Mission and Values
OUR MISSION
Withinacultureofsupportandcollaboration,MorristownBeardSchoolstudentsdiscoveranddeveloptheirindividual pathwaystoacademicsuccessandpersonalful llmentwhilebecomingenlightened,morallyresponsiblecitizensofthe world
OUR VALUES
Thebedrockofourcurriculumistoproviderigorousacademicpreparationforcollegeandbeyond Equally,weencourage allmembersoftheMBScommunitytocultivatealifeguidedbymoralprinciples AtMBS,wevalue:
Personal Responsibility isthefoundationofcharacter Itrequiresintegrity,personalaccountability,andthe highestmoralstandardsinallcommunication,decision-making,andactions
Awareness Of Diverse Perspectives enhancesallaspectsoflearning.Themorestudentsencounter, understand,andrespectotherpointsofview,themoredeeplyengagedtheybecome,bothacademicallyandsocially. Empathyisapowerfulforceincreatingpositiveinteractions
Engagement inallaspectsofschoollifeencouragesrisk-taking,createsamoreful llingeducationalexperience,and enhancespersonalgrowth
Tenacity isessentialinovercomingobstaclesasitrede nesfailuresasnecessarystepsofthelearningprocess
Independence Of Mind allowsustoquestiontrendyorconformistthinking,andhelpsusasindividualsto examinecriticallyourdecisionsandassumptions
Humor And Humility arecentralcomponentsoftheresiliencerequiredtomeettheinevitablechallengeswe encounternotonlyinschool,butalsoinlife. AtMBS,wevaluetheabilitynottotakeourselvestooseriously,even whenweareengagedinthemostseriousofendeavors.
Curricular Philosophy of MBS
Ensuringthegrowthandwell-beingofourstudentsliesatthecenterofallourdecisionsatMBS.Wemaintaina balancedapproachtorigorousacademics,enrichingco-curricularandextra-curricularactivities,andanengaging familyandcommunitylife. Asstudentspursuetheirindividualpathstoacademicsuccessinourcommunityof learners,theyareguidedbyhighly-dedicatedteacherswhoarefullyversedinthelatesteducationalresearch,with particularemphasisonthefollowingkeypracticesinallsubjectareas:
CRITICAL THINKING facilitatesgreaterunderstandingofcomplextopicsandsituations Studentslearntoask questions,identifyproblems,synthesizekeyconcepts,anddesigncreativesolutionsinpursuitofknowledge
RISK-TAKING isencouraged Oureducationalprogramrecognizesthisasavalidlearningmodality,evenwhen aninvestigationdoesnotproceedasexpected Playandasenseoffunarekeycomponentsinnurturing appropriateintellectualrisk-taking
WRITING isameansofthinkinganddevelopingthoughts,notjustawaytorecordpre-existingideas Analytic andre ectivewritingshouldnotbetheexclusivedomainofthetraditionaltext-baseddisciplines,butshouldbe activelyencouragedacrossthecurriculum
QUANTITATIVE REASONING isvaluedasameansoflogicalprocessingbothinandbeyondthemath classroom.Developingasoundquantitativemindsetiscrucialtounderstanding,critiquing,anddrawing conclusionsinourincreasinglydata-intensiveculture.
INNOVATIVE CONNECTIONS acrossdisciplinesinspireoriginalapproachestosolvingproblemsandprepare studentsforlifebeyondtheclassroom.
Withintheframeworkoftheschool'scurricularphilosophy,theMiddleSchooliscommittedtoimplementingthe followingpracticesacrossouracademic,co-curricularandextra-curricularo erings.
GROWTH MINDSET
Allstudentsarecapableofintellectualandpersonalgrowthinanysubject,providedtheyarenurturedastheydevelop strategiesformanagingtheirtime,focusingtheirattention,andperseveringthroughchallenges.TeachersintheMBS MiddleSchoolarecommittedtoworkingwithstudentstodeviseandimplementstrategiesthatservetheirgoalsand ambitions.
SKILL DEVELOPMENT
Sixth,seventhandeighthgradearefoundationalyearsindevelopingthinkingskills.TheMiddleSchooliscommittedto buildingstudents'habitsofmindandprovidingopportunitiesforstudentstopracticeanalytical,writingandquantitative skills.Thesevaluesareembeddedacrossouracademicclasses ineverythingfromtheanchortextsselectedforEnglishtothe coretopicsinmathtothesca oldingofinstructionandassignments.
COLLABORATION
Asstudentstransitionfromchildhoodtoadolescence,theyareincreasinglycapableofcomplexsocialinteractionsand team-basedactivities.Collaborativeskillssuchascommunication,con ictresolution,andsharedproblem-solvingnotonly enhanceacademiclearningbutalsopreparestudentsforreal-worldchallenges.Workingtogetheronprojectsandin classroomsettingshelpsstudentsappreciatediverseperspectivesandbuildsempathy.
SOCIAL AND EMOTIONAL LEARNING
Theyearsfromsixththrougheighthgradeareessentialasstudentssearchforidentities,de ningthemselvesintermsofnew relationshipsandroleswithpeersandadults.Bothwithinandbeyondtheclassroom,learninginmiddleschoolis fundamentallysocialandemotional:deepeningtheirawarenessofselfandothers,studentsformasenseofhowtheymight contributetoand ourishintheworld.Socialandemotionallearningisatthecoreofclassactivities,theadvisoryprogram, andtheeverydaylifeoftheMBSMiddleSchool.Ourstudentscultivatestrategiesforspeakinguponbehalfofthemselves andothers,andtheylearnhowtoproductivelyaddressfriendsandpeersoverdi erencesofopinionanddisagreements. Theseopportunitieslaythegroundworkforourschool-widee ortstopromotediversity,inclusionandsocialjustice.
