan Gnemi Stefanie and Alan Grant Lee Ann and Brad Griffin Katrice and Jeff Hadley Price and Robert Halford Jennifer and Rowland Hall Angie ’96 and Neil Haraway Carny and Mike Harkins Debra and Paul Hastings Mimi and Andrew ’07 Heard Amy and Robert ’90 Hederman Jane and Robert Hederman Avery Hederman ’19 Josh Hinkle ’15 Jane and Mark Hinkle Gloria and Stephen Hirn Neely Holland Susan Ingram Paula and Randy James Hillary ’00 and Chesley ’99 James Abby and Benjamin ’04 James Lindsey and Matt ’95 James Pat and Peter Jernberg Krysten ’06 and Jay Jernigan ’06 Michelle and Greg ’91 Johnston Colleen Jones Brandon and Foster ’98 Kennedy Robin and Ed Kennedy Karen and Palmer Kennedy Betsy King Lynn Ladner Janna and Will ’03 Lampton Lauren and Reid ’94 Lester Laurie and Donald Lewis Stancie Ley Sarah Love Jessica and Jeffrey ’96 Lohmeier Hayley and John Lundy Cynthia ’89 and Tim Mahaffey Stephanie ’00 and Collin Maley Kristin and Patrick Malouf Jennifer and Chris ’93 Mathison Rosanne and Joe Maxwell Evan McCarley Corinne and John McCormick Sandra and Mike McKay Beth and Tim McWilliams Liz ’93 and Kerk Mehrle April and Jimmy Messer Jennifer and Robert Miller Joy Miller Lauren and Nick Miller Michelle and Jon Mills Mary Clay and Matt Morgan Lynda Morse Beth Murray Suzanne ’91 and John ’83 Murray Jan ’89 and Wen Nance Kristen ’95 and Lee ’93 Nations Erin and Max ’06 Neely Tanya Newkirk Wanda and Randy Pearcy Lulu and Scott ’90 Pedigo Sandy and Charlie Penick Genny ’05 and Logan ’98 Phillips Sydney and Christian Pinnen Spencer Jones Pittman Paula and Paul Pratt Linda and Gus Purviance Mandy and Brad ’97 Reeves Christy and Chris Richardson Colleen and Stan Roberts Mandy and Ray Robertson Bronwyn and Danny Robertson Castlen and Mitchell Rogers Ronnie Rogers Kerri and Michael Sanders Jeanne ’93 and John ’92 Scarbrough Scarlet and Darrington Seward Tina Shaw Grace Simmons Caroline and Kirk ’02 Sims Geri Beth and Allen Smith Nancy and Jerry Smith Mary Elizabeth and J. George Smith Lori Snider Jan Sojourner Sissy and Greg Spence Liz and Art Spratlin Mandi and Bob Stanley Cathy Strauss Brenda and Richard Sullivan Bebe and John Sumner Nancy and David Sykes Shay and Rob Tatum Charlotte ’06 and Jeremy Taylor Mamie and Zach Taylor Lee Ann and Calvin ’94 Thigpen Suzanne and Tate ’88 Thigpen Rachel and Walt Towery Meredith ’89 and Joel Travelstead Sandra ’09 and Rob Triplett Chris and Sharon Tucker Ana and Patrick Tucker Pam and Jon Turner Patti Wade Jennifer and Brandt Walker Meri Scott and Hank ’09 Waterer Lynn and Ben Waton Susan and Walter Weems Brittany and Eddie ’03 Wettach Eleanor Wettach Susan and Alan Whitfield LaDonna and Steve Whitney Bonnie and Gray Wiggers Kelly ’02 and Louis Wilkinson Audrey and Jim Wilkirson Mary Carolyn ’95 and Brad Williams Ashley ’87 and Mark Willson Patrice and John Worley Jamie and Ellis Wright
Donor List as of August 15, 2022
New JA Brand Platform Launched
How Jackson Academy faculty, families, students, and alumni express their experiences with JA helps others know and understand the school, its purpose, and its personality. When faculty and staff gathered for Teacher Work Week in August, before students arrived on campus, they participated in sessions about refreshing JA’s brand platform. The brand platform is a framework to express JA’s attributes to others.
When a school uses consistent brand messages, prospective families have a clearer idea of what to expect if they choose to become a part of the school family. Consistent brand messages are also informative to donors, alumni, school neighbors, and the broader community.
BE SOMEONE TO LOOK UP TO
Equestrian team co-captain
Future veterinarian
ELLEN MORGAN
This ribbon-winning JA equestrian is a national Pony Finals contender.
My high point Placing 40th of 94 in the 2021 USEF Pony Finals
Never thought I’d try Being vice president and representative in student council
Still to do Alpha and Omega, when I get to be a kindergartner’s role model
JACKSON ACADEMY 4908 RIDGEWOOD ROAD, JACKSON, MS 39211 601.362.9676 JACKSONACADEMY.ORG
“The brand strength that is gained when all of us are speaking and writing from a consistent framework matters quite a bit,” said Director of Marketing & Communication Patti Wade. “Today, most everyone experiences information overload. There is so much information to consume that people cannot pay attention to everything available. Consistency helps people gain a more accurate understanding of JA–and they are more likely to respond when they hear a consistent message multiple times. They may choose to take a tour, donate, attend an event, or speak highly of the school in their community, for example.”
Refreshing JA’s brand platform included a look back at JA’s history and how JA has branded the school up to this point. It also involved an assessment of current opinions and attitudes about JA from the perspective of students, parents, alumni, faculty, and staff. JA looked at how peer institutions, both near and within the Southeast, presented their schools. The JA Marketing & Communication staff then worked to help JA continue to have its unique voice in the marketplace. A team of individuals representing many parts of the JA family contributed to the brand refresh, guided by an organization specializing in independent school communication.
JA made no change to the beloved mission statement or the JA logo. “We used the JA mission statement as the starting point and kept it in mind throughout our work,” said Wade.
JA families and friends will see new material delivered throughout the academic year on all of JA’s communication channels. “We believed it was time to evaluate the framework we use to talk and write about JA to ensure it was fresh and resonating with our audiences. We are excited to tell the stories of JA’s students, faculty, and programs using the refreshed brand platform,” Wade said.
BRIGHT MINDS GOOD HEARTS
KEIGON LOWERY
This creative writer and budding percussionist published his first of two books at age 10.
Never thought I’d try Turning my journal into a book about my mom
Just for fun Writing a fictional play about second chances
My other interests Art Band Football Basketball
JACKSON ACADEMY 4908 RIDGEWOOD ROAD, JACKSON, MS 39211
Published author Uplifting storyteller
CALL 601.362.9676 TO SCHEDULE A TOUR TODAY JACKSONACADEMY.ORG
REACH YOUR PERSONAL PEAK
Future software engineer Volunteer STEM teacher
JEFFREY GAO This engineeringminded problem-solver plans to someday run his own software development company.
Have to work at it Playing with more consistency in tennis to wear down my opponents
Just for fun Built my own computer in 8th grade
My other interests Raider Network broadcasting Chess Club Tennis team Church volunteer Newspaper staff
Brand Attributes
These are characteristics that describe our organization’s personality:
Well-rounded
Supportive
Family-oriented
Welcoming
Accomplished
Grounded
Traditional
Spiritual
Forward-thinking
PERSPECTIVES in EDUCATION
STEM Education: 4 C’ing the Future, Today
by Cliff Powers, Lower School STEM
Defining STEM is a simple task. It is an acronym that stands for Science, Technology, Engineering, and Mathematics. But its simplicity ends there. STEM is much more than a catchy buzzword that seeks to combine the four subjects under a single umbrella. At its core, STEM is a teaching philosophy that integrates all four disciplines together into a cross-curricular program that offers instruction in real-world (as opposed to purely academic) applications and teaching methods.
To understand why STEM education has become so popular over the past 20 years, one must first consider the amazing transition between the industrial revolution and the information age.
A Brief History of STEM
The development of STEM can be traced back to the Morrill Act of 1862, which created land grant universities to promote agricultural science. The Space Race with the Soviet Union not only prompted President Eisenhower to establish the National Aeronautics and Space Administration (NASA) in 1958, but also brought more national attention to science education. More recently, this focus was increased with the birth of home computers, cell phones, and, ultimately, the internet. As a result, the demand for domestic workers proficient in the computer sciences exploded. However, by the end of the 20th century, achievements in the STEM disciplines by students in the United States were falling behind those of other industrialized nations. To address this growing disparity, the National Science Foundation (NSF) created the acronym SMET in 2001 to reflect new standards in science, mathematics, engineering, and technology for K-12 schools. Thankfully, the acronym was changed to STEM later that year. Since that time, numerous governmental initiatives such as No Child Left Behind, Educate to Innovate, and the Inspire Act have called for increased funding and emphasis toward STEM education. Some 20 years later, STEM has now become a common, and in many ways, critical, part of school curricula.
The Four Cs
In 2002, the National Education Association (NEA) began a two-year journey to develop what became known as a “Framework for 21st Century Learning.” This project focused on 18 different skills that would equip students for success in a global economy. Over time, it was determined that the framework was too long and complicated. To resolve this issue, four specific skills were deemed to be the most important. They became known as the “Four Cs” — critical thinking, communication, collaboration, and creativity. STEM is a natural extension of these skills, as it embraces each as an essential part of the learning process. In a study reported by The Washington Post, Bloomberg/Businessweek and others, employers said students are unprepared for the workforce. Many claim candidates are applying for jobs without the skills that will make them successful employees. So, what do employers want? In short, they want excellent soft-skills (4Cs) and STEM aptitude. So, let’s take a brief look at each of the “Cs” individually.
1 Critical Thinking
Critical thinking is the analysis of an issue or situation and the facts, data, or evidence related to it. It is to be done objectively (without influence from personal feelings, opinions, or biases) based solely on factual information. Under the heading of Critical Thinking are several skill subsets that are an integral part of STEM, including observation, analysis, inference, and problem-solving. One great example of critical thinking usage would be during our Extreme Earth unit that focuses on such lessons as layers of the earth, earthquakes, volcanoes, and tsunamis. During the visit on landslides, groups are given a sloping landscape tray on which they must create retaining walls from clay (problem solving). The goal is to prevent as much erosion as possible to the hillside. Once finished, the tray is backfilled with sand and a saturating “rain” is simulated. Students must observe the results, analyze any weaknesses in their engineering, and make inferences on ways to improve their design.
2 Communication
Communication is a necessity in any work industry. Candidates must be able to communicate in many different mediums such as presentations, email, and formal written documents. During STEM projects, not only do the students have to communicate well with one another, they must be able to describe or explain their thought process. The ability to do so in a clear, articulate manner is of paramount importance. During our unit on Air and Water, for example, groups are challenged to create a filtration device from plastic bottles and a variety of materials such as cotton balls, coffee filters, sand, charcoal, etc. Once completed, they test their device by passing dirty water through it. However, the challenge doesn’t end there! We stage this project as an episode of Shark Tank and discuss profit margins and investments. Teams are given a budget and each of the possible filtration materials has a cost assigned to it. This way, the students not only have to think in terms of what will produce the clearest water, but also yield the highest profit margin. Once the testing is complete, each team must use excellent communication skills as they “pitch” their device to Mr. Wonderful (me).
3 Collaboration
This piece is probably the one that I find most thrilling and mesmerizing to watch. My class is divided into
five tables, each of which ideally accommodates four students; although, due to varying class sizes, some tables have only three students. These are mixed by gender so that most tables group together two boys and two girls. While there are times that each child is working on his/her own individual project, groups are usually working together collaboratively to complete the project at hand. As they strive to find a harmonious balance between the more assertive personalities and more timid ones, they learn to appreciate and value differing approaches and solutions. I have had many Lower School teachers tell me that they have seen an improvement in how well their students work together in the classroom as a result of STEM Lab. Learning to work well with others is a life skill that will pay dividends long after graduation.
4 Creativity
In STEM, creativity is probably best defined as “thinking outside of the box.” While there are times that it manifests itself in more artistic or aesthetic ways, designing a unique structure, vehicle, or gadget certainly involves a great deal of creativity. There are times when the students are constructing from instructions, because I believe the ability to interpret a set of plans or sequenced steps is also a valuable skill. But my favorite “builds” are the ones where the children must rely on their own imaginations to complete a project from inception to execution. One of the favorite regular visits by my third and fourth graders is called “Girls vs. Boys Day.” These are held at the end of most six-visit units and based on the subject matter we just completed. Each of the two groups is given an oversized building set of various sticks and connectors (think giant Tinker Toys) and given a project to build. For example, at the end of their Marine Biology unit, fourth-grade teams were charged with building a submarine that could contain their entire team. Points are given based on teamwork, detail, realism, etc. I absolutely love seeing them work together to create something strictly from their collective imaginations. These lessons are a perfect example of integrating all four of the Cs into a single project.
Adding the Secret Sauce
In addition to integrating the Four Cs, I also incorporate two philosophies that have guided me through my entire 29-year teaching career. The first is that, regardless of subject matter or age, learning should be FUN. Every single STEM visit during the fouryear journey began with a desire that it be fun and engaging. In fact, most activities that get replaced are because I found something that I thought would be more fun for my students! A perfect example of this just materialized over the past few weeks. I got the idea to stage three different elaborate Escape Rooms for my fourth-grade students. These are themed to an Egyptian Tomb, Blackbeard’s Treasure, and Harry Potter. Designed to take two visits each to complete, each of the fourth-grade classes is rotating through the different rooms over a three-week period. While my educational objectives include critical thinking, problem solving, collaboration, code decryption, and data collection, the kids simply find themselves immersed in a dimly lit place of fog, flickering lanterns, thematic music, strange props, hidden clues, and the freedom to explore with flashlights to locate and solve the eight challenges. The level of excitement shown is just unbelievable and so gratifying to see firsthand. My hope is that they never lose this love for learning as they grow older.
The second philosophy that guides everything we do in STEM is approaching science from a biblical worldview. I consider teaching to be a spiritual gift, and, as such, I want our Father’s name glorified in everything we study. I can think of no other subject that speaks to the awesome handiwork of God like science. Whether that be the intricacies of the human body, the endless boundaries of space, the physical laws of the universe or the miracle of life itself, we acknowledge God to be the creator, author, and sustainer of it all.
In Conclusion
I hope you have enjoyed this insight into STEM Education and, specifically, our Lower School STEM program. Being a STEM instructor and working for Jackson Academy has been the highlight of my teaching career. I have been so blessed to work with such amazing professionals and leaders in the Lower School department. In 202223, the program and I will be celebrating our tenth anniversary at JA! I can’t wait to see what the future holds. One thing is for sure; I know the kids will have an absolute blast as they prepare to tackle our 21st century world.
Professional Development Enhances Educational Experience for Everyone
by Mallory Gnemi, Sixth Grade English
Jackson Academy invests in professional development throughout its academic divisions, inspiring and supporting teachers to explore innovative teaching methods and provide the priceless gifts of attention and compassion to their students. Sixth grade English teacher Mallory Gnemi was appointed to serve as the Middle School’s professional development coordinator for 2021-22. In this blog post, she discusses the benefits of professional development and the Middle School’s focus on streamlining communication and strengthening community in the coming months.
What is professional development, and why does it matter?
Continuous personal and professional development is our key to the future. Professional development sessions are often done to teachers; rarely are these sessions planned with, for, and by teachers. Professional development is defined as ‘continuing education and learning for workers already in the workforce.’ The goal is to expand and deepen our skills as educators.
Professional development benefits students because the more we, as educators, stay engaged in the learning process, the better teachers we are for our students. We want them to see that we are lifelong learners. When we bring what we learn from professional development sessions back to the classroom, we build our expertise portfolio, which builds confidence in ourselves. I think students and parents can recognize and appreciate these qualities in their educators. At Jackson Academy, we want to cultivate a culture of continuous learning, understanding, and communication. If we are doing these things outside the classroom, imagine what we can continue to do inside the school with those sharpened skills. Students are our future; we must stay with them yet be prepared for them every step of the way.
What are JA teachers doing for professional development this year?
This year, the Middle School decided to focus on the theme of Communication and Community. Being a physically divided division on campus requires us to work extra hard to ensure our collaboration as a Middle School team with our entire school team. Our goal as a division was to create sessions planned with, for, and by our teachers this year. Each month, we invite a different faculty member from around campus to come to share with us their lessons learned, advice, and tips for communicating effectively within and beyond the Middle School. Our August guest was Head of School Palmer Kennedy, who offered his experience communicating with parents, students, and fellow teachers. In September, we heard from Beth Murray, director of learning diversity, who guided us in recognizing learning differences and communicating those needs to support staff beyond the classroom. Teachers take notes, give input, and are encouraged to identify three significant takeaways from the sessions. Feedback from the teachers is how we create teacher engagement in the professional development process so that everyone’s voice is heard.
Director of Learning Diversity Shares Memorable Insights into Memorization
by Beth Murray, Director of Learning Diversity
Memory is likely one of the most important but misunderstood functions of the brain. To understand memory and its strengths and weaknesses, you need to understand the variety of types and the influence the brain’s natural processes have on learning.
You may have a child who remembers everything about a vacation you took years ago, from the smell of the perfume Aunt Betty wore to all the food consumed over a week, but this same child may not be able to remember spelling words or math facts. This doesn’t mean they have a poor memory. Instead, it indicates that they are likely not maximizing their memory by using the system which works best for them.
Brain Basics
` The brain is wired for 7 – anything over 7, and the brain gets muddled ` The brain loves color- attaches easily ` The brain loves movement through spaces – including touch ` The brain is mostly water – it needs hydration and doesn’t learn well dehydrated ` The brain needs protein to function optimally – what are you having for breakfast? ` The brain needs consolidation – time to rest and remember, then retrieve
Types of Memory
Short Term
This is located in the front of your brain, used for temporary storage. This is the kind you use for a Friday spelling test and will likely wipe away unless your brain feels it is important enough to transfer to long-term memory.
Long Term
This is located in the back of your brain and is stored for a long time. It needs to be organized for easy retrieval. This is the memory used for an exam, or previous math skills learned to move forward in more complex problems.
Semantic
This is “school memory,” composed of facts to be learned. It is the type you learn in class to take a test comprised of new information.
Episodic
This is one of the most robust memory systems. It can be compared to a brain field trip. Episodic memory pulls information from your senses and creates a personal connection that retains information.
Active Working Memory
This is the multi-tasking memory. It is the ability to hold parts of a task together in your mind while doing another job. You can compare it to a computer with many windows open at one time. This memory is needed for many things in school, from writing an essay (keeping the information organized, punctuated, and spelled correctly) to working on a complex math problem holding math facts in memory while sequencing the problem through the steps.
Learning techniques to help maximize your child’s memory will enable the memory systems to unite and help your child learn faster and retain information longer.
Creative Strategies for Memorization
Pegs of the Body
This strategy can be used to learn a list of items in an order or a group:
State an adjective and create a physical motion that directs attention to the “peg” for easy retrieval. For example, touch the first peg and say the first item in the list you are memorizing, then touch the second peg and say the second item you are working on remembering, etc.
DIY Interactive Flashcards
Remember that 7 is the best number of items to memorize! Anything over that will become muddled, so try to divide information into small groups close to that number when studying in one sitting. Interactive flashcards are great for vocabulary, people, places, events, dates, scientific formulas, etc.
Supplies needed: white paper (cut into 1/4s and folded in half to make a tent), colored pencils, and pens
1. On one side of the flashcard, write a word in large letters using a dark color 2. Using pictures and acronyms, depict the definition of the word using different colors 3. On back of the card, make a list of definitions using only one or two words 4. Set up your tents on a tabletop and quiz yourself or a partner using either side of the cards For example, to learn the parts of speech, color code each word to refer to a different part of speech:
Nouns = Yellow
Verb = Orange
Adjective = Blue
Adverb = Purple
Map it Out: Visualize the Information
Some children need a flow chart or a visual map to remember information. This is great for reading comprehension, science, or history. Students learn how to connect events or information and turn it into a picture. Divide a poster into quadrants and draw out data into a diagram. They can go back and look at the sign and call questions out while they use the visual. Once you think they have it, take the poster away and ask questions. They will remember the pictures. Be sure and use different colors in each quadrant of the poster.
Create & Take Practice Tests
Practice the way your child is going to be tested. Create or have your child create a practice test from notes. Have them answer it and share it with a friend. Break it down, so they only do one section at a time. Take tests over and over until it is in memory. REMEMBER: Just because you know it doesn’t mean they do! Patience!
Study in Different Spaces
Study for each subject in a different room or part of a room. Your brain connects to space. For example, when studying for science, go to a place that has anchors on the wall. If your child is trying to remember a sequence – use a picture on the wall to visualize the sequence. Brains need placement.
If you are studying for several tests in a day, move around the room or space in the house to learn that particular subject. Doing all studying in one place does not maximize the brain’s retrieval. MOVE to a new spot for each subject.
Take Breaks to Consolidate Information
After 20 minutes of sitting, blood pools in your seat and feet. Take a short break, and make sure you have plenty of snacks and water available. Walk around for a few minutes, or do anything that gets the oxygen going again.
Go to bed on an empty stomach of visual input. Do not allow your child to watch TV or play video games after studying. Studying should be the last thing they do before you sleep (other than saying prayers!). In the morning, help your children look at the information they studied again on the way to school. This will move the stored data back to the front of the brain for easy retrieval during the school day.
Learn from your child’s test scores. If one method works, stick to it. If it doesn’t, try a new one. Try, try again until you find the method that works the fastest and helps your child learn the information. Remember this: You will never be held as accountable for being good at everything as you are when you are in high school. We all choose careers in our areas of strength. While your child is in school, they are developing the ability to learn – and that ability will be essential no matter what career they choose!
