Voyager
KENT PLACE SCHOOL
Voyager WINTER 2007
Advancing the Female Leader: Leadership at Kent Place By Gayle Allen, Assistant Head and Director of Studies “One of the most difficult tasks for women is overcoming the ‘imposter syndrome’– the feeling that we aren’t good enough, don’t have the necessary background, or don’t deserve leadership opportunities. We feel like we need one more credential, one more bit of experience, etc. Men do not have this problem.They take the job and figure out how to do it later. We need to adopt some of their sense of entitlement to leadership.” – Martha Burk, chair of the National Council of Women’s Organizations
Browse any bookstore. Read through recent magazines and newspapers. Flip through the television channels.You quickly realize the topic of leadership is alive and well. When it comes to women in leadership, however, there are much-needed conversations still to be had, books and articles to be written and news to be made. Bottom line – there is work to be done. Fortunately, cultivating young women leaders is a hallmark of a Kent Place School education. It is at the heart of what we do. All-girls’ schools like Kent Place play a vital role in addressing the work that remains to be done in preparing women for leadership roles in a variety of fields.To that end, I will discuss why the issue of women and leadership needs to remain on the front burner. I will also share leadership advice from women in diverse leadership roles. Finally, I will describe the ways in which Kent Place School fosters student leadership skills through what it provides for students, teachers, administrators and staff.
Women’s Leadership on the Front Burner Marie Wilson, in Closing the Leadership Gap: Why Women Can and Must Help Run the World, writes, “When I look at the issues we face, and when I think of the changes we need, I am as convinced as I have ever been that our future depends on the leadership of women – not to replace men, but to transform our options alongside them.” Wilson contends that women’s leadership will be universally recognized only once it reaches a critical mass. She claims that “the more people like you in a working group, the more likely you are to be yourself.” To attain a critical mass, Wilson argues, cultural shifts need to take place, and those shifts must include the media and the ways in which women are represented. If we determine how we want women to appear in the media, if we are the driving force behind those images, then those images will be supported by advertising and subscription dollars from corporations. We have a strong voice in our buying power. “Culture,” argues Wilson, “is crucial to change because it provides role models . . . for the world’s power structure.” To change our cultural perceptions requires that we promote valuing female qualities rather than using them to marginalize women. Political statistics prove that women have still not arrived when it comes to equal representation as leaders, at least in the United States. Wilson’s White House Project presents some startling data regarding the U.S. political landscape for women. •
Only eight (16 percent) of our current governors are women, and no women of color have ever been governor of a U.S. state.
•
Only 14 of the mayors of the U.S.’s largest 100 cities are women (14 percent).
•
Women currently hold only 14 Senate seats (14 percent) and 66 seats in the House of Representatives (15.2 percent).
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The U.S. ranks 69th in the world out of 187 countries, as of March 2006, in terms of women’s representation in national legislatures or parliaments.
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Of the nearly 600 people who have served in the president’s cabinet or as cabinet-level officers since George Washington’s term, only 30 (5 percent) have been women.
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According to a recent study by Deloitte & Touche, 79 percent of the U.S. population agrees completely or somewhat with the statement, “If women are to be truly accepted as leaders in this country, nothing is more important than seeing women in high political office.”
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complement them with people who have different talents.” Shelly Lazarus, chair and CEO of Ogilvy & Mather Worldwide, takes this notion of team one step further: “Care about what other people think.” Fifth, have a deep passion for the work that needs to be done. Lagomasino explains that “I try to see everything as an opportunity to grow. . . . What I learned from [clients] was to love what I did, because I was going to be doing it around the clock.” Lazarus states that “people who are successful are passionate about what they do. I think other people are attracted to passionate people because they’re able to communicate where they think they’re going and why they think it’s important.” These women believe that having passion for what they do is one of the keys of successful leadership. Having passion for the work at hand not only motivates leaders, but it also motivates everyone connected to the project. Passion and commitment to the work are contagious.
Women Leaders Share Leadership Advice
In October 2005, Newsweek published interviews their staff had conducted with 12 successful women leaders.The women represent an array of fields and organizations, but their advice for women leaders centers on a few key areas. First, young women should believe in themselves and have confidence in their abilities. Alison Estabrook, director of the Comprehensive Breast Center at St. Luke’s-Roosevelt Hospital, contends that, to be a leader in your field, “you must make sacrifices . . . . You have to believe in yourself and not listen to other people who try to discourage you from reaching your goal.” Stephanie Bell-Rose, president of the Goldman Sachs Foundation, asserts that “the best advice I’ve ever gotten is to set goals and believe I can achieve them. . . . Believe in yourself, and then move toward your goal.” Second, women must assert themselves in their own right and in their own ways.They must communicate who they are and what they believe. In particular, Judith Rodin, president of the Rockefeller Foundation, claims that women “ought to find their own voice.” Each woman interested in leadership roles must recognize that she needs to communicate her accomplishments.To that end, Sharon Allen, chair of the board for Deloitte & Touche in the U.S., believes that women must take responsibility for their own careers. Women should not assume that others are aware of the good work they’re doing. Third, never lose your sense of humor. Despite the challenges that arise and the demands made on you by others, take a step back from the intensity as a way of viewing the situation from another perspective. Humor can help leaders to do just that. Judith Shapiro, president of Barnard College, believes that leaders must also remind themselves that they need to be supportive of their people – “because leading is about serving.” Several women leaders place great importance on a fourth piece of advice: Surround yourself with people from whom you, too, can learn. Judith Jamison, artistic director of the Alvin Ailey American Dance Theater, contends that “you should be surrounded by people who you respect and admire and who know more than you know.You cannot be an expert in everything.” She advocates a level of humility that allows a leader to admit what she may not know and to draw on the skills of those around her in order to learn from and to rely on them for what they bring to the leadership team. Similarly, Maria Elena Lagomasino, former chair and CEO of JP Morgan Private Bank, asserts that “you can create a perfect team if you celebrate what people do well and
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Finally, seek support in your work.Thelma Golden, director and chief curator of the Studio Museum in Harlem, contends that “you need a support circle. If it doesn’t exist, then you have to create it.” Each woman interviewed either alluded to or spoke directly to the need for women to cultivate support networks that would allow them to strive for leadership roles and then to survive within them once positioned there. Although these women’s experiences span a range of careers, they echo one another in the advice they offer for future leaders.They advise future leaders to follow their passion, to set goals in order to turn that passion into successful action, to believe in themselves along the way, and to develop a support network. All of this advice is key for women hoping to achieve success in any sphere of influence at any age.
Kent Place School Fosters Leadership Skills Each division provides ample opportunities for students to cultivate their leadership skills. Morning Meeting takes place in each division. Students not only participate in those meetings, but they may lead them, as well. Clubs, committees, publications, performing arts, athletics, academics and community service leadership opportunities abound. Our faculty, staff and administrators also take advantage of leadership opportunities through school task forces, committees and departmental retreats. They engage in on- and off-site professional development workshops and conferences to grow and refresh these skills. In the articles that follow, you will learn a great deal more about how we foster leadership skills in our students.You will also gain insights into the ways we foster these skills in our teachers and administrators. Because Kent Place School recognizes the vital role school adults play in a young woman’s life, the school continues to provide learning experiences and leadership opportunities for its faculty, staff and administrators.
To Be Continued . . . The next time you walk through a bookstore, read through a newspaper, magazine or journal article, go online or flip through television news channels, take a closer look. How many of the books you find or the articles you read about leadership include discussions of women in those roles? How may news programs focused on leaders in government, business, medicine and science include women? Unless situations have changed overnight, I think you will find we still have work to do.
A Message on Leadership at KPS… Sue Bosland, Head of School Leadership is the cornerstone of a Kent Place School education. Excellence in leadership is individually defined. Each girl is encouraged to discover and appreciate her own unique voice, actively participate, value multiple perspectives and communicate and problem-solve effectively. Examples of leadership abound on campus daily, from the Kindergarten student reading her leader story to the class, to the fifth graders speaking at an Admission Open House; from the Middle School child presenting her science project to classmates’ parents, to the twelfth grader leading a Senate meeting in the Upper School. Our alumnae communicate back to us frequently, providing us with a plethora of examples of their leadership in their communities and careers.We are truly preparing our girls and young women to be the pioneers and leaders of tomorrow in our global community.
primary school
How Do We Learn to Be Leaders?
By Melissa Wood, Primary School Art Teacher, and Carol Wood, Director of the Primary School As adults, when we think of our first leadership opportunities, it’s clubs we ran in high school or offices held in college. However, children begin to try out leadership much earlier. Integrity, confidence, commitment and responsibility grow from early seeds that are planted at home and in school. Learning leadership begins as children watch and listen to the adults in their world, as they play with one another, suggesting new imaginary games to their friends, as they take on small responsibilities or take care of themselves and as they begin to recognize leaders and mimic their behavior. Just as the Upper School girls take on leadership in elected offices, in the classroom or on the playing field, so do Primary School children begin to try out and take on leadership tasks. Character develops as they try out new things and take on challenges, though small at first. As early as Nursery, students are asked to be leaders of the line. While adults may not immediately consider this an actual position of leadership, one needs only observe a line of children traveling down the hall to see how future elected officials and CEOs get their start. In this setting, leadership is a rotating responsibility. Each child gets a turn to be first in line. Children learn to be patient while waiting for the tail of the line to catch up. They learn to be alert so as not to stray from the route.They learn to be responsible by getting their class to its destination on time, and they learn about initiative when they see some classmates participate without prompting and others who need to be reminded of their duties. Class jobs help students become leaders. Children are assigned jobs such as messenger or librarian.They try on different roles and understand what power they have to shape those roles. Children notice when someone neglects her job, and they are often directly affected by the way each job holder fulfills her duties. If the class librarian forgets to collect and return the books, classmates may receive late slips from the library. If the homework girl fails to record an important piece of information on the homework board, the whole class may suffer the consequences of being unprepared for class. As children get older, their leadership opportunities grow. Squad leaders in physical education classes make sure that the rest of the students follow along. They experience the importance of paying attention so that they do not mislead their squad with too many jumping jacks or not enough lunges. All students are encouraged to develop a personal voice and then to express themselves publicly. For some children this means finding the courage to raise a hand and posit an answer, even when they are not sure. For others this entails public speaking, whether making an announcement at Morning Meeting, welcoming guests at concerts or greeting the entire school at Opening Convocation. The harder lessons of leadership are also here. Fifth grade students struggle to remember that leadership in community service is not about the leader but about those they serve. Being a leader brings attention, but that is a side effect. Leadership is about fulfilling a responsibility to others. Children clamber to help out at cleanup time in the art studio. One girl wants to wash all the tables, even though others are willing to help. When she alienates her peers by insisting on doing the job all by herself, she finds herself in trouble for not getting back to her seat on time. She learns about the importance of keeping the focus on getting the job done, not on who gets it done. In the Primary School, teachers talk with students about how hard all these lessons are to learn. Having integrity, being responsible, sharing and having courage are all difficult, and none of us has mastered them. We talk about how we can all get better at them by being mindful of their importance. As teachers, we reach for and teach these ideals. By doing so, we not only help our students become better people, but we become better people ourselves. Yes, it all sounds obvious, but we have seen adult leaders in our lives who failed to learn these early lessons. We know the pain of watching a leader lose her way. We all struggle when leaders take advantage of their positions. We have observed projects that failed because the leader took on too much and did not delegate authority. Developing the skills of leadership through the Primary years empowers our children not only during school, but throughout life.
Recently, fifth graders wrote about leadership. One student says it well: “A good leader listens to other people. She cares and is thoughtful. A good leader is in charge but is not bossy. She listens to other people’s ideas. I think a good leader is someone who speaks up for other people and herself, but is more often thinking about ways to help.” Another girl writes, “We have learned about leadership in the Primary by watching our teachers, principals and other people who are in charge. We have learned about leadership in assemblies, too. We have learned about leadership from our friends and ourselves and our families.” Clearly, Primary School girls grasp the importance of leadership. It is our mission that every Kent Place girl feel a strong sense of herself, know her voice and use it wisely. Every girl should find her own unique way to lead and follow her passions toward service.The formal and informal responsibilities that our youngest students have during their Primary years provide a firm grounding in the leadership skills that will empower them through life to speak their minds, look for ways to serve others and take on greater roles in their communities, their homes and the world.
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middle school
For Middle School Girls, Leadership is Lived and Learned By Karen Malm, Middle School History Teacher
“Good morning, my name is Jayne. Good morning, my name is Blair, and we are running Morning Meeting.This week we will be holding elections for grade-level Student Council during Advisory period. Are there any other announcements this morning?” This is the way each week begins and ends in the Middle School. Each Morning Meeting is led by two eighth graders who moderate the gathering by leading the entire Middle School in the Pledge of Allegiance, fielding announcements from faculty, students and visitors, and announcing birthdays and special events of the week. Leadership is an integral part of each day, and opportunities abound for each girl to develop her own leadership style by observing others and through hands-on efforts. While eighth graders step naturally into many of the overt leadership positions as heads of Student Council, publications and clubs, opportunities are also present throughout the Middle School experience for sixth and seventh graders to learn and apply those leadership skills. Student Council is often a student’s first formal introduction to a leadership position during each school year.The student leadership of the Middle School begins with our eighth grade president and secretary. Toward the end of their seventh grade year, girls who would like to be president and secretary of the entire Middle School give a speech to their peers and the fifth grade.The girls elected to these positions lead the Middle School through their entire eighth grade year.This year’s executives even helped design activities for the Middle School fall trip.The sixth and seventh graders elect their class president, secretary and Advisory representatives twice a year, and the eighth graders do the same for their own Advisory representatives. We guide the students through the process of good leadership selection as the girls begin to brainstorm and discuss the qualities of a good leader. Each year the girls write a list of traits they think are essential to good leadership. In looking back at what has been generated and posted for the girls to contemplate before casting a vote, it is apparent how many attributes on the list are already cornerstones of the Middle School curriculum.
How do the Middle School students define leadership? One key element of leadership is voice, and the voices of the girls resound from all corners of campus. Whether debating the pros and cons of an issue in the ethics elective, presenting a skit in French class, directing teammates on the softball diamond or guiding a new student to the Dining Hall, our girls
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articulate their thoughts and opinions.They also identify leadership as the ability to analyze and take risks, a skill Kent Place encourages. Girls are asked to step out of their comfort zones, but they are given the support and guidance that allows them to keep trying, even if a first effor t does not succeed. Discussions about the Honor Code teach honesty and respect, other traits Kent Place students associate with leadership. Students own a sense of responsibility as they negotiate questions and concerns directly with their teachers. The girls are given experience in creating a leadership vision when advisees and advisors set goals and monitor progress in achieving those objectives. Middle School girls don’t just discuss leadership: they live it. Eighth grade girls are guides for visiting families, while students in all grades welcome and host student visitors. Current and prospective parents are greeted and led by Middle School leaders at Open House and Back to School Night. Sixth graders are the voice of the curriculum for parents of incoming fifth graders. Student initiative created the opportunity for every girl to perform in a musical during her Middle School years. Seventh and eighth graders captain their sports teams, and girls in all grades can lead publications and clubs. In F.R.I.E.N.D (Finding Resolution In Every New Day), eighth graders help guide seventh and sixth graders through the social quandaries that are a part of adolescence. Service projects are spearheaded by student leaders who envision ways our community can help support others. Middle School graduates take these qualities of leadership with them and continue to tweak and mold them as they mature and grow. One of the true joys of working in the Middle School is seeing a girl develop her own leadership style as she realizes that she can organize and implement a plan in a way that is uniquely her own and that has been cultivated through her own experiences and observations. Because each girl observes and tries out different approaches, Middle School students are not locked into one leadership pattern. Kent Place is committed to empowering as many girls as possible to become leaders; many positions, therefore, last only for a season or a semester.The chance to reflect on and take stock of work done allows a Middle Schooler to evaluate her individual strengths and weaknesses in the process of developing her unique leadership style.The Middle School is committed to the education of tomorrow’s leaders.
The following are some of the fascinating people interviewed by members of the Portraits of Leadership class throughout the past few years: Former Governor, New Jersey Director, Animal Haven Shelter Surgeon CEO,Vonage Quarterback, New York Giants Producer, ABC News CEO, UBS Executive, Quest Diagnostic & Boston Scientific CIO, Campbell Soup Company Congresswoman, New Jersey Former Vice President of Content, Sesame Street Women’s Lacrosse Coach, Princeton University Senator, West Virginia Teacher President, Mt. Sinai Hospital DEA Agent Founder, Community Food Bank
… WHAT IS
The Girls’ Leadership Institute Kent Place School celebrates its 12th season of the Girls’ Leadership Institute (GLI) this July for girls entering seventh and eighth grade. Focusing on individual leadership potential and strengthening personal confidence and self-esteem, the Institute is the only program in New Jersey with the mission to teach leadership to girls ages 12-14. GLI was founded in 1996, a product of the vision of former Head of School Arlene Gibson and current Head of School Sue Bosland. Held on the Kent Place campus, the Institute has been directed by Kent Place teacher Christine Clemens and Interim Director of the Upper School Elizabeth Woodall. GLI began as a week-long day program for seventh and eighth grade girls and, in 2000, turned into a five-day, four-night residential program. In the Institute’s 12-year history, it has grown from 12 to 27 girls, from serving local girls to serving girls from a number of communities, and from having no scholarships to giving generous amounts of financial aid. Each year, the Institute has met or exceeded its goals in attendance and cultural diversity. Participants enjoy the challenges of an outdoor adventure course located at Camp Nyoda Hills in Oakridge, NJ, work closely with high school mentors and meet women role models who, as guest speakers, discuss their personal and professional histories. The Girls’ Leadership Institute trains girls as future leaders.The program also inspires each participant to discover her own voice and set her own goals in order to prepare her to achieve success in the global community. The Girls’ Leadership Institute Summer 2007 will take place July 22-26. An Open House will be held on Wednesday, April 4. Please visit www.kentplace.org for more information.
The “Leading Edge”: A Classroom Experience By Christine Clemens, Middle School History Teacher The words “leadership” and “leadership skills” make most people think of politics, which, in the past, had been relegated to adults.Youngsters could be leaders by playing sports or doing extracurricular activities such as Girl Scouts. More recently, however, with the emphasis on leadership as an important aspect of business, leadership development is viewed as critical, especially for women as we move into management positions in non-traditional career areas. How-to books on becoming a leader and leadership seminars have grown very popular, and with them the idea that leadership can, indeed, be taught. Kent Place is on the cutting edge of this movement to produce young women with strong leadership skills from an early age – the younger the better! We “think leadership” in every aspect of Kent Place life. Are leaders born or made? Do leaders create history, or does history create leaders? Do good leaders always lead for good purposes? These are some of the issues we debate every day in the eighth-grade history course Portraits of Leadership.This thematic, interdisciplinary and experiential curriculum, taught now for nearly 20 years, explores how leadership influences the quest for human rights and empowerment. The thread of leadership connects the subject matter, which touches upon philosophy, psychology, ethics, humanities and political science. Fieldwork adds the experiential component when the girls go beyond the schoolroom to witness leadership in action. Each girl’s personal leadership is developed in class by a variety of content and methods, including reading about leaders and analyzing their leadership traits, meeting and talking with leaders in the outside world and practicing leadership skills on a daily basis so that she will have the confidence to seize opportunities when they come.This history course is both academic and hands-on! The course begins with a definition of terms – leadership, power, rights, persuasion, authority, privacy, responsibility and justice – and then examines how these tools are used in different kinds of governments and economies. It continues with a chronological study of history, from the fall of the Roman Empire to the 20th Century, viewed through the lens of leadership and of how power is used or abused in each era. Integral to assessing a leader’s effectiveness is understanding what personal characteristics – such as vision, communication, decisiveness, problem solving, risk analysis and conflict resolution – must come together to make leadership happen. Assignments and
classroom activities include researching and reading biographies of significant leaders to evaluate whether they are leaders of thought or action, whether they lead by command or consent, why they want power, and whether mankind has been hindered or advanced by their leadership. We keep journals on newsworthy people or events that demonstrate leadership, and we reflect on important quotes or advice that recognized leaders have given. Meeting and talking with people who successfully model leadership is also important. At mid-year, the students carry out an interview project in which they contact, question, and dialogue with an adult who is a leader in his or her field.The girls develop poise and self-confidence as they practice their role as interviewers with adults who have true experience in a broad range of fields. Over the past 20 years of teaching this course, I have come to some conclusions about leadership worth passing on to my students. First, leadership is a work in progress. Every leadership opportunity offers a different set of challenges – no single formula works every time! Leaders jump in and work toward the best possible outcome. Second, leadership is an extension of one’s life; it is applying the everyday life-skills that we use to survive (such as planning, communicating and decision-making) toward the achievement of a goal. Finally, leadership isn’t as much about the leader or the self as it is about teamwork and the other people you bring with you as you accomplish a goal.True leaders value the part that each person plays and the empowerment gained as each contributes to a successful outcome. Each day in class, we focus on people and events that have, for better or for worse, changed the course of mankind. We salute our successes and learn from our mistakes. We celebrate the contributions of those who have enhanced our rights and our voice; we seek high standards for leadership as benchmarks for ourselves and for those we trust to lead us. We practice communication as we speak and listen to each other so that we gain a sense of self-confidence about our own ideas and a respect for the ideas of others. We model leadership for each other as we assume responsibility for our words and our deeds.These are the true lessons about leadership – and about life! Page 5
A Kent Place First… Junior Selected to Participate in Prestigious Take the Lead Program: Alexandra Abend ’08 At the end of my sophomore year, Ms. Woodall informed me that I was nominated by the faculty to participate in Mount Holyoke College’s Take the Lead program. I had absolutely no idea what it was, except that it was a leadership program for high school women. Shortly after, I received a letter from the director of the program, Patricia VandenBerg, congratulating me on being nominated and asking me to fill out an intense application. I was asked to answer numerous questions, write an essay about an issue that is a concern of mine and gather a recommendation from a teacher of my choice. I completed the application last spring and was notified at the end of July that I would be one of 44 girls in the entire country to participate in Take the Lead at the end of September. The conference took place from September 28 to October 1. Before we arrived at the program, we were asked to choose an action project. Each girl was assigned a mentor from Mount Holyoke that we roomed and bonded with during the four-day program. After everyone arrived, we listened to a guest speaker, introduced ourselves and watched and listened to clips of two of last year’s award-winning participants who completed their projects.The next day, we had workshops that taught us many useful skills: how to understand people in the business world; how to get people involved in our projects; how to get publicity; how to organize volunteers; how to ask for money; what steps we needed to take to complete our project; understanding diversity; how to write a
speech; and finally, how to give a very compelling argument or public speech, which was critiqued by three people. In small groups we discussed each of our action project topics to brainstorm ways to complete and/or readjust our topics. Our mentors kept in contact with us to help us with any issues with our topics. Even though the summer program has ended, I will continue to work with my mentor on my action project until March. In March, each Take the Lead participant will have to send in everything about her project whether it is completed or not. A team of faculty at Mount Holyoke will then award a monetary prize to three people who they believe achieved their goal or went above and beyond. Now that I am back at Kent Place, I know that I will be using much more of what I learned than I initially thought I would. I am already using steps from my organization workshops, and I have found that learning about public speaking helps me when I am talking to adults or trying to explain my project to people who might help me work toward my goal. When I arrived at Take the Lead, I felt very comfortable and confident about my project, knowing that the Kent Place community will be there to help. At Kent Place, they teach us to be the leaders of tomorrow and that we can do anything we set our minds to. While I was listening to the other girls’ action project topics, I realized that at Kent Place we already have in place some of the projects or programs that the participants were trying to accomplish:
Diversity Council, Gay-Straight Alliance, development in the arts, awareness of the genocide in Sudan and the earthquake in Pakistan and many more. Before going to the Take the Lead program, I felt as though I could be a leader, I just did not know exactly how.Take the Lead also helped me realize that it does not matter how young you are, what race you are or what gender you are – everyone can make a difference in this world. All we need is a little help, guidance and support from the people around us. Alex is working with chain restaurants to organize special dinner nights for families with autistic or mentally challenged children. Her action project, Restaurant Awareness, hits close to home, as Alex’s younger brother was diagnosed with severe autism six years ago. She has seen first hand the need for families like hers to be able to go out as a family and feel comfortable, not judged. Alex hopes to have this plan in place as early as April in honor of Autism Awareness Month.
SPEAKERS SAVE the DATE
SERIES the SAVE DATE Thursday, April 26, 2007 7:30 p.m.
13th Annual Speakers Series Dr. Louise Leakey, renowned paleoanthropologist and National Geographic explorer-in-residence
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upper school
Building the Leader Within: Opportunities Abound in the Upper School By Elizabeth Woodall, Interim Director of the Upper School Student: What’s there to do at 2:30? Teacher: What is your passion? What sparks your interest? Student: I don’t think I have just one thing. REPLAY I think that it’d be great to be on the newspaper. REPLAY I like planning things. Conversations like this happen every day between students and teachers: students trying to find interests, pursue them and take leadership in them, and teachers prompting questions to help students work towards their goals.The ways our students take on leadership may vary, but our teachers’ focus on developing students as leaders is equal for every student. With all students, we ask more questions, remind them about the Club Fair, explain class offices and help identify related courses that will help focus and challenge them in leadership. Leadership cultivation flourishes in the Upper School. Every May at the Changing of the Guard assembly, officers of committees, clubs, publications and honor societies pass the reigns to the next year’s leaders. The ceremony recognizes the primary positions such as president and editor-in-chief – over 35 named positions – with another 35 secondary positions changing over within the organizations. These positions reflect formal opportunities of leadership by election or by application.
Independence of thought and action, based on values, allows an individual to be a leader for others while strong in her independence. Could it really be that easy? Just go to class and get involved? Yes, and no. We provide the framework for learning, but challenges and pressures definitely exist. For the high school leaders and leaders-in-training, introspection can be quite a hurdle. Girls ask questions like: • How
do I maintain the tradition of Kent Place and still make my mark?
• How • Can
do I maintain vigor within routine?
I say no to myself and the people around me?
• Can
I please everyone? Can I do everything well? How do I get everything done?
• What
happens if this isn’t perfect?
Just like leaders in the work force, girls need to learn the how-to’s of a project. Whom do I need to contact? Is there a form to fill out? How do I run a meeting? What happens if I encounter opposition?
For our six major committees, Senate, Judiciary, Athletic Association, Community Service, Social Committee and Student Affairs, the secondary and class representative positions for grades 9 through 11 are half-year elected positions, allowing for a change in January. Students elected for the first term may not run for the same position in the second term of a single academic year, thus allowing more chances for more girls to lead. Other organizations, like Green Key, our campus tour guides, and publications, determine leaders through an application process with an existing student leader and faculty review, and they tend to be full-year positions. By having a combination of full- and half-year positions, organizations can be most successful with a consistent yearlong vision, more girls can be involved in working towards the vision, and girls have the opportunity to learn how to work with more people. One-third of girls in the Upper School hold “traditional” leadership positions, but that figure does not acknowledge the magnitude of leadership opportunities that all the girls have throughout the Kent Place community. Daily life is rich with opportunities to learn about the components of leadership, to identify personal strengths and challenges and to practice developing all the skills both in class and in extracurricular activities. So, each time a student participates in a class discussion or project, offers her thoughts or tries out for the play when she typically is reserved, she practices risk taking. Each time a student makes a presentation in class about a topic, she is building her communication skills and sharing her vision. Each time she completes a long-term assignment on time along with all of her other homework, she is focusing on time management and prioritizing her tasks and values. Each time she chooses to take one class over another, one topic over another, joins a club or a sport, she is determining her personal vision. Each time she argues with a friend or a parent and negotiates an offense in Judiciary, she practices conflict resolution. Whether she charts her progress or even acknowledges these as opportunities of leadership is not as important as their effects. Each girl explores and practices ways of sharing her talents and passions in class or organizations because she believes in herself. Informal opportunities, while regularly planned for by faculty, allow girls time to build self-esteem, an integral part of being a “leader of herself.” Individuals need to know what is important to them and learn to live life according to those values both when it is easy and when it is hard.
We encourage girls to work through situations and to ask for support. Likewise, faculty advisors help role play situations, brainstorm a plan of action and literally walk students to the right office. But like most people with vision, the leader’s biggest challenge is time: if only there were more hours in the day to do all we could. Whether starting a club or promoting an event, leaders learn important skills: to create a shared vision, to empower others to act, to prioritize responsibilities, to set realistic timelines, to articulate messages in the spoken and written word and to manage setbacks with a positive attitude. Creating the leaders that our girls are and will continue to be revolves around making the learning process of leadership integral to all aspects of a student’s day.
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Voyager WHAT IS …
Morning Meeting Most schools start off their day with announcements made by an unseen administrator over a P.A. system. At Kent Place, Morning Meeting, held in each division, is a unique tradition that highlights qualities our school values most: sense of community and leadership building. In the Primary School, Morning Meeting is held on Monday and Friday in Hauser Hall. The students say the Pledge of Allegiance and sing the Alma Mater. A teacher delivers a message or lesson, and the meeting is used as an opportunity to teach community mores – such as taking good care of the playground or lunchroom manners. Morning Meeting also provides a forum for performances and allows teachers to make announcements, introduce a guest or remind the girls about a community service project. Primary students are given the opportunity to hold the flag for the salute and supervise the younger girls, and they are often asked to present or perform during this time. Middle School Morning Meeting is held in the Annex, also on Monday and Friday.The students recite the Pledge, make significant announcements, such as birthdays, accomplishments, recognitions and activities, and hold group discussions about themes of integrity, values and ethical decision making. Students from other divisions also come to make announcements when the occasion arises. Morning Meeting allows Middle School students to come together and connect as a unified community. It is an important tradition that permits girls to be leaders in front of their peers in a safe environment. The entire Upper School gathers together in the front hall of the Main Building twice weekly (A week – Monday/Wednesday and B week – Monday/Thursday) to make announcements such as sporting events and play rehearsals, to acknowledge current events and to address community issues revolving around the issues of KPS.Teachers recognize successes of classes, students and trips. An appointed senior moderator runs each meeting for the entire school year. Each spring, an invitation is extended to all juniors who contact the moderator to tryout for the position. Girls who choose to participate in Morning Meeting are often acknowledged with cheers from each class. Perhaps without even realizing it, the moderator and her peers are seen as powerful role models. Morning Meeting at Kent Place showcases leadership as a forum for students to work on their public speaking, to make announcements for causes they believe in and to connect and affirm each other in a lively, secure surrounding.
Quest for Diversity: How Student Leaders Raise Awareness By Reba Petraitis, Upper School History Teacher
“A great leader is one who knows the way, goes the way, and shows the way.” – John C. Maxwell, author of The 21 Irrefutable Laws of Leadership
Even before the school year begins, students at Kent Place’s Upper School learn how to be leaders. This summer, five of our tenth and eleventh graders attended the “Anytown, NJ” program presented by the Youth Leadership Institute and sponsored by the National Conference for Community and Justice-New Jersey. At the five-day program of interactive workshops and discussion groups, students embarked on a year-long action plan to raise the level of awareness and appreciation of diversity in their communities.
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Upon their return to school, the participants were invited to join Diversity Council, which is composed of peers who have attended similar programs in previous years. Another conference attended by members of Diversity Council is the Student Diversity Leadership Conference.This is the youth division of the People of Color Conference, sponsored by the National Association of Independent Schools (NAIS). In December 2005, Kent Place sent five students and four teachers to the meeting in Dallas,TX.There, our representatives listened to esteemed keynote speakers James Earl Jones,Terry Tafoya, Sandra Cisneros and Sara Lawrence-Lightfoot, met in affinity groups and shared ideas and experiences with many other students and teachers from across the United States.They learned how to lead workshops and other activities in hopes of ending prejudice in their communities. The Diversity Council annually adopts and launches an action plan and a mission statement to follow throughout the year.The Council also leads school events centering on diversity.The Day of Diversity, in November, is an Upper School initiative to raise awareness and appreciation of the differences within the Kent Place community. Upper School students also take part in Mix-it-Up Day, when they are randomly seated in the Dining Hall during lunch. Senior Kyla McMillan, a member of Diversity Council’s executive board, states, “I enjoy Mix-it-Up Day because it’s a chance for students who wouldn’t normally know each other to talk and discover the similarities that we share.”
In January, the members of Diversity Council initiate Kent Place’s participation in the national No Name Calling Week project. Issues surrounding name-calling are discussed at Morning Meeting that week as all students are asked to avoid negative language. Senior Marisa Adam says, “No Name Calling Week is extremely important because it raises our awareness of what we say to the people around us and why we should be sensitive and address our peers with respect. Sometimes you don’t realize what you are saying can offend others.” Throughout the school year, Council members meet with Middle School students to discuss issues and questions dealing with diversity.The girls have breakfast or lunch together with their younger schoolmates and serve as role models and problem solvers if questions about diversity arise. “Having been at Kent Place since first grade, I have a broad perspective on KPS life and experiences,” says senior Charlynn Bowers. “As a result,
I feel it’s an honor and privilege to have a relationship with and be able to affect or help younger members of the community.” This year, the members of Diversity Council have decided to increase their interaction with the faculty and staff. “I feel that as a vital part of our community, the faculty should discuss with the students diversityrelated issues like race and religion,” says junior Rachel Gordon. “Teachers need to understand how these issues directly affect their students.” The Council has asked to lead a session of Diversity Forum, a series of monthly after-school meetings for faculty and staff to discuss such issues in the Kent Place community. The quest for diversity awareness is never-ending.The young women of Kent Place are enthusiastic and motivated to devote their time and efforts in order to maintain a safe and all-inclusive environment. As the maxim states: With Wisdom She Lights the Way.
Teachers Who Lead Inspire Leadership in Students By Karen Rezach, Director of the Middle School One of the most clearly stated goals in the mission of Kent Place School is “to inspire young women to leadership.” In addition to the ways students learn leadership through personal experience, there is an equally powerful influence on students that sometimes goes unnamed: the example of leaderly teachers. Research overwhelmingly confirms the positive impact role models and mentors play in the formation of skills and attitudes in young people. For this and other reasons, it is important that faculty at Kent Place develop and demonstrate leadership skills within our learning community. In addition to the leadership that all teachers show each day in class, teachers in all three divisions may take on additional volunteer positions that are larger in scope. Qualified faculty assume a variety of traditional leadership roles, including department chair, advisor to student clubs and publications, community service coordinator at each divisional level and participation on various school committees, forums and task forces. New positions have been developed in recent years to design curricula and manage new programs. For example, the director of Early Childhood and the Primary School curriculum coordinator positions have been instituted in order to provide continuity and oversight to the Primary School program. A similar curriculum coordinator position in the Middle School, begun two years ago, ensures a more interdisciplinary approach to teaching and learning. A Middle School special events coordinator manages special assemblies and speakers to further enrich the MS student experience. In the Upper School, the focus on students’ ethical and moral development led to the institution of two deans of students. Each of
these positions was filled from within the ranks by teachers who, because they displayed outstanding leadership qualities, were asked to demonstrate those skills and assume these exciting roles and responsibilities in addition to their teaching duties. The decision to create these new leadership positions for faculty at Kent Place stemmed not only from institutional need, but also from the desire to provide the faculty with meaningful professional growth opportunities. A study conducted at the University of Pennsylvania (Ingersoll, 2000) cited “poor opportunity for professional advancement” as among the top reasons for leaving the field of education. Most educators value the ability to learn and grow and opportunities for professional advancement. Leadership positions allow faculty to give input regarding the school’s decisions – a major factor in maintaining a high level of teacher retention and, ultimately, ensuring the continuity and high performance of the school. Dr. Amanda Berry, eighth grade English teacher, is one of those faculty members who this year took on a major leadership role in the Middle School. She is currently serving as eighth grade team leader, a position that rotates to other faculty members every three years. “I have not always been as comfortable in the role of leader, but this year I have had the chance to take on new responsibilities as a team leader,” Dr. Berry says. “I could not have faced this new challenge without the guidance and examples set by my colleagues, who demonstrate a variety of leadership styles. Not only have I developed new skills in the process, but I feel all the more invested in the outcome.”
Kent Place is committed not only to offering faculty professional challenges, but also to providing the development teachers need in order to achieve them. Each fall, teachers engage with their division director in determining their professional goals for the year and the training that they would need in order to attain those goals. Some teachers develop the necessary skills to undertake new leadership responsibilities, while others demonstrate their leadership by sharing their expertise with the rest of their colleagues. Whether at a lunch table, division-level faculty meetings, all-school meetings, department meetings or special forums, the rest of the community can benefit from their experiences. Teachers also participate in leadership beyond the Kent Place campus, such as at the Ethics Institute at West Point, the New Jersey Association of Independent School (NJAIS) Blueprint for Leadership Program, and the National Coalition of Girls’ Schools (NCGS) Strategic Leadership Institute for Experienced Women Educators at the Simmons College School of Management.Teachers who gain advanced training in their subject areas are invited to demonstrate leadership in their field by presenting at outside conferences.This past year, KPS faculty members gave presentations and workshops at the University of Salamanca in Spain, the NJAIS Conference, the National Middle School Association Conference and the National AP Conference, just to name a few. Kent Place faculty members serve not only as outstanding teachers, but also as leaders in the field of education - both within and outside of the school community. Providing meaningful leadership experiences for our teachers remains an important factor in maintaining an outstanding team of faculty at our school and in realizing our mission of inspiring young women to leadership.
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From the Heart: Leading Through Community Service By Carol Gordon, Interim Dean of Students
Kent Place Upper School students, arguably some of the busiest people on the planet, devoted 7,303 hours last year in service to others. What makes this statistic even more astonishing is that community service is not required at Kent Place School.The ultimate arbiter in deciding whether to do community service is the student herself. Does the impulse to give of oneself come entirely from within, or does good student leadership inspire participation? “Good leadership tips the scale in favor of student action versus inaction,” says senior Kyla McMillan, president of the Upper School student organization Community Service (CS). “Good community service leadership has a great impact on student participation. I’ve always been really active because I know that it is our responsibility to let other students know about service opportunities.” With two representatives per grade as well as its officers, CS has the “girl power” to inform classmates about volunteer opportunities throughout the year. Any community service leader knows it’s one thing to say, Hey, you can help New York City’s homeless on Friday night; it’s another thing to motivate busy peers to take action. Junior Meredith LaRose, CS vice president, fully understands: “As a three-sport athlete, I can definitely sympathize with students who say that they do not have time. I try to act as an example, and I often give up my only free time to do service. I have inspired some of my other busy classmates to also forgo a night out to help others.”
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Community Service leaders are also good at marketing. Junior Daniela Arias remembers asking other students to help with Stockings with Care, an annual gift drive for children in shelters. “When asking classmates to volunteer, I emphasize how much fun this event is, and the fun factor increases the participation.” Whether an earthquake in Pakistan or a menace closer to home, when tragedy strikes, CS leaders are quick to respond. When Hurricane Katrina hit the Gulf Coast last August, CS voted to “do something big.” In the meantime, a worthy recipient for a major fund-raising effort presented itself through Upper School art teacher Ken Weathersby, whose brother is the principal of Eastlake Elementary School in Pascagoula, MS. Eastlake suffered enormous damage, including flood damage to all the books on the lower shelves of its library. Community Service voted to fund as many replacement books as possible. During a brainstorming meeting, Samantha Zwiebel ’06 suggested doing a concert, and The Pascagoula Jam, a cross between a battle of the bands and a coffeehouse concert, was born. Students were the driving force behind the concert. Although the task was daunting, the students made it happen, and over $1,500 was raised through ticket sales and donations. Junior Hallie Mitnick, another CS leader, sums it up: “While community service is a very personal choice, a good leader who discovers fun and creative ways for students to help others inspires participation.”
Come and have fun in the fiery warmth of THE DRAGON LOUNGE Saturday, April 28, 2007 Spend the evening dancing to the rhythms of “Total Soul,” enjoy a feast of delicious food, meet friends old and new and show our ongoing support and commitment to Kent Place School.We look forward to seeing you there! For more information contact Jean Frankel zipzipjf@aol.com
2006
Summer Explorations 2007 at Kent Place
June 11 – August 10
June Fun Summer Express Summer Start-up Pre-K Camp Junior Camp Day Camp Passport Program
Creative Arts Workshop Afternoon Sports Extended Care
Excel Explorations in Español Success for Girls Sports Clinics
For more information visit www.kentplace.org or call (908) 273-0900, ext. 272
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Professional Development & Discovery 2006 Halsey and Kinnear Faculty Award Recipients The MacDonald Halsey Fund, established in 1980 to honor retiring Headmaster MacDonald Halsey, recognizes individual faculty members and provides assistance for their professional development needs.The funds are usually put toward the development or significant revision of curriculum or other major school programs, or a formal workshop or conference. The James W. Kinnear Fund, established in 2003 in honor of his daughter Susan K. Neul, provides assistance for faculty members across the divisions to put towards their summer professional development needs. Economics Curriculum for Grades 1-5 Alyce Burke, Susan Mascioli and Melissa Wood, Primary School Teachers The Primary School economics curriculum was conceived as a component of the school’s current Accreditation for Growth (AFG) goal of increasing our students’ global awareness. As we teach about our place as Americans in the global society, it became crucial to examine America’s disproportionate share of wealth. Mrs. Burke, Mrs. Mascioli and Ms. Wood used the Halsey grant to develop curriculum to teach children basic concepts of money, to make them aware of their place of privilege in the world and to instill in them a sense of responsibility or stewardship for the global community.The curriculum, implemented this fall, begins with a Morning Meeting lesson on one of nine topics. After each lesson, individual classrooms have gradeappropriate activities as follow-up lessons.Topics to date include how we know how rich or poor we are, needs and wants and how we get them, how we make choices about spending and saving, how we care for our assets, the role of taxes and how we can share our wealth. Mathematics Proofs in the Geometry Curriculum Christy Gillespie, Upper School Math Teacher As part of the Upper School Math Department, Ms. Gillespie continuously reevaluates her courses and seeks ways to make her students stronger problem-solvers and mathematicians. One way she hopes to do this is by implementing proofs more rigorously in the geometry curriculum. Proofs are recognized by many mathematics organizations, including the National Council of Teachers of Mathematics, as a means to improve students’ deductive reasoning and problemsolving skills. Over the summer, Ms. Gillespie researched the teaching of geometry proofs as well as learning stages a student must reach to be successful with proofs. Using this research, she developed multiple activities, worksheets, journal entries and reading assignments designed to help the girls become strong proof writers.The Math Department is implementing this new curriculum unit into their current Upper School Geometry classes and already sees great results from the girls. Pre-Kindergarten World Language Curriculum Dora Gragg and Barbara Tejerina, Primary School World Language Teachers Sra. Gragg and Mme. Tejerina received a Halsey grant to refine the Pre-Kindergarten Spanish and French curriculum they developed during the summer of 2005. Having piloted the program for two weeks in the spring of 2006, they added the finishing touches in time for the beginning of this school year. Sra. Gragg and Mme.Tejerina found new age-appropriate resources for language study for young children and worked on integrating these materials into the curriculum.This fall the Pre-Kindergarten class was divided in half: one learning Spanish and the other French, then switching mid-year. Songs are sung, games are played, books are read and various topics related to their classroom curriculum are addressed. Comprehension and enjoyment of language learning are the main goals of this new initiative. Fifth Grade Spelling Curriculum Joanne Emery, Primary School Learning Specialist This summer, Mrs. Emery developed a fifth grade spelling curriculum called Word Study.The program consists of 26 lessons, including the history, function and structure of words. Each spelling lesson focuses on a particular spelling rule and features activities that help students internalize these skills. Word Study reinforces spelling fundamentals while also giving opportunities to students to progress at their own pace. Although every student is required to learn a set of spelling rules, they are not required to have the same spelling words. This allows students to progress at their own speed.The Word Study curriculum benefits the fifth grade at Kent Place because it addresses the need to learn about words as part of the students’ development as writers. Word Study is designed not only as a spelling program but also as a system for discovering the meaning, structure and history of
words. Mrs. Emery’s hope is that it stimulates students’ curiosity, increases their vocabulary skills and gives them essential tools to employ when reading and writing. Advanced Placement Calculus Denise Mulry, Upper School Mathematics Teacher Denise Mulry, a member of the Upper School Mathematics Department, spent a week over the summer at Drew University attending a seminar on the teaching of the Calculus AB Advanced Placement course. Ms. Mulry found the exchange of ideas amongst the mathematics teachers at the seminar to be extremely helpful and interesting. She and others in the group often approached problems differently, some using technology, such as graphing calculators, to find results, while others used more traditional methods. Ms. Mulry has already begun to implement ideas and strategies she learned at the seminar into her current Advanced Placement courses. MS and US Mid-Trimester Comments Guidelines Linda Ormont, Middle and Upper School Learning Specialist At Kent Place, mid-trimester comments are an opportunity for Middle and Upper School teachers to report to parents on student progress and learning. How can teachers apply what they learn in professional development to writing narrative comments? Ms. Ormont developed Comments by Design, a presentation she gave to Middle and Upper School faculty in the fall. It shows how our comments can incorporate the ideas of recent campus speakers, the education specialists Mel Levine, JoAnn Deak and Grant Wiggins, along with our curriculum mapping work and AFG goals.The teachers will apply these “best practices” as they write narrative comments throughout the year. Attending the Institute for Choral Teaching Education Edel Thomas, Middle School Music Teacher This summer, Ms.Thomas attended the Choral Music Experience (CME) 2006 Institute for Choral Teacher Education in York, England. The Institute provides young choirs and developing conductors with a set of clearly articulated principles and practices based on master choral teacher Doreen Rao’s “music performance approach to music teaching and learning in the choir.” This year’s conference brought together emerging composers, gifted conductors and inspired choral music educators.The repertoire is cutting edge and so appropriate for young treble voices. CME methods and materials have emerged as a uniquely dynamic approach with an emphasis on the joyful, real-life pedagogy practiced for the artistic, educational and social benefit of all students.The choral conducting technique class was enlightening and allowed Ms.Thomas to receive Level I professional certification and will complement the work Ms.Thomas does at Kent Place.
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News & Views
Middle School Music Teacher Named New Jersey’s Nonpublic School Teacher of the Year
Kent Place Middle School teacher Edel Thomas of Summit has been named New Jersey’s Nonpublic School Teacher of the Year for 2006 in the annual competition sponsored by the New Jersey Council for American Private Education.The award was presented by Acting Commissioner of Education Lucille E. Davy on Tuesday, October 17 at the New Jersey Department of Education in Trenton. Ms.Thomas has spent the last 14 years as a faculty member at Kent Place teaching a variety of courses in the Music Department and supervising the Primary School Choir, Middle School Chorus, the Handbell Choir and the ninth and tenth grade Chamber Singers. In addition to her teaching, Ms. Thomas is also the coordinator of the Middle School Community Service Program. She has organized the BRIDGES program, which provides bag lunches for the homeless in New York City and New Jersey; Care One, which provides monthly visits to senior residences; NJ Community Food Bank, which sorts food and clothing for distribution to local agencies; as well as numerous fundraisers for UNICEF, the Susan G. Komen Foundation, the Make-A-Wish Foundation and the Animal Haven Shelter. Outside of Kent Place, Ms. Thomas has served as musical director in a number of churches of various denominations for over 20 years. Ms.Thomas describes her philosophy of education as her responsibility and privilege to “unlock the potential that all students have to discover who they are and then to help them to nurture their own passions in life.” Director of the Middle School Dr. Karen Rezach, who attended the award ceremony with Head of School Sue Bosland, says of Thomas, “Edel personifies ‘teaching excellence.’ She is a true professional who gives 100 percent to everything she does, whether teaching a music class, conducting a choir or organizing a community service activity. Edel truly loves her students and daily inspires them to strive for their own personal excellence by the example she sets for them.The success of her classes, choirs and community service activities lies in the fact that the students are, in fact, willing to give their all and reach higher than they would have if Ms.Thomas hadn’t inspired them to do so. She is most deserving of this award.” Thomas is a graduate of University College, Dublin, Ireland, and has an M.Ed. degree from Trinity College, Dublin. She holds a Fellowship from Trinity College, London, and also has an advanced diploma in music pedagogy and choral direction from the Kodaly Institute, Kecskemet, Hungary. The Nonpublic School Teacher of the Year Award is granted under the auspices of the New Jersey Council for American Private Education (NJ CAPE). Each member of NJ CAPE is asked to submit a nominee for the award.The award is significant because almost one out of every six students in New Jersey is educated in a nonpublic school, significantly higher than the national average.
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Upper School Shines with Fall Awards 2006-2007 Advanced Placement Scholars AP Scholar with Distinction Maria Calvache ’06, Lydia Deutsch ’06,Tara Frankel ’06, Elizabeth Franz ’06, Erin Honcharuk ’06, Michelle Manket ’06, Morgan O’Hara ’06, Christina Ring ’06, Ilya Sabnani ’07, Samantha Zwiebel ’06 AP Scholar with Honor Nida Abdulla ’07, Danielle Auriemma ’06, Rebecca Fish ’07, Monica Giannone ’06, Atlee Melillo ’07, Alexandria Myers ’06, Caitlin O’Brien ’06, Katherine O’Donnell ’06,Veena Putcha ’07, Victoria Rolandelli ’07, Jacqueline Sousa ’06, Alexandra Stathis ’07, Lily Tarjan ’06, Devin Walsh ’07, Madeline Wasser ’06 AP Scholars Caitlin Black ’07, Erica Cullum ’07, Shamayne Cumberbatch ’07, Emily Doto ’07, Isabelle Fabian ’07, Maria Feitel ’07, Morgan Furst ’06, Emily Gadsden ’07, Alexandra Gakos ’07, Leah Haynesworth ’07, Nadia James ’07, Julia Kennedy ’06, Amanda Klinger ’07, Alexandra Krupp ’06, Erin Landers ’06, Laura Lane ’07, Stephanie Liff ’07, Alexandra Lynch ’06, Emily McCormick ’07, Devon McIntyre ’06, Molly Molendyke ’07, Mary Moseley ’07, Laura Newcomb ’07, Marian O’Neill ’07, Francesca Pazniokas ’07, Kathleen Reilly ’06, Alexandra Robertson ’06, Sara Santos ’07, Natasha Scott ’07, Anna Simpson ’07, Lauren Zajac ’07
2007 National Merit Scholarship Program Semi-Finalists Laura Lane ’07, Ilya Sabnani ’07 Commended Students Nida Abdulla ’07, Emily Gadsden ’07, Alexandra Gakos ’07, Amanda Klinger ’07, Stephanie Liff ’07, Mary Moseley ’07, Francesca Pazniokas ’07,Veena Putcha ’07, Devin Walsh ’07
2007 National Achievement Scholarship Competition Semi-Finalists Khemi Cooper ’07, Jachele Velez ’07 Participants Referred to Colleges and Universities Shamayne Cumberbatch ’07, Nadia James ’07, Erin Marshall ’07, Natasha Scott ’07
2006-2007 National Hispanic Recognition Program Scholar Sara Santos ’07, Jachele Velez ’07
2006 National Council of Teachers of English Achievement Award in Writing Stephanie Liff ’07
2007 Edward J. Bloustein Scholars Emily Gadsden ’07, Amanda Klinger ’07, Laura Newcomb ’07, Alexandra Stathis ’07, Devin Walsh ’07, Lauren Zajac ’07
“We are so proud of the accomplishments of our students. Being recognized at such a high level validates our students’ amazing effort and dedication to learning, and we acknowledge what a major accomplishment it is for them. We are fortunate to be able to support them!” – Elizabeth Woodall, Interim Director of the Upper School
The Arts are Alive at Kent Place...
Upper School Fall Play: letters to a student revolutionary
February 16 – March 9 Art Faculty Show Recent works by KPS Upper School faculty Ken Weathersby and Lisa Yokana Exhibit Reception – Friday, March 9, 6:00-8:00 p.m. March 2 - 3 Winter Upper School Production Maggie, the brand new comedy written by Drama Department Chair Bob Pridham Friday – 8:00 p.m. / Saturday – 8:00 p.m. March 30 Upper School Vocal Concert with Pingry School Chorale, Chamber Singers and KP Singers perform 8:00 p.m.
(front row) Francesca Pazniokas ’07, Emily McCormick ’07 and Julia Sann ’09
Ensemble
April 1 Upper School Chamber Singers and KP Singers Concert Singers perform off campus with a full orchestra 5:00 p.m. April 3 – April 13 All School Student Exhibition Selections of art from the Primary, Middle and Upper School art classes Exhibit Reception – April 20, 3:30-4:30 p.m.
Caitlin Wraith ’10
Mary Moseley ’07
Nikki Whang ’10
Emily Ciavarella ’09
Alessia Menegon ’07
Francesca Pazniokas ’07
Chelsea Frankel ’10
Pauline Shypula ’08
Emily McCormick ’07
Jachele Velez ’07
April 18 – April 27 AP Portfolio Exhibition Selections from the senior AP Portfolio classes Exhibit Reception – April 20, 6:00-7:00 p.m. April 20 Upper School Dance Concert The 22nd production of An Evening of Dance 7:00 p.m. May 7 – May 25 Upper School Exhibition Art selections from the Upper School Exhibit Reception - TBA May 10 Senior Voice Recital 7:00 p.m. May 11 – 12 Middle School Spring Musical Little Shop of Horrors Friday - 7:00 p.m. / Saturday - 3:00 p.m. May 15 All School Instrumental Concert Selections from all three divisions 7:00 p.m.
Alessia Menegon ’07 and ensemble
12TH ANNUAL
GIRLS’ LEADERSHIP INSTITUTE JULY 22 – 26, 2007 KENT PLACE SCHOOL, SUMMIT, N J
Have a Vision Take Risks Make Decisions Get Organized Resolve Conflicts Set Goals For more information visit www.kentplace.org or call (908) 273-0900, ext. 272 Page 13
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Checking in… The Middle States Association Accreditation Process Why do we need to be accredited? Independent schools vary significantly in their philosophies and the type of students they serve best. Accreditation does not define excellence or rate schools. It simply means that the school meets a set of 12 standards, is committed to ongoing, school-wide growth and lives up to its mission.
and others.The second is that, by the year 2011, students will demonstrate a deeper commitment to global thinking skills and a broader awareness of global knowledge, specifically with regard to the finite nature of the earth’s resources, the multitude of cultural perspectives and the interconnectedness of our political and social actions.
What is AFG? AFG stands for Accreditation for Growth. It is the protocol that KPS follows. Growth is the operative word, as the entire community looks toward the future to ask how our students, teachers and organization will grow. In AFG, a strategic plan is developed that details desired results – what the school aims to improve in student performance areas and how these results will be accomplished.Two to four student performance objectives clearly outline those priority areas where resources and the school improvement initiatives will be concentrated.
How do we measure our success in meeting these goals? Every fall, our fifth, eighth and twelfth graders take surveys designed by Kent Place School teachers and administrators to assess our progress in these specific goals.The surveys require that students respond to specific scenarios that correspond to our honor goal and to subject-area questions that correspond to our global thinking goal.
How often does the accreditation process take place? The accreditation process for N/Pre-K -12 schools takes place every seven years.This winter, we are at the midpoint review stage of our AFG goals. A representative from the Middle States Association (MSA) will be on campus during the winter trimester to check on our progress. What are KPS’s current AFG goals? The first goal is that, by the year 2011, students will demonstrate a deeper commitment to honor, particularly honesty and respect toward themselves
What are we currently doing to achieve our AFG goals? Our AFG goals motivate all that we do at Kent Place.You will see it in our curriculum mapping, committees, community service projects, speakers on campus, special forums and assemblies and events such as our Global Perspectives Day. Who organizes this process on campus? Assistant Head and Director of Studies Gayle Allen spearheads the accreditation cycle in conjunction with the Head of School, Division Directors and the AFG Planning Committee, which includes faculty, administrators and Board of Trustees representatives.
The Star 2006
Emily Doto ’07
Star 2006
Chair of the Music Department Warren Brown
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Caryn Wasser ’07
Alexandra Stathis ’07
Emily Gadsden ’07, Laura Lane ’07 and Emily Hislop ’07
Grandparents and Special Friends Day & Primary Book Fair
Charles Moore with granddaughter and fifth grader Charlotte Moore
Pre-Kindergartener Kendall Bryant with special friend Peggy Higgins
First grader Veda Kumar with grandmother Veneeta Dayal and classmate Anya Gunewardena
Author Karen Rostoker-Gruber visits with the Pre-K, Kindergarten and first grade on Monday, November 20.
Second grader Jessica Ken-Kwofie with special friend Theresa Brown
Third grader Olivia Reiter with special friend Patti Page
The Primary Book Fair in action
Fifth grader Sophie DeBode spoke on behalf of the Primary School during the Thanksgiving Assembly.
The Dance Ensemble performed during the Thanksgiving Assembly.
Second grader Camryn Myers with grandmother Cynthia Rosenwald
Pre-Kindergartener Elisabeth Gilfillan with grandparents Betty and Jack Gilfillan and classmate Julia Anderson
The Primary Book Fair opened on Sunday, November 19 with students, faculty and parents dressing in historical costumes.
Author and Illustrator Michael Dooling visits with grades 1–5 in honor of the Primary Book Fair.
First grader Charlotte Simon helps welcome grandparents and special friends.
Kindergartener Lauren Liroff with grandparents Harriet and Richard Liroff Fifth grader Katie Hammond with special friend Doris Souders
Fifth grader Claire Crispo with grandmother Marina Crispo
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WINTER 2007
Voyager Kent Place School 42 Norwood Avenue Summit, NJ 07902-0308 www.kentplace.org
Voyager Credits Editor Rachel Naggar, Director of Communications
Professional Photography Kathy Cacicedo Alex Cena Shelley Kusnetz
Contributors Gayle Allen Ryan LaMountain Aimee Bousquet Singer ’88
Comments about Voyager should be directed to the editor at (908) 273-0900, ext. 217 or naggarr@kentplace.org
Design Abbie Moore Design Printing Graphic Concepts, Bound Brook, NJ