PURPOSEFUL TECHNOLOGY
MBSrecognizesthatweliveinadigitalage.Thoughtechnologypermeatestheexperienceofstudents,overuseormisuse canbetempting.IntheMiddleSchool,studentsnotonlylearnthroughtechnology,butlearnhowtousetechnologyto servethemastheysolveproblems,research,communicate,collaborate,andcreate.Usingtechnologyundertheguidanceof ourfaculty,MBSstudentsdiscoverboththeutilityandlimitationsoftheselearningtoolsastheylearntoappreciatethe horizonsthattheyopen.
The Morristown Beard Advisor System
MiddleSchoolAdvisoryisaplacewherestudents,parents,andteachersworktogetherforthebene tofthewholechild. DuringtheAdvisoryperiodourstudentsandadvisorsengageindiscussionsandactivitiesaimedtoaddresscommunity, self-awareness,andleadership.Ourstudentsworkindividuallyandcollaborativelyontheirsocial-emotionalandacademic growthusingguidedactivitiesthataredevelopmentallyappropriate.Ouradvisorsarededicated,grade-speci cteachers committedtomentoringandsupportingtheiradviseesthroughouttheiryearsatMBS.
OUR WORDS AND GUIDING QUESTIONS
6th Grade: Community
● Whatconnectionscanwemaketooneanother?
● Howcanwehelponeanother?
● WhataresomewaysIcancontributetoourMBScommunity?Beyond?
● Whatcanwelearnfromthosearoundus?Howcanwehelpeachotherbeseen?Heard?
7th Grade: Self-Awareness
● Whatdoesitmeantotakeownership?
● Whatdoesitmeantobeself-aware?Whyaremistakescrucialinacquiringself-awareness?
● Whyisitimportanttohaveself-acceptance?
● Howcanwords/actionsbeimpactfulonyourself?Onothers?
8th Grade: Leadership
● Whatisyourroleasan8thgraderintheMBScommunity?
● Howcanyou ndwaystoimproveandgrowasaperson?
● Howcanyoubuildtrust?
● Howdoyouknowwhentoleadandwhentofollow?
Community Service
SCHOOL-WIDE EFFORTS:
Aspartofoure ortstoeducateforgoodcitizenship,ourstudentsparticipateincommunityservicethroughouttheir MiddleSchoolexperience.OuradvisoryprogramandMiddleSchoolMeetingsraiseawarenessandprovideaforumfor discussionandlearningabouttheroleofserviceinourcommunity.Ourprogramaimstohelpourstudentsbecome participatorycitizensande ectivemembersofourSchoolcommunitythroughservice.
LEADERSHIP AS SERVICE:
WebelievethatservinginavoluntaryleadershipcapacityisservicetotheSchoolandenhancesadolescentdevelopment.
● SGA(MiddleSchoolStudentGovernmentAssociation)collaborateswithourDirectorofStudentLife torunthe MiddleSchoolMeeting,planstudentevents,andrepresentthestudentbody.AllMiddleSchoolstudentshavethe opportunitytobeelectedintoourSGAclassleaderroles.
● CrimsonAmbassadorshostandtourprospectivestudents.Middleschoolstudentswhoareinterestedgothrough anapplicationprocesstobeCrimsonAmbassadors.
● TheCrimsonLeadershipGroupsincludestudentsenthusiasticaboutengaginginDiversity,Equity,Inclusion, andBelonging(DEIB)initiatives.ThesegroupsincludeGLOW,Spectrumanda nitygroups.Theircollective missionistoensurethateverymiddleschoolstudentfeelsvaluedandembracedasanessentialmemberofour community Withastrongfocusoncommunity-building,theCrimsonLeadershipCommitteeactivelyre ectson theessentialelementscontributingtoathrivingandinclusiveenvironment Afteridentifyingareastheycan enhance,theyapplyawell-structured,step-by-stepapproachtoimplementingtheirinnovativeideas Acore objectiveistoallowstudentstopracticeusingtheirvoicese ectively Thecommitteeaimstofosteracultureof positivechangeandactiveparticipationwithintheschoolbyempoweringthemtoexpresstheirthoughts, concerns,andideas ThisCrimsonLeadershipCommitteevaluesinclusivityandwelcomesallmiddleschool studentstobepartofthisimportantinitiative Studentswillbeselectedforthiscommitteeusinga self-nominationprocess
SERVICE INITIATIVES:
By Grade
● 6thTheInterfaithFoodPantry/Advisoryvisits(Morristown)
● 7thMorristownNeighborhoodHouse/Advisoryvisits(Morristown)
● 8thLifeTown-friendshipCircle/Advisoryvisits(Livingston)
Other Middle School initiatives
● VeteransDayCards/Letters
● PumpkinDecoratingContest(fundraiser)
● BreakfastbaginitiativeforNJNourish
● Pajama,cocoa,andbookdriveforNeighborhoodHouse
● MiddleSchool-widefooddrives
Schoolwide
● ThanksgivingFoodDrive(FoodPantry,Morristown)
● WinterHolidayToyDrive(MorrisCountyParkCommission,Morristown)
Signature Programs and Practices
TheMBSMiddleSchool’sSignatureProgramscomplementthecorecurriculum,givingstudentsfocusedexposuretoareas essentialforacademicsuccess,forself-understanding,andfornavigatingtheworld.OurSignatureProgramsare characterizedbypurposefuldevelopmentalplay,creativethinking,skilldevelopment,andstudent-directedinquiry.They serveasastartingpointforful llingthepromisesofourmissionstatementastheylaythegroundworkforstudentstocarve theirindividualpathwaystosuccess.Eachprogramreceivesdedicatedtimeintheschedule.
CENTER FOR INNOVATION AND DESIGN
EachyearintheMBSMiddleSchool,studentsareprovidedwithopportunitiestolearnintheCenterforInnovation& Design,includingthemakerspace,artisanstudio,computationaldesignstudioandenvironmentalsystemslab.There, studentsareencouragedtolearnthroughimaginative,hands-on,collaborativeprojectsandtoencounterthefundamentals ofthedesignthinkingprocessthatwillservethemthroughouttheirtimeatMBSandbeyond.
Artisan Studio
Computational Design Studio
Environmental Systems Lab Makerspace
EXPERIENTIAL LEARNING: LEARNING BEYOND THE CLASSROOM WALLS
DuringeachyearoftheMiddleSchoolprogram,ourstudentsandteachersdelveintotheworldbeyondMBSthrough o -campusclasses,visits,trips,communityserviceprojects,andotheroutreachprograms Ourhistoriclocation,adjacentto thepicturesqueFrelinghuysenArboretumandWhippanyRiver,a ordstheopportunityforstudentstogetoutsidewhile thelearningcontinues.Meanwhile,communityserviceinitiativesindowntownMorristownallowourstudentstoconnect withtheinstitutionsandsocioculturaldiversityofthearea.Inaddition,weendeavortoplangrade-level eldtripsthatare anchoredinourcurriculum.
Mini-Boat Project: Oneofthemostuniqueandde ningexperiencesoutsideoftheMiddleSchoolclassroomdoesn’t involveactuallygoinganywhere.Instead,oursixth-graderslearnaboutweather,geography,andoceanographybyfollowing thetravelsofonetinyandverywell-stockedvessel!Throughouttheschoolyear,a ve-footmini-boatequippedwithsensors andtrackingdevices,travelstheocean,landingoccasionally,sothatstudentscangatherdatathatwillhelpthemdevelopa senseofthemagnitudeandcomplexityofourbig,blueplanet
LEARNING FOR ENHANCED CURRICULAR ENGAGEMENT
TheMiddleSchoolprovidesdedicatedtimeforstudentstohoneskillsthatwillbenecessaryfortheireducational developmentandsuccess.
ENGLISH WORKSHOP
EvenasstudentsinMiddleSchoolare guringoutwhotheyareintheworld,theyareaskedtocommunicatetheir ideas,expressthemselves,anddiscoverwhotheyareonthepage.MiddleSchoolwritingdemandsstudentsgain rapidfamiliaritywitharangeofmodes,audiences,andoccasions.InEnglishWorkshop,asupplementalclass
o eredforasinglesemesterinseventhandeighthgrades,studentsaregivenspacetonurturetheirreading interests,andencouragedtoexplorearangeofwritingstylesandoccasionswithspaceforself-re ection.
ORGANIZATIONAL SKILLS
Asstudentstransitionfromelementaryschooltohighschool,itiscrucialthattheydevelopskillsthatwillsupport theirlearning InOrganizationalSkills,aquarterlycourseo eredin6thand7thgrades,studentswilllearnvarious helpful,funwaystoimprovetheirstudyandorganizationalhabits Theseskillswillbeanchoredineachstudent's learningstyleandstudypreferencesandwillincludeorganization,timemanagement,note-taking,homework completion,long-termassignmentcompletion,preparationforformalassessments,andtest-takingstrategies
Grade Level Trips
Fieldtripsareanopportunityforstudentstobondtogetherasaclassandfurthertheirunderstandingofacourseofstudy
TheMiddleSchooliscommittedtofallandspringtripseachyear Pasttripshaveincluded:
6thgrade:SandyHookandEllisIsland
7thgrade: Philadelphia(ConstitutionCenterandFranklinInstitute) 8thgrade:WashingtonD.C.
Academic Policies
TheMiddleSchoolprogramrespondstotheuniquedevelopmentalneedsofyoungadolescents.Studentsparticipateina varietyofareasofstudyandactivitiesthatemphasizeactiveengagementinlearning.Oneofthemajorgoalsoftheprogram istocreateaclimatewherecuriosity,integrityandcreativeexpressionarevalued.
MiddleSchoolstudentsarerequiredtocomplete vecorecourses,aswellaselectivesandquarterlyclassesinthearts, Wellness,OrganizationalSkills,orEnglishWorkshop.
GRADES & COMMENTS
TheSchooluseslettergradesrangingfromAthroughFforcorecurriculumclasses.GradesrangingbetweenAandC-are consideredacceptable,whilegradesbelowaC-areofconcernandmayleadtoastudentbeingplacedonAcademic Probation.
TheSchoolsendsgradesfourtimesperyearandcommentsthreetimesayear–typicallyabout10daysaftertheendofeach quarter.
1stQuarter(Interim)gradesandcomments
1stSemester(Final)gradesandcomments
3rdQuarter(Interim)gradesandcomments
2ndSemester(Final)grades,commentswhenneeded
Inadditiontoregularlyscheduledgradesandcomments,teachersmaysendParentCommunicationFormsforeither excellentorsubstandardperformance.StudentswhoneedmorefrequentmonitoringaresometimesplacedonProgress Reports.
HOMEWORK GUIDELINES
Studentsaretypicallyassignedanaverageof1.5hoursofstudyingand/orhomeworkpernight. Itiseachstudent’s responsibilitytomakesuretheyhaveallthematerialsanddirectivesnecessarytocompletetheirassignments.Late, incomplete,orcarelesslydonehomeworkwillnegativelya ectastudent’saverage.Parentswillbenoti edofrecurrent patternsofinconsistenthomeworksubmission.
HONOR ROLL & HIGH HONOR ROLL
TheSchoolhastwohonorrollsforacademicachievement.
● HonorRoll–forstudentswithaminimumGPAof3.5.
● HighHonorRoll–forstudentswithaminimumGPAof3.8. Bothhonorrollsarebasedonsemestergrades,notendofyeargrades.
TheNationalJuniorHonorSocietyrecognizesstudentsineighthgradewhohavedemonstratedoutstandingscholarship, leadership,service,character,andcitizenship StudentsreceivingthishonorareinductedattheMovingUpceremony
OUR SCHEDULE
TheMiddleSchoolscheduleisdesignedtomeettheneedsofgrowingadolescentchildren.Ourstudentsbegintheirdayin homeroomwiththeiradvisors.Collaborativeperiodisadesignatedtimetoworkwithteachers,collaboratewithclassmates andbeginhomework.Weclosetheschooldaywithsportsandactivities.Wearecommittedtoo eringourstudentsample opportunitiesontheplaying eldandbelievethatgoodsportsmanshipisanintegralpartofcultivatingcharacter
Sample Course Lists and Schedule:
6th Grade Sample Course List
Period Class
Period1 English6
Period2 Performanceart,digitalart,visualartorotherelective
Period3 MathFoundationsorIntroductiontoIntegratedMathA
Period4 Quarterlyrotation:Wellness,OrganizationalSkills6,VocalEnsemble,Artand2DDesign
Period5 Geography
Period6 Science6
Period7 LanguageExploration
Period8 RotationofAdvisory,MSMeeting,CollaborativePeriod,Clubs
7th Grade Sample Course List
Period Class
Period1 English7
Period2 Performanceart,digitalart,visualartorother elective
Period3 IntroductiontoIntegratedMathAorIntroductiontoIntegratedMathB
Period4 Science7
Period5 Quarterlyrotation:Wellness,EnglishWorkshop7,Artand3DDesignorOrganizationalSkills7(NewStudentsOnly)
Period6 History,SocietyandCivics7
Period7 WorldLanguage(French,LatinorSpanish)
Period8 RotationofAdvisory,MSMeeting,CollaborativePeriod,Clubs
8th Grade Sample Course List
Period Class
Period1 English8
Period2 Performanceart,digitalart,visualartorotherelective
Period3 Intro toIntegratedMathBorIntegratedMath1
Period4 Science8
Period5 US in21stCenturyWorldHistory
Period6 Quarterlyrotation:Wellness,EnglishWorkshop8,Makerspace:CreativeProblemSolving orMSMusicProduction
Period7 WorldLanguage(French,LatinorSpanish)
Period8 RotationofAdvisory,MSMeeting,CollaborativePeriod,Clubs
Middle School Schedule
Departmental Offerings
English
MissionStatement:Asstudentstraveltheirownuniquepathsthroughourcurriculum,theydeveloptheskillsto navigatechallengingtexts,thinkcritically,andexpressthemselvesconfidentlyinbothwrittenandspokenword Studentsalsolearntoappreciateandtelltheirownstoriesbyexploringthoseofothers,andindoingso,theydevelop awarenessofthemselves,theircommunities,andthehumancondition
ENGLISH 6 Inadditiontodevelopingskillsinreading,writing,vocabulary,andgrammar,studentsinEnglish6 learnhowtoannotatee ectively,identifyingthemesandsymbolsastheydiscussplotandcharacterdevelopment Studentslearntouseawritingprocess(planning,drafting,revising,publishing)withrespecttotheconstruction ofindividualsentencesthatarethenlinkedtocreatecohesive,well-organizedparagraphs Bymid-year,students begintowriteanalyticalresponsesanduserubricsforrevisionthatfacilitateagrowingsenseofautonomyand con dence TeacherscarefullyintroduceiPadusesothatstudentslearntechniquesofworkingwithpaperaswell aselectronictextsinboththeirreadingandwriting Studentsengageinindividualizedvocabularystudythrough Membean Textsincludeshortstories,poemsandlongertexts,suchasLookBothWays,OurTown,TheOutsiders, andRefugee.
ENGLISH 7 EnglishinGrade7continuestodeepenandbroadenhabitsofcriticalthinkingintroducedinGrade 6.Closereadingofliteratureenhancesstudents'understandingoftheworldinwhichtheyliveandtounderstand thecomplexityoflifethroughe ectivestudyofcharacterization.Asstudentsbegintocomprehendthewaysin whichauthorscreate,theyrespondtosuchclosereadingthroughregularannotation,writing,andclass discussion.Studyofgrammarcontinuestooccurwithinthecontextofreadingandwritingalongwiththeuseof speci cexercises.StudentsengageinindividualizedvocabularystudythroughMembean.Ongoinguseofwriting andrevisionrubricsreinforcestheunderstandingofwritingasaprocess,particularlywithrespecttothecreation ofanalyticalessays Independentthinkingisencouragedthroughtheuseofexpositoryandcreativejournaling Textsincludeshortstories,poetry,andlongertexts,suchasTheAlchemistandNewKid
ENGLISH WORKSHOP 7 InadditiontotheirGrade7Englishclass,studentsrotatethroughEnglish Workshop7,asemester-longcoursedesignedtoenhancewritingandreadingskills Afteranalyzingexpository, descriptive,narrative,andpersuasivewritingstudentswilldevelopaportfoliooftheirownwritingbytheendof thesemester AmajorcomponentofWorkshop7thisyearisthestudentreadingclub Undertheguidanceoftheir teacher,smallgroupsofstudentswillselecttexts,createreadingassignments,andestablishweeklydiscussion topics
ENGLISH 8 StudentsinGrade8deepentheirskillsinliteraryanalysiswithcontinuingemphasisonthe decisionsauthorsmakewhencreatingtheme,character,andplot Theemphasisonauthorialintentisfurther promotedthroughthecreationandrevisionofanalyticalessaysthatrequirestrongthesisstatements,appropriate
useofevidence,andthediscoveryofsubtextuallevelsofliterarymeaning.Shorterwritingassignmentspromote robustpatternsofthinkingthatarebothcriticalandcreative.Studentsengageinindividualizedvocabularystudy throughMembean.Studyofgrammarcontinueswithinthecontextofreadingandwritingalongwiththeuseof speci cexercises.Studentsareencouragedtoworkautonomouslyandwithcon denceasameansofpre guring expectationsintheUpperSchool Textsincludeshortstories,poetry,andlongertexts,suchasNightandRomeo andJuliet
ENGLISH WORKSHOP 8 InadditiontotheGrade8Englishclass,studentsrotatethroughEnglish Workshop8,asemester-longclassdesignedtoenhanceskillsinreading,writing,andpublicspeaking.Areasof focusinthe rsthalfofthecourseincludenote-takingandannotation,essayandparagraphplanning,andthe incorporationandanalysisoftextualevidence Studentsalsopracticethekeyskillsofproofreadingandrevision forclarityandprecision Focusinthesecondhalfofthecourseshiftstoothermodesofwritingsuchaspersuasive andnarrative,aswellaspublicspeaking Throughanalyzingarangeoffamousspeeches,studentslearnthe elementsofsuccessfulpersuasivespeaking,payingkeenattentiontowhatspeakerssayandhowtheysayit Studentsthenbuildskillsandcon dencebycreatinganddeliveringaseriesoftheirownspeechesofvarying lengthsandstyles
History and Social Sciences
MissionStatement:Bylinkingthepastandpresent,theMorristownBeardHistoryDepartmentfostersskills essentialtotheunderstandingofthehumanexperience,whileguidingstudentsontheirindividualpathstobecoming engagedandempatheticglobalcitizens
GEOGRAPHY 6 introducessomeofthebasicconceptsandskillsthatareexpandeduponinGrades7and8 Thecourseisdesignedtohelpstudentsbetterunderstandthemselvesandtheworldinwhichtheyliveasthey examinethephysicalandhumanaspectsoftheEasternandWesternHemispheres Studentslearnaboutthe world’speople,placesandenvironmentsthroughhands-onactivities,mappinglabs,oralpresentations, cross-curricularrealworldsimulations,andusingtechnologytocommunicatewithothersaroundtheglobe Thereisastrongemphasisonthewritingprocess
HISTORY, SOCIETY, AND CIVICS 7 StudentsinseventhgradeHistory,Society,andCivicsfocuson decodingartifactsfromthepasttomakesenseoftheworldtheylivein Movingfromthepersonaltotheglobal, andfromtheAncientWorldtorecentAmericanhistory,theylearnhowthepastlivesoninthepresent Theyear culminateswithaninvestigationoftheUSconstitutionasalivingartifact,undergoingamendmentand reinterpretationsinceitsinception,shapedbyandactivelygivingshapetoAmericansociety.
THE US IN 20TH CENTURY WORLD HISTORY 8
Studentsineighthgrade“TheUSin20thcenturyWorldHistory”considerAmericanhistoryinrelationto20th centurycon ictsandsocialmovementsaroundtheglobe Relatingthenationaltotheinternational,studentswill learntounderstandhistoryfromaglobalperspective Overtheyear,studentswillfocusonpivotal20thcentury
con ictsandsocialmovements,whilesharpeningtheirabilitiestoaskquestions,conductresearch,andanalyze forcesofchangeintheworld.
Mathematics
MissionStatement:TheMorristownBeardSchoolMathematicsDepartmentproducesstudentsfluentin quantitativeandabstractreasoning.Weemphasizetheimportanceofconstructingandevaluatingsoundarguments whilefocusingonconnectionswithinandbeyondmathematics.Withinthisframeworkweaimtocultivateresilience, c iti lthi ki ti it di tll t l i it
MiddleSchoolMathematicscoursesstressanunderstandingofmathematicsasfundamentaltomakingreasonable interpretationsofhumanandscienti ca airs Themathprogramreinforcestheskillsandconceptsnecessaryfor futurestudyaswellasforintegrationwithothercontentareas Beginningwithareal-worldapproach,studentsare taughttousemathskillsfordataanalysis,tounderstandbasicalgebraicandgeometricconcepts,tousestatistical analysisacrosstopics,andtothinkcritically Aplacementtestisusedtodeterminewhichlevelofmathematicsis appropriateforourincomingstudents Astrongfoundationinbasicskillsiscriticaltosuccess,andstudents shouldbe uentwithbasicaddition,subtraction,multiplicationanddivisionofwholenumbers,fractionsand decimals
MATH FOUNDATIONS isastudyofbasicmathematicalskillswhilechallengingstudentswithsomeabstract algebraicconcepts Thecourseintroducesstudentstonumberpropertiesandintegeroperations,integrating
negativenumberswithastudyofotherrationalnumbers.Throughamixofproblemsolving,logicchallenges, andwordproblems,MathFoundationsemphasizescriticalthinkinginpreparationformoreadvancedcourses. Thecoursechallengesstudentstoshowandexplainwork,demonstratingthatprocessandend-productare equallyimportant.
INTRODUCTION TO INTEGRATED MATH PART A courseispartoneofatwo-yearintroductorycourse thatconcludeswithPartB InPartA,studentsworkwithrationalnumberstoensurethattheycanapplyall operations uentlyandbegintocreateabridgebetweenconcreteoperationsandmoreabstractalgebraic expressionsandequations Studentsworkwiththecoordinateplanetomaketheconnectionbetweenconcrete operationsandgraphing Studentscontinuetouserationalnumberoperationsinapplicationwithratio,rate,unit rate,percentandprobability Astudyofdataallowsstudentstomakesenseofinformationfromtherealworld andhowtoexpressthatinformationtoothersgraphically,numericallyandinwrittenform Studentsuseavariety ofmeansofexpressiontojustify,explainandmodelmathematicsastheymakesenseofproblemsandperseverein solvingthem
INTRODUCTION TO INTEGRATED MATH PART B courseisparttwoofatwo-yearintroductorycourse thatbeginswithPartA.InPartB,studentscontinuetheirworkwithrationalnumbersbysynthesizingthemwith anin-depthstudyofexpressions,equations,exponentsandradicals.Studentsapplythoseskillsandconceptsina studyofgeometryincludinganglerelationships,thePythagoreantheorem,andtwo-andthree-dimensional measurement.Finally,toprepareforthesubsequentcoursework,studentslearntosolve,writeandgraph multi-stepequationsandinequalities.Studentsuseavarietyofmeansofexpressiontojustify,explainandmodel mathematicsastheymakesenseofproblemsandpersevereinsolvingthem.
INTEGRATED MATH 1 initiatestheIntegratedMathsequencebyengagingstudentsinfoundationalconcepts, skillsandhabitsofthought Pedagogicaltechniquesareeclecticanddiversetoallowfordi erentwaysoflearning math Thecoursecoversfoundationalalgebraicandgeometricconceptsthatwillbebuiltuponinsubsequent courses Algebraictopicscoveredincludebasicequationsandinequalities,absolutevalue,linearequationsand graphs,andsystemsofequations Geometrictopicsincludeintroductiontoproofs,coordinategeometry, midpointanddistanceformulas,andspecialanglesonparallellines
INTEGRATED MATH 2 continuestheIntegratedMathsequencebybuildingonthefoundationalconcepts acquiredinMath1 Studentswillencounterthought-provokingproblemsinavarietyofcontextsthatrequire strongconnectionsbetweenalgebraandgeometry Principletopicscoveredthroughproblemsolvingand explorationincluderighttriangletrigonometry,quadraticfunctions,methodsofproof,polygons, transformations,andrationalexpressions Eachtopicrequiresanaddedlevelofsophisticationandabstractionas studentsobtainahigherlevelofmathematical uency.
Science
MissionStatement:AtMBS,studentsareinspiredbythewondersoftheworld.Ourprogrampreparesstudentsfor civicresponsibilityandglobalstewardshipthroughexperientiallearningandbydevelopingtheirunderstandingof thepowerandlimitationsofscientificinvestigations.Studentsdeepentheircriticalthinkingandacquirequantitative andqualitativetoolsnecessarytomakeresponsibleandinformeddecisionsasscientistsandcitizens.
FromGrades6through12,theMBSScienceCurriculumasksstudentstoapproachscienceasaprocessofactive, hands-oninquiry,requiringcloseobservation,theelaborationoftheories,thedesignandconstructionof experiments,analysisofdata,andanongoing,revisionarypursuitofthetruth TheMiddleSchoolScience programintroducesstudentstoscienceasanopen-ended,self-criticalprocess,layingthefoundationsforsuccess inUpperSchoolscienceclassesandprovidingthemimmediategrati cationastheybegintoseethecomplexity andmysteryoftheworldaroundthem
SCIENCE 6 introducesstudentstothefundamentalsofthelaboratory,experimentation,andthestagesof scienti cinquirythroughaseriesofhands-ontasksandprojects Astheyearprogresses,studentsareintroduced tothefundamentalunitsofbiology,andthentoanunderstandingofbiologicalandenvironmentalsystems Studentspayspecialattentiontotheecologyofwaterandtheenvironmentalimpactofwateruse,forgingclose connectionswiththeirworkinGeography6
SCIENCE 7 isdesignedtodeepenstudents’graspofthefundamentalconceptsofscienti cinquiryandenhance theirabilitytothinkcritically.Throughouttheyearstudentswillexplorearangeoftopicsincludingbiology, physics,andearthscience.Studentswillengageinvarioushands-onprojectsandexperimentsthatemphasizethe coreskillsofscienti cinvestigationsuchas formingcoherenthypotheses,conductingsystematicobservations, ande ectivelyinterpretingdata.Studentswillalsolearntoapplytheseprocessesinreal-worldcontexts,fosteringa practicalunderstandingofhowscienceimpactseverydaylife.
SCIENCE 8 introducesstudentstobotany,challengingthemtothinkthroughproblemsofformandfunction ofcellsandorganismsfromanewperspective,withopportunitiesforlocal eldwork.Studentsbuildontheir knowledgeofplantlifetogainnewunderstandingofenvironmentalcrisisandresilience Duringtheyear, studentsarealsointroducedtothefundamentalprinciplesofphysics Asinpreviousyears,strongemphasisis placedontheexperimentalprocess,observation,andtheanalysisofdata
World Languages
MissionStatement:TheWorldLanguageDepartmentbelievesmeaningfulcommunicationisfundamentaltoall languagelearning.Wepracticethelanguageincontext,developingculturalawarenessaswellaslinguistic competencies.Studentslearnaboutwhatcanbesaidinaworldlanguageaswellashowtosayit.Ourprogram embracesprogresswhileacknowledgingthatlearningalanguageinvolvescyclesofaccelerationandadjustment.
TheMiddleSchoolWorldLanguageProgramisdesignedtodevelopstudents’communicativeabilitieswhile cultivatingculturalawarenessandanappreciationofdiverseperspectives.Student-centeredclassroompractices promoteengagementwhileintroducingstudentstovariousinterwovenaspectsoflinguisticcompetency(oral, aural,grammatical,lexicalandcultural).StudentsareexposedtobasiclexicalandstructuralfeaturesofFrench, SpanishorLatinwhilelearningaboutFrancophone,Hispanophone,andancientculturesandpractices, respectively InthecaseofFrenchandSpanish,makinguseofthelanguageincommunicativesettingsis emphasized Thisincludesacquisitionofvocabularyincontext,developmentofgoodpronunciationandactive useofthetargetlanguagetosuccessfullycommunicateinavarietyofcommonsituations StudentsofLatinare exposedtothebasicstructureofthelanguageviamanyofthesamepracticesasstudentsofFrenchandSpanish, relyinguponlevel-appropriateLatinreadingsastheprimarycenterpieceforcommunication
SIXTH GRADE LANGUAGE EXPLORATION cultivatesanawarenessofdiverseperspectivesthroughan interdisciplinaryexaminationoflanguageandculturethroughthelensesofFrenchandSpanishaswellas geography,art,historyandotherdisciplineswithafocusonglobalcitizenshipandcommunity Studentsspend timestudyingFrenchandSpanishinahighlycommunicative,supportive,andcontextualizedframework, focusingonathemeinthecontextofeachlanguage Thethemesare:
French:Howdoesthefoodyoueatshapewhoyouareandyourcommunity?
Spanish:Howdoecosystemsimpactthesustainabilityofacommunity?
Studentsalsoengageinseveralintegratedlessonsinwhichtheygrapplewiththeintersectionoflanguage,culture, identity,andcommunity
FRENCH, LATIN OR SPANISH A focusesonthedevelopmentofstrongbasiccommunicationskillsinmany routinetopicssuchasgreetings,introductions,personalandfamilyidentity,basicneedsandwants,likesand dislikes,introductiontofood,timeandweather,schoollifeandleisureactivities.Studentspracticethefour foundationallanguageskills(listening,speaking,readingandwriting)astheystrivetowardscompetencyinthe aboveareas.Languageistaughtthroughthelensofculture,andassuch,culturalthemesandbackdropsframethe languageexperience.Uponcompletion,itisexpectedthatthestudentcommunicatewithlimited exibilityin vocabularyandstructure,usinghigh-frequencywordsandrotephrases.
FRENCH, LATIN OR SPANISH B providesacontinuationoftheendeavorbeguninFrench,Latinor SpanishA,spiralingmanyofthestructuresandtopicstolayastrongbaseforfurtherdevelopmentintheUpper Schoolprogram Uponcompletion,itisexpectedthatthestudentcommunicatewithemerging exibilityin vocabularyandstructure,usinghigh-frequencyvocabularywords,rotephrasesandsimplesentences
Art & Design Electives
MissionStatement:ArtandDesignDepartmentisamulti-disciplinaryprogram,providingstudentsthe technology,resourcesandmindsettocreativelymovefromabstractiontoartifact.
ARCHITECTURE AND DESIGN willintroducestudentstothefundamentalsofarchitecturaldrawing, designandmodelmaking.Studentswillusethelasercuttertocreateapersonalsketchbookforcreatingalibrary ofobservations,andlearnthefundamentalsofmechanicaldrawingincludingisometric,axonometricand perspectivedrawing.Studentswillalsostudyseveralnotablearchitecturalprojectsfromaroundtheworldwithan emphasisonsustainability Theclasswillculminateinahands-ondesignprojectincorporatingelementsofmodel makingandwoodworking
DIGITAL SKETCH & DRAW exploresdigitaldrawingandartusingWacomdrawingtablets,Adobe PhotoshopandAdobeIllustrator Studentswillbeencouragedtoseekcreativewaysofusingtechnologyto prepareprojectsandassignments Colorpsychology,characterdesignanddrawingtechniqueswillbethemain focusofthisclass Designforblogging,portfoliosetupandlogodesignwillbestudied Thecoresoftwareforthis classwillbeAdobePhotoshopandAdobeIllustrator,thoughtheexplorationofothersoftwareandhowtouse designandartsoftwarewillbeafocus
DIGITAL VIDEO STORYTELLING isdesignedtoequipstudentswiththeskillsnecessarytodevelopand thencreateshortvideoprojects Studentsprogressthroughproject-basedexperiencesthathelpthemtowrite, critique, lm,edit,andproducecinemarootedinastorythattheydevelop.Assessmentwillconsistof photographypresentationandcritiquing,individualandgrouppresentations(bothtraditionalandmedia-based), anduseofdigitaltechnologies.
DRAWING ON THE RIGHT SIDE OF THE BRAIN isdesignedforstudentstolearnaboutandbeginto mastertheskillofobservationaldrawing.Thecourseisdesignedforthestudentwhowantstobeabletodraw objectsandmakethemlook“real.”Usingvariousdrymedia(graphite,charcoal,pastels),studentswillmaster lookingatthree-dimensionalsubjectsplacedinfrontofthemandreplicatingthemonapage
JEWELRY FABRICATION & DESIGN isanintroductorycourseinwhichstudentslearnbasicprinciplesof designandjewelryfabrication,whileworkingwithcopper,brass,andsilver lledwire&sheet Studentswillalso beencouragedtoincorporatenonmetalobjectsintotheirwork Theycanexpecttolearnhowtocut,drill, leand hammermetal Wirework,chainmaille,andinstallingmanufacturedrivetswillalsobecovered Studentswill developaplan,takingintoconsiderationdesignelementssuchascomposition,movement,balance,aesthetics,and wearability
PHOTOGRAPHY PRINCIPLES explorestheartandscienceofcapturinglightthroughhands-onprojects, withthegoalofansweringthequestion,“howcanyouuseacameracreatively?”Studentswillbuildacamera obscura,learnthebasicsofopticswithlensesandlasers,anddevelopcyanotypes Usingdigitalcameras,the studentswillcreativelyexperimentwithforced-perspective,blackandwhite,motionblur,high-contrastand coloredlighting,andothere ects.
Performing Arts Electives
MissionStatement:ThePerformingArtsDepartmentfosterscriticalthinking,discipline,andasenseof community,allinacreativeandrigorousenvironment.Throughavarietyofperformanceandlearning opportunities,studentsdiscoverandcultivateanenduringconnectiontotheintrinsicvalueoftheperformingartsin thehumanexperience.
MIDDLE SCHOOL BAND studentsengagewithmusicinawidevarietyofstyles.Thisclassprovidesyoung musicianswiththeopportunitytoincreasetheirindividualmusicalabilitywhilealsoworkingasthememberofa playingensemble Throughclassesandperformances,theydevelopknowledgeoftheelementsofmusic,the propertechniquerequiredforeachindividualinstrument,andmusicreadingskills Studentsperforminconcerts onstageinFoundersHall Oneyearofbeinginaninstrumentalprogramorprivateinstructionistheprerequisite forthiscourse
MIDDLE SCHOOL DANCE isforstudentsinterestedindancetechniqueandperformance Studentswillgain anincreasedunderstandingoftheirindividualrangeofmovement,anddevelopbalanceandcoordination StudentsperforminboththeWinterandSpringDanceConcerts
MIDDLE SCHOOL TAP ATTACK combinestraditionaltapdancetechniquefoundin42ndStreetand Singin'intheRainwiththeenergeticcontemporarystyleofSTOMPandTAPDOGStoprovidestudentswith theopportunitytoraisetheroofandmakesomenoise!Theydevelopfocusandrhythmicintelligence,whilealso increasingphysicalstaminaandcoordination.StudentswillperformintheWinterorSpringMiddleSchool PerformingArtsShowcase.
MIDDLE SCHOOL STRINGS ENSEMBLE o ersstudentsanintroductiontobasicstringtechnique. Studentswillgaindexterityanddeveloptoneastheystudyandperformmusicofvaryingperiods.Idealfor studentswithpreviousstringexperience,aswellasthosewhoplayotherinstrumentsanddesireanintroduction totheworldofstrings.TheensembleperformsinvariousconcertsonstageinFoundersHall.
THE MIDDLE SCHOOL MUSICAL THEATRE CLASS givesstudentstheopportunitytolearnaboutthe richhistoryoftheAmericanmusicaltheater,whilepursuingspecializedperformancetraininginacting,singing, anddancing Throughtheproductionofanhour-longmusical,theywilldevelopmusicality,spatialawareness, andcollaborativeskills,andalsolearntocreatesustainableandmotivatedcharactersforthestage Themusicalwill bechosenspeci callyforthestudentsintheclasstohelpthemcultivatetheseskills,andwillbeperformedatthe endofthesemester
PIANO BASICS Inthiscourse,studentswillusethecontrollerkeyboardsandstudentworkstationsinthe CenterforInnovationandDesigntolearnthebasicsofkeyboardplayinginagroupsetting Fromsimplechords andmelodies,tokeyboardharmony,elementarymusicsequencing(usingApple’sLogicProXsoftware),and traditionally-notatedpianorepertoire,studentswillworktoacquirefoundationalskillsapplicabletoanymusical style
Wellness
MissionStatement:WellnesseducationatMorristownBeardaimstoproduceapositiveattitudetowardlifelong wellnessaddressingbiological,socialandpsychologicaldimensionsofhealth,throughdevelopingtheskillsneededto promoteoverallwell-beingemphasizingself-careanddecision-making.
WELLNESS 6 addressesthreekeytopics:howwestayhealthy,howwestaysafeintherealandvirtualworlds, andwhathappenstoourbodyduringpuberty.Thehealthylivingdiscussionsincludelearningaboutnutrition, exercise,andhygiene.Studentsexplorepersonalsafetybyreadinganddiscussingtheconceptsofinternetsafety, peerpressure,bullying,teasing,andfriendship Aunitofstudyisonpuberty,thephysicalandemotionalchanges thatoccuraswellasdealingwithstressduringthistime Throughparticipationandvariousdigitalpresentations studentssynthesizeanddemonstratetheirlearning
WELLNESS 7 focusesonavarietyoftopicscenteredonpersonalsafety,decisionmaking,andadolescent development Ourpersonalsafetydiscussionswillincludediscussionson“streetsmarts”andonlinesafety, includingunderstandingourdigitalfootprintsandpreventinganddealingwithcyber-bullying Studentswill examineandre netheirdecisionmakingwithunitsonethicsandstressmanagement Intheunitonadolescent development,oursessionswillemphasizehygieneandthephysicalchangesassociatedwithadolescenceincluding pubertyandbraindevelopment
WELLNESS 8 IneighthgradeWellness,studentswilldeepentheirunderstandingofmanyoftheconcepts exploredinseventhgrade,focusingonpersonalsafety,decision-making,andadolescentdevelopment.Inaddition, wewilldelveintonewareas,includingcommunicationskills,managingrelationships,resolvingcon ictsand developingagrowthmindsetthatisresilientandseekschallenges.Wewillalsospendtimeconsideringthe students’impendingmovetotheUpperSchool,discussingthechangestheycananticipate,andwaystoprepare.
General Electives
THE ART OF STORYTELLING
isacourseinwhichstudentswillexplorethehistoryofstorytellingtraditions fromculturesaroundtheworld Studentswilllearnhowto“tellatale”andhonetheirspeakingskillsbyadapting theirownexperiencesintoentertainingandengagingspoken-wordstories Videoandaudiorecordingwillbe incorporatedintoprojects,allowingstudentstosaveandsharetheirworkbytheendofthecourse
MINDFULNESS FOUNDATIONS
Studentswillbeintroducedtobene ciallifeskills,including self-awareness,throughthepