January 2014
Innovation in Education
Letter from the Head of School I’m pleased to introduce our newsletter’s return to print this year. The printed page is dear to me, and not just because I’m an educator. Many years ago, back in the last century, I spent almost ten years as a lithographer in Manhattan. Those were transitional times, when technology was beginning to change the printing industry forever. I left that occupation just before the trade hurtled over the cliff of plateless presses, computer generated layouts, and machine-made film compositions. I’ve seen our school transition over the last ten years from the traditional to the technological. We changed from a paper-centered school that sent class letters and school newsletters home with students to
Our Mission The mission of Bright Water School is to provide a dynamic education for an ever-changing and complex world. We provide students with a classic education and the significant social tools needed for them to navigate their future. Students at Bright Water School are immersed in an environment that supports the whole child, educates by example, and uses physical movement and the arts to teach concepts. Our students develop comprehensive academic skills and learn to apply them creatively.
one that communicates primarily electronically on all fronts. In large part, our organization has become more efficient at communicating. But efficient is not always effective, and we felt that there was a depth to our communication that was lacking. No matter how we tried to convey things in our electronic newsletter, our personality was flattened. That is part of the reason that we have returned to the comfort and beauty of a printed newsletter. We want you to be able to enjoy our school news without a battery, wifi, or 4g; to pick it up when you want to without having to search your inbox, to share with friends and family. I sincerely hope you enjoy our return to the last century. Some things are best left unchanged.
January 2014
Laura Crandall, Head of School
Innovation Through Tradition A different take on innovation in the classroom. What are we really saying when we talk about “innovation in education?” In popular conversation, we’re certainly talking a lot about STEM (science, technology, engineering, math) education and about technology in the classroom. Search “innovation in education” online and you’ll likely have to dig pages deep to find results not related to STEM or technology. While few could argue that STEM doesn’t have its benefits—helping to close readiness gaps and preparing students for success in a workforce where technology prevails—can we continue to declare “innovation” if the conversation remains fixed on STEM or if we evangelize technology in education at the expense of story and art and music and play? Our world needs engaged, critical thinkers—global citizens who have a deep connection to the threads of history, an expansive view of the world around them, and a sense of empathy and pathos for humankind. To some, these ideals may sound cliché. But in fact, we are talking here about the preservation of culture. What is education for, after all, if not for the preservation of culture? Through story, art, inquiry, and experience, the classroom should connect young people with culture, custom, and with the long arc of history. An education should encourage pro-social behavior, foster understanding, and fine-tune the moral compass. Sound familiar? These are the hallmarks of a Waldorf education. They’ve been part of our approach for almost a century. Many schools,
as they abandon the arts and humanities in favor of more science, math, and technology, seem to be increasingly out of touch with the philosophical soul of education. The Jeffersonian ideal wasn’t sparked by a need to line up the workforce of the future, after all. It was about creating a nation of enlightened, engaged citizens who could create and participate in a shared culture. So what about innovation in the classroom? At Bright Water School, students find innovation through inquiry, experience, and connection. Here, students work hard to find answers. They can’t Google or shortcut to an answer. Instead, they excite their minds through inquiry, developing critical thinking skills and problem solving with traditional, tried and true methods of exploration, examination, and trial and error. What a difference it makes to learn physics by experiencing a phenomenon instead of simply memorizing equations, only to forget them after the next test. Bright Water School tries to make everything as experiential as possible—helping students make sense of the world through observation and engagement. One of the most ancient human activities—storytelling, which also happens to be a cornerstone of a Waldorf education—feels more innovative than ever in today’s education landscape. We’ve been making myths and spinning yarns since the dawn of time, to make sense of the world around us and to inspire and connect to each other. Story is at the core of what we call culture. It cuts across time and space. It brings definition to our lives. At Bright Water School, we use story to anchor our students. Through story, they link to the world.
Steiner, in many ways, was ahead of his time. Science now supports the integrity of the Waldorf approach. Newer research indicates a strong connection between working with the hands and cognitive development. Ditto for child’s play. Neuroscience, psychology, and evolutionary biology all point to the importance of storytelling in helping us navigate complex social problems. Turns out we’ve been innovating in the classroom all along.
The Bookshelf Learn more about how science supports the integrity of the Waldorf approach and how a Waldorf education can serve as a model for American education in the 21st century. • Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School Dr. John Medina •
The Hand: How Its Use Shapes the Brain, Language, and Human Culture Frank R. Wilson
Catching Up, or Leading the • Way? American Education in the Age of Globalization Yong Zhao
Expansions to the Early Childhood Program Today, the need for full-day classes and after school programs is no longer just a valuable option. It’s a necessity. We are proud to be the only Waldorf school in Washington or Oregon to offer full-day kindergarten and full-day preschool, with an extended day program available until 6 p.m. It’s important to keep Waldorf education relevant to the modern family, and this means supporting varied family structures and responding to families’ changing needs. Expanding our early childhood program allows us to support all Bright Water School families, including single parents, families with two working parents, and parents with multiple jobs. It’s our intent that parents will have their child’s schooling and care needs addressed by this change. But parents aren’t the only ones to benefit. Full-day preschool and
kindergarten offers consistency and familiarity for young children. Our preschool and kindergarten are nurturing environments. We try to make them as much like a home as possible. Our full-day programs also include naptime in the afternoon, ensuring a good balance between play and rest. Kindergarteners are engaged in free play with structured activities to develop their creative thinking and social skills. Each of these stages contribute to the overall social and emotional development of students, preparing them for their forthcoming elementary school years. As the only Waldorf school in the Northwest to offer full-day kindergarten and preschool, we’ve become a model for other Waldorf schools in the region, who regularly seek our advice as they implement similar programs.
How Financial Aid Creates Opportunity At Bright Water School, we look for ways to encourage an open school community. Ours is a community where we learn from one another and welcome the qualities that make each of us different. Building a diverse community is more than inviting people of various backgrounds into our school. Diversity is about the way we think. As we gain a deeper understanding of others’ perspectives, we challenge ourselves to widen our own. This requires a willingness to examine our practices and change them if warranted, which is why we’ve expanded our financial aid program to affect greater economic diversity. We hope to attract families who may
never have thought an independent school was in their child’s future. This change is intended to help Bright Water School create an atmosphere that reflects Seattle’s diverse community, rather than simply making our school more affordable. Adjusting tuition is only part of the picture, and families who qualify for financial aid also qualify for reduced extended day care fees, a maximum instrument rental fee of $5, and after school sports tuition of $5. All of these contribute to creating more economic diversity at our school. At Bright Water School, it’s our intent to connect students deeply to the world around them. We hope to help them feel they are a part of the larger
community and the world. As a result, we hope they will appreciate the rich diversity the world offers. We want the same for our parents and families. The Bright Water School community is stronger when we all welcome differing viewpoints.
Our Diversity Statement Bright Water School welcomes, values, and supports racial, religious, economic, and cultural diversity. Our school seeks a diverse faculty and student body and is committed to having our school reflect the abundant and changing diversity of the United States. We welcome, value, and support single, dual, or multiple parent households, and LGBT parents, faculty, and/or students.
Urban Ethos of Bright Water School Connecting with nature in an urban environment. Bright Water School is different from many Waldorf schools in that we are an urban school with a distinctly urban ethos. We’re in a dense neighborhood, and our school community is made up of active, urban professionals. Spending time outdoors is central to the Waldorf philosophy, and while we don’t farm on campus, we do adhere
It’s incredible to see how students can connect with nature right here in the heart of the city.
to the idea that time outside is essential to social and cognitive development, especially for the lower grades. Physical activity also slowly builds their appreciation for the environment. By the time Bright Water School students reach sixth grade, they have a genuine concern for making the world a better place. Throughout the year, our students connect with nature and the outdoors through farm trips and camping trips. It’s also incredible to see how students can connect
with nature right here in the heart of the city. Visit Bright Water School any time of day and there will undoubtedly be a class outside. Students get their hands dirty by digging in the soil. They tumble on the grass and splash in puddles. They regularly take walks to nearby Volunteer Park, a natural wonder adjacent to our bustling urban location. The city, and immediate neighborhood, are full of possibilities for students to develop the connection to nature that is so central to a Waldorf education.
Parent Profile: Molly Cherney Molly Cherney is a woodworker and parent at Bright Water School who generously donated her time and talent to create two intricate pieces of work that are used everyday in our Dragonflies preschool classroom.
Dragonflies teacher, Flora McEachern, and Molly spent time together in the classroom moving chairs to determine the best flow of the room and how the tables would facilitate feelings of embrace and warmth.
Molly took inspiration from the wings and legs of dragonflies when designing the tables. Because a section of the table is removable, the slide-away portion can either be a stand-alone table or it can smoothly fit against the rest of the table. Molly felt it was important to integrate an elliptical shape for the early childhood program since the gesture that resonates with children during these years is the embrace.
A big thank you goes out to Molly, who spent more than 75 hours building these beautiful pieces. Be sure and visit our Dragonflies classroom where the tables are featured. Contact Molly at The Seamstress + Carpenter with new business opportunities and inquiries: 206-877-2043 mcherney@hotmail.com
News and Updates Meet Our Board of Trustees: Our Board of Trustees is a talented group with diverse backgrounds who work diligently on behalf of the school by promoting and supporting our mission. This year, we have moved to a more traditional nonprofit board structure comprised of three committees: Development and Marketing, Board Operations, and Finance. Our trustees bring a broad perspective and an interest in the long-term strength of the school. They’re also able to help us connect with community leaders and potential donors.
Doug Eriksen Board Secretary Doug is a coordinator of Library Technology at Seattle University. Prior to that, he worked as a librarian in public and private schools with K-8 students. Mia Fioravanti Mia is a retired Bright Water School grade school teacher (and occasional substitute), clothing designer, and teacher at Sound Circle Teacher Training. Jody Pineda Board President Jody is a consultant for Asymmetric Advantage Capital Management, LLC. She has 15 years of sales and marketing experience and more than 12 years of service on numerous Boards throughout the city. Kim Sealy Board Operations Committee Chair Kim is the Global Alliance Manager for Infosys Ltd. She has 20 years
of experience in the IT industry focusing on sales, delivery, and operations with P&L responsibility and relationship management. Ann Stafford Ann has corporate, military, and nonprofit experience. She has worked in the fields of marketing, logistics, operations, and alliance development. Ann has also served as an Intelligence Officer and Strategist for the U.S. Army, where she attained the rank of Colonel. John Zmolek Finance Committee Chair John is currently the President of Verity Credit Union. He served on the Bright Water School Board of Trustees from 2002 – 2007, and also as the President of the Board for two years. He returned to the Board in 2011.
January 2014
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