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BEHIND THE LONG-TERM SUCCESS OF CO-CURRICULUM
Evolution Over Time
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Adaptation and an openness to innovation and change are not new to Co-Curriculum—just take a look at its early history. The program began during the 1966–67 academic year by experimenting with student internships. In 1969, the academic schedule was changed to a four-day week, opening Wednesdays for field trips, speakers, and volunteering. The “jobs program” was also instituted in 1969—with each senior spending two weeks off-campus at a job she chose.
THE “WEDNESDAY JOBS PROGRAM”
In its infancy, the “Wednesday Jobs Program” sent 16 girls to work as teachers’ aides at nearby Spring Hill Elementary School, 11 to Children’s Hospital, 40 to the Citizens for Nixon- Agnew headquarters, and 20 to the competing Citizens for Humphrey-Muskie campaign.
RANGE OF PLACEMENTS HAS
CHANGED Over time, the student internships have become much more diverse. The range of industries, the types of placements, and the opportunities to pursue passions have expanded greatly since the early days. As the world has changed, so too has the demand for certain internships. For example, the number of students interning in the science, engineering, technology, business, law, and advocacy fields has increased exponentially.
Traditional news organizations, such as NPR, Washington Examiner, and Newsweek, have been replaced by new media like Mind and Media, Speakerbox PR, Voice of America, and Goodman Media International.
Other interesting tidbits: The number of students interning with parks and museums has drastically decreased since 1978 while science and engineering placements have skyrocketed. Health care and advocacy remain steady and consistent.
Computer programming as a field did not exist when the program began. With its increased importance, more students have pursued internships related to programming. The first known computer programming internship for a Madeira student was in 2007.
Then vs. Now
31.2%
6.1% 20.8%
6.1% 15% A COMPARISON OF HOW INTERN PLACEMENTS HAVE CHANGED OVER TIME
SENIOR PLACEMENTS THEN (1972–74) SENIOR PLACEMENTS NOW (2017–19)
17.7%
12%
7.4% 15.4%
6.6% 10.2%
5.3% 4.4% 7.9% 11.2%
2.2% 1.8% 4.2%
0%
Education (Parks, Museums, Schools) Arts, Entertainment, Sports, & Recreation Nonprofit, Community, Social Services (Advocacy)Government/PoliticsHealth Sciences Business & FinanceAnimal Care Journalism, Communications, Marketing Legal STEM
NOTABLE TRENDS
• Health Sciences has nearly doubled since the 1970s and 1980s.
• Business & Finance has returned to a high of the 1980s (both periods were times of economic expansion following recessions).
• Education has dropped to its lowest level.
• Journalism, Communications, Marketing reached their high in the 1980s. Today, more students are interested in communications and marketing, but not the traditional media.
• In the 1970s, the second largest category was Arts, Entertainment, Sports, Recreation. Today, students intern with artists, graphic designers, and entertainment companies, but not museums or galleries.
• The most significant growth area is with Science, Technology, Engineering, & Mathematics (STEM) fields.
Progressive Skill-building
9TH GRADE
9th Graders
Ninth graders begin their journey on campus and learn about their identity and how that relates to others. They practice skills that will be valuable assets as they prepare to move into the workforce in later years.
PROGRAM GOALS
• Understand Madeira’s history and purpose • Gain life skills for future interships • Prepare for the next few years at Madeira
SKILLS
• Online portfolios • Community building • Teamwork • Financial literacy • Digital well-being • Public speaking
10TH GRADE
Sophomores
Sophomores explore the concepts of social responsibility and civic engagement by volunteering in the local community. Students volunteer in teams and together consider ways they might support the community. One day a week, students reflect on their service in “Learning to Serve” discussions and build their team skills with Calleva, the outdoor leadership program on Madeira’s campus.
PROGRAM GOALS
• Examine our responsibility to others • Develop the character and skills to serve others as individuals and as a team • Know that meeting others where they are and building relationships is essential to serving others
SKILLS
• Building a cohesive team that can effectively address challenges and tasks • Collaborating with people from different backgrounds, perspectives, and experiences • Leading and managing respectful and meaningful dialogues • Developing the relationships necessary to be in service to others • Managing the expectations of a professional workplace, such as dressing appropriately, clearly communicating with supervisors and colleagues, and being timely • Navigating unfamiliar and new situations • Collecting and presenting evidence of their skills in their Career Portfolio
The School began structuring Co-Curriculum by grade in the 1970’s so that each grade had a distinct purpose. Ninth graders remained on campus to build important skills; sophomores engaged in community service and non-profit organizations; juniors worked in congressional offices, campaign headquarters, or government agencies; seniors explored career interests. Though there have been numerous iterations of the program since, the idea of building progressive skills at each grade level is still a guiding principle of the program today.
11TH GRADE
Juniors
12TH GRADE
Seniors
After their sophomore experience, juniors are prepared to work individually in a Congressional office. The junior Co-Curriculum and US History course are an integrated program. In their US History courses, students develop knowledge and practice skills that help them be effective interns on Capitol Hill. While on Capitol Hill, juniors conduct field research for their final US History project.
PROGRAM GOALS
• See that problems facing nations and communities are complex and deep-rooted, requiring a sophisticated understanding of the issues and the people affected • Understand the differing and often contradictory concerns and motivations of people when effecting change in a democracy • Know that effecting change requires building relationships among different communities
SKILLS
• Self-marketing via the cover letter and resumé • Increased independence, initiative, and resilience • Researching, analyzing, and presenting data gained from the intership experience • Communication and presentation skills in a professional environment • Problem-solving and reflection
Having completed two internships, seniors are given the freedom to choose what they wish to pursue based upon an interest or passion.
PROGRAM GOALS
• Explore individual passions, interests, and curiosities • Know the requirements and pathways of committing to a new opportunity • Reflect upon how personal goals, interests, and curiosities inform future learning and careers
SKILLS
• Communicating proactively and clearly • Organizing priorities, work, and schedule • Managing time • Reflecting and setting goals • Identifying personal interests and curiosities • Presenting to a small audience • Identifying and asking questions for professional development and learning
“The most important skill I learned while working on Capitol Hill was how to advocate for myself. I was by far the youngest member of a large Senate office, and overlooked when it came to real work opportunities. It was hard to overcome the initial intimidation I felt, but by networking through the office and asking for more challenging work, I was able to create an amazing internship. By the end, I was representing the office at briefings, giving tours, meeting constituents, and even training other interns. I grew so much during my time on the Hill—I learned how to adapt and gained confidence in my abilities.”
Preparation is key to success
Once the placements are set each Mod, the attention turns to ensuring students are prepared for their work. The first step is to listen. Our Co-Curriculum staff meets individually with each student to determine their goals, hopes, fears, and questions regarding the upcoming internship. The preparation sessions are some of the most crucial steps in the process. These are aimed at instilling and developing professional skills that students will need for their internships and beyond. Thorough preparation is one of the reasons Madeira interns are often mistaken for college students in the workplace.
The 5 prep sessions
The skills girls are building—how to write a resumé, prepare for an interview, understand a workplace structure and hierarchy, how to speak to a wide variety of people in a professional manner, and how to present themselves professionally— all help prepare them for a sucessful future.
1. INTERVIEW PREPARATION
The first session is centered around how to get a job. This includes resumé writing, interview preparation, and what to expect from the internship matching process.
2. THE WORKPLACE AND PROFESSIONAL WRITING
The second prep step is focused on the office environment and how to function in a professional workplace. Students learn what a workplace hierarchy is, what a supervisor’s role is, communicating with colleagues, and how to write professional emails.
3. PHONE TRAINING AND CONSTITUENT COMMUNICATION
Another prep session focuses on how to behave professionally when on the phone, which tends to be a highlight for students. Co-Curriculum staff role play several different constituents and the students have to figure out a way to communicate with each of them.
4. PROJECTING A PROFESSIONAL IMAGE
Professional attire is one aspect of learning to project a professional image in an office setting. The Co-Curriculum office sets up an event called “Finish in Style,” where students can browse the collection of professional clothes that has been built up through the years.
5. ORIENTATION
For juniors, orientation includes meeting with two Congressional staffers, who provide advice, answer questions, and walk the students to the offices where they will be working each day. Topics with Congressional staffers include the role of an intern, what the students can do to excel in their office, and how to work for someone with whom you disagree politically. Finally, the staff offers support to the students throughout their time on the Hill. Each student is assigned a mentor who will be available should questions or issues arise during their internship. For seniors, who work at a variety of career-oriented placements, the orientation includes meeting the supervisor and learning about expectations for the five-week internship.
ONLINE PORTFOLIO TO DEMONSTRATE CAREER SKILLS, ACCOMPLISHMENTS
Starting in their sophomore year, students are introduced to an online portfolio system called CareerPrepped. This system enables students to create an online portfolio which provides evidence of their accomplishments and growth in skills and allows teachers to “endorse” student claims. The system also provides students with self-guided “Skill Builders” to help them develop their professional soft skills, such as managing self-directed learning, receiving feedback constructively, and designing feasible plans. By the time they graduate, students will have a portfolio that captures their experiences in Co-Curriculum, their development of the skills needed to be successful in the 21st century, and their accomplishments in and out of the classroom. Whether students continue to use CareerPrepped or move to other professional networking sites like LinkedIn, they will have learned how to create a positive professional presence online and will have seen growth in their skills.
Enhancements & Innovations
MENTOR PROGRAM CONNECTS ALUMNAE WITH STUDENTS
The Madeira Mentors program, pioneered in 2020, pairs juniors and seniors with alumnae, building better connections between the past and the present and creating a stronger Madeira network. The Co-Curriculum Office works with students to identify the type of mentor they want and then coordinates the first meeting between the student and alumna. Issue-area mentors are matched with juniors, providing them access to expertise and resources related to their issue area for the US History research project. Students with similar research issue areas are grouped together and meet as a team with their mentor. As seniors, students can either have a one-on-one relationship with a mentor or be a part of a small group. The one-on-one mentor meets with the senior once a week during the five-week Co-Curriculum Mod, sharing their experience, answering questions about the specific career field, and giving advice on how to best utilize the internship. The other option for seniors is to meet in a small group with a general career mentor. This is for seniors who are unsure of the professional area they wish to pursue, and mentors help students think about potential paths for their future.
KATE MCGOWAN ’18 WITH SENATOR ELIZABETH WARREN As this formative program has evolved through the years, adapting to a changing workforce and new challenges, one thing has remained constant—Co-Curriculum continues to innovate within the tradition of the program. Keeping in tune with workplace trends and best practices in educating young women, Madeira’s Co-Curriculum continues to re-define experiential learning at its best. A few examples of our most recent enhancements include the online portfolio, mentor program, remote placements, virtual internships, and the junior legislative proposal.
REMOTE PLACEMENTS AND VIRTUAL INTERNSHIPS
The workplace and the nature of work are changing and so are Co-Curriculum internships. The five-week block dedicated to an internship allows students to pursue placement opportunities across the country and around the world, such as interning with an environmental engineer in Mozambique, an Urdu print publisher in Pakistan, or a filmmaker in Mongolia. Students can also participate in internships virtually in the same way many of us now work from anywhere. Virtual internships give students practice in the skills and habits of the future workplace and enable them to connect to new possibilities outside of the Washington, DC area. For example, virtual internships have enabled students to intern with a writer in Los Angeles and a Nuclear Non-Proliferation convention in Vermont.
THE JUNIOR LEGISLATIVE PROPOSAL TIED TO THE US HISTORY CLASS
The junior year Co-Curriculum experience is integrated with the 11th grade US History class. In the first part of their US history class, students learn about the Constitutional framework for the United States government and examine how it has changed in practice over the years. Students begin researching an issue that is of personal importance to them. Working with the Co-Curriculum Office, students are paired with a member of Congress or an advocacy organization that works with the student’s issue area. While the students are at their placement, they will conduct field research that they will incorporate into a final Legislative Proposal. Many students share their final project with their placement supervisors.
CAROLINE MCCULLERS ’19 SHARED HER LEGISLATIVE PROPOSAL ON MAKING COLLEGE MORE AFFORDABLE WITH CONGRESSMAN SERRANO, WHO THEN SPONSORED THE BILL.
TOPICS FROM RECENT JUNIOR LEGISLATIVE PROPOSALS:
Juniors choose a topic and are paired with a member of Congress to research the issue for a legislative proposal.
• Regulating Social Media • Correcting Sub-Minimum Wage for Disabled Workers • Protecting Vulnerable Immigrants • Ending Racism in the Public School Disciplinary Systems • Reforming the Electoral College • Reducing Mass Incarceration • Improving the Transition from Incarceration to Society • Expanding Medicaid • Expanding Eligibility under the Radiation Exposure Compensation Act • Making Reproductive Healthcare Accessible • Protecting the Environment from Oil Drilling • Electric Vehicles: The Road to a Cleaner Future • Regulating Oil Spills in America • Addressing the Disproportionate Impact of Coronavirus on Minority
Communities
A Range of Student Experiences
Senior placements represent nearly every professional field. By the time they graduate with three internships, Madeira students have resumés that rival those of college graduates. Here a few examples of recent experiences.
HEALTHCARE
• Observe kidney transplant • Assist with minor procedures for small animals
• Participate in research on synthesis and optimization of novel diamond nanothread materials
• Assist/guide physical therapy sessions
NON-PROFIT
• Interview immigrants to help process legal services documents in native language • Assist with theater production and professional set design and construction • Research and assist with creating report on model policies related to homeless
RESEARCH/ACADEMIA
• Work with university-level library collections to process and edit primary sources
• Work with professional researchers at Library of Congress to contribute to PhD-level research
TECH/DESIGN
• Create video games for e-learning using programs like Unity • Research sustainable products to incorporate into architectural plans • Use programs like Blender and
Adobe Creative Suite to create client presentations/3D models
COMMUNICATIONS/MARKETING
• Develop social media content and strategy for a small business • Research visual brand strategy for clients
• Assist with DEI research
• Draft press releases
LOBBYING/LAW
• Observe court proceedings and depositions • Assist with document preparation for court proceedings • Attend Capitol Hill briefings and write briefings tailored to client interests
CO-CURRICULUM — BY THE NUMBERS
13,000 TOTAL MADEIRA INTERNSHIPS SINCE 1966 1,127 INTERNSHIP PARTNERS SINCE 2000 12 FEDERAL AGENCIES HOSTING MADEIRA INTERNS
339 MEMBERS OF CONGRESS HOSTING MADEIRA INTERNS SINCE 2000
26% % OF WOMEN IN CONGRESS SINCE 90S THAT HAVE HOSTED MADEIRA INTERNS
198 DEMOCRATIC-HOSTED INTERNSHIPS
138 REPUBLICAN-HOSTED INTERNSHIPS
INDEPENDENT-HOSTED INTERNSHIPS
Fully prepared for an ever-changing future.
Whatever the future brings, Co-Curriculum will continue to evolve and keep preparing students for an ever-changing future. Thanks to long-term partnerships, continued program enhancements, progressive skill-building, and the endowment, Madeira graduates will gain the resumés and the readiness to thrive. Co-Curriculum will remain an enduring program of experiential learning at its best.
WANT TO MENTOR A MADEIRA STUDENT OR HOST AN INTERN?
FOR MORE INFO:
703-556-8277 OR
CO-CURRICULUMOFFICE@MADEIRA.ORG
CO-CURRICULUM IN THE NEWS
Nationally, 2% of high school students have completed a single internship.*
*“The Rise of High School Internships” 1/4/22 U.S. News & World Report
Madeira’s Co-Curriculum program was highlighted in this article about the increasing importance of high school internships.
At Madeira, 100% of students graduate with multiple internships.
ARTS ARTS SPOTLIGHT
Re-Imagining Visual Arts
ABOVE: 3D printer printing Fusion 360 model for Halloween pumpkin project
ADJACENT PAGE: Digital animations created in Adobe Photoshop and coded using Processing.js
The Intersection of Art & Technology
Visual arts at Madeira is growing and changing! With increased student passion for more digital media to create art, the School designed several exciting new course offerings, including Digital Drawing, 3D Modeling, and Programming for the Visual Arts. Each of these classes is taught by a different member of the visual arts team and designed to explore unique approaches to making art.
3D MODELING ALLOWS CREATIVITY TO FLOW
In 3D Modeling, students learned three different Autodesk software programs, including Tinkercad, Fusion 360, and Meshmixer. The class is structured around open-ended style assignments, where students are given a prompt and allowed to let their creativity flow. Each assignment builds on modeling skills and tools, eventually leading to beautifully 3D-printed sculptures. This year the students took advantage of the class being offered in October to design fun 3D-printed pumpkins. Finally, students were given the opportunity to learn how a 3D printer works and build one from scratch.
IDENTITY EXPLORATION THROUGH ANIMATED AVATARS
Students developed their artistic dialogue and practiced drawing through the use of digital media in Digital Drawing class. They focused on scaffolded projects that included poster designs, publication and marketing materials, and film and animation. Students were encouraged to find their own style and approach to using Wacom drawing tablets, building comfort and expertise with the stylus and Adobe Creative Suite software. An animated avatar project, where each artist explored the concept of identity and community by creating an animated avatar or self-portrait, helped the students explore movement, minimalism, and representation.
CODING MEETS VISUAL ARTS
Programming for the Visual Arts students explored the intersection of coding and visual art by using the programming language Processing.js, which allows students to create interactive content on the web. Throughout the Mod, students learned this language through a combination of Khan Academy classes and projects. The culminating project was an interactive piece of artwork that displayed their newfound programming, animation, and design skills.
The art world is an ever-evolving place that inspires students and teachers to push the boundaries of making art. Digital media and animation are part of that world and Madeira is very excited to explore the intersection of art and technology.
FALL SEASON RECAP
ATHLETICS
Madeira Athletics was in full swing this fall as eight teams in five sports competed in a full schedule. Congratulations to all our athletes on an incredible season. Go Snails!
CROSS COUNTRY
Senior captain Michelle W. ’22 broke a 23:00 5K for the first time in her career at the Virginia Independent School Athletic Association State Championship. She finished first among the Snails with a personal best time of 22:50.5. Kayla S. ’25 and Shelby E. ’25 finished their debut seasons with personal records of 23:25 and 24:11 respectively. Throughout the season, the team continued to set new personal bests in practices and on race days.
FIELD HOCKEY
The field hockey season was characterized by tremendous improvement as the team scored 12 goals throughout the season. Top scorers include seniors Alanna K. ’22 and Paige D. ’22, with Logan D. ’25 and Claire R. ’24 tacking on one goal each. Goalie Ava S. ’23 had an incredible 418 saves this season (the coaches are convinced this is a record)! Madeira Field Hockey had an amazing season of growth and we look forward to seeing how far they will go next year.
SOCCER
The soccer team had a fantastic learning experience as they continued to improve throughout the season. The team earned their first tie against Connelly School of the Holy Child, 3–3 and also earned a tie against top-ranked Stone Ridge, 3–3. A highlight of the season was winning their first game against Saint James on Senior Day, 3–0.
VOLLEYBALL
Varsity Volleyball finished their season with a record of 11–7. Lindsay R. ’24 led the team in serves, earning her team 48 aces on the season. Senior Adriana A. ’22 led the team on the attack with 138 kills. Olivia P. ’24 was solid on defense, with 19 solo blocks and 13 assisted blocks. Senior Caroline K. ’22 led the team with 176 digs on defense and assisted in the offensive effort with 96 kills and 44 aces.
TENNIS
The season closed with a continuous improvement process firmly in place. The Junior Varsity team won two matches and the Varsity won four. Every Junior Varsity flight contributed to wins and performed better as the season progressed. The Varsity athletes represented Madeira with class and poise. The singles lineup responded to the challenge of facing more highly skilled opponents by focusing on self- improvement. Sophia K. ’23, Saira V. ’22, Suhani M. ’22, and Elle C. ’25 made impressive strides in positioning, anticipation, and in the case of Suhani, adding spin and slices to her game to great effect. The doubles teams became a force as the season progressed and they grew adept at changing strategies and mastering the net game.
MADEIRA makes poetry accessible and fun
nglish teachers Jillian Meyer and Chelsea Land joined forces this year to make poetry more accessible by creating the “Poetry Petting Zoo” for their ninth grade English I students.E
After discovering that their students had never really had the opportunity to approach poetry as a relevant, fun literary form that isn’t scary or boring, they began to work together to update the English I assignments to encourage and support students in their return to in-person instruction and to make their learning relevant and relatable. Together they collected over 60 books of poetry and brought their classes together for a trip to the Zoo.
POETRY PETTING ZOO INSPIRES STUDENTS “The Poetry Petting Zoo gives students an opportunity to encounter poetry on their own terms and to discover what they like, what they don’t, and what poetry is to them,” said Ms. Meyer. “This collaboration is the catalyst for online and inclass discussions of poetic form, style, devices, and interpretation that forms the foundation of their Poem of the Week presentations.”
In one Zoo exercise, students were asked to find a poem they like, didn’t like, didn’t know could be a poem, disappointed them, made them mad, or grossed them out. Then they posted their poems with an explanation of why they categorized them that way in the online class discussion board.
“The Poetry Petting Zoo helped me get to know poetry in a fun way because not only was I exposed to different forms and styles of poetry, but I was introduced to it while still receiving feedback about the things I was reading from friends. I learned poetry can be in paragraphs, it doesn’t have to include a rhyming stanza, and it can be in the form of song, speech, and much more,” said Kendall A. ’25. “My favorite thing about the Poetry Petting Zoo was the structure of the activities. It allowed for intriguing discussions about the poems we discovered. We were able to collectively share our opinions about a phrase or a specific word choice the author used. There were a variety of poem books to write from and when people wanted to exchange books, they were able to recommend poems and explain their thoughts.”
TECHNOLOGY MEETS POETRY Land and Meyer also incorporated technology and performance into their collaboration with presentations requiring students to produce short videos in which they recorded a dramatic reading of a poem, added background music and images to highlight their interpretations, and included a discussion of some element of form or craft that put the poem in its critical context.
STRATEGIC PLANNING
engages community to contribute to future vision
Mission: Launching women who change the world
Vision: Leading innovation in girls’ education Mission & Vision
Affirmed by Board of Trustees
APRIL 2021
Research/Discovery Assessment
SUMMER 2021
Critical Strategic issues Identified
SEPT./OCT. 2021
COMMUNITY ROLES IN STRATEGIC PLANNING
Strategic Planning is a whole-community endeavor, and the full community is responsible for its implementation
BOARD OF TRUSTEES
Provides strategic partnership, goal setting, advancement, and resource allocation
HEAD OF SCHOOL
Supplies inspiration, distributed leadership, and ownership
ADMINISTRATION/FACULTY/STAFF
Operationalize the plan
STUDENTS/FAMILIES/ ALUMNAE/FRIENDS
Give ongoing feedback
The Arc of Madeira’s Strategic Planning Process
Community Engagement FALL 2021
Objectives & Initiatives Refined
LATE WINTER 2022
Strategic Goals & Initiatives Identified
JANUARY 2022
Success Metrics Developed
SPRING 2022
MADEIRA’S STRATEGIC PLANNING PROCESS provides a unifying and inspiring vision with shared goals and direction. It stimulates reflection and growth to avoid complacency and stagnation and ensures institutional excellence. This is an opportunity for us to reaffirm Madeira’s mission and vision, take a five-year look into the ever-changing future, and identify priorities and goals.
What is unique about Maderia’s strategic planning process in 2022 is that external factors make this the opportune time to embark on a five-year plan. Thinking strategically is even more important when situations make it harder to do so.
Throughout the last 18 months, questions at Madeira have shifted from pandemic-related issues, such as “When do we need to wear masks?”, “How many desks can we safely fit in the room to observe physical distancing requirements?”, and “Which HEPA filters are best for the buildings?” to larger questions about the opportunities ahead.
Current strategic questions include: “How will our market be different in five or 10 years?”, “What programs does the current situation give us permission to evolve?”, “What kind of school do we want Madeira to be in five to ten years, and, “How can the current disruptions accelerate those changes?”
In thinking about what strategic planning means to Madeira, Head of School Gretchen Warner noted, “Strategic planning at Madeira is creative and human- centered. It rallies our community around a vision of the future. The goal of the process is to bring many people in to provide clarity about Madeira’s future while engaging a diverse set of constituencies, hearing their voices, and creating an opportunity for us to co-create the future for our students.”
Strategic Plan Presented to Board of Trustees for Approval
MAY 2022
2022–2027 STRATEGIC PLAN!
FALL 2022 ROLLOUT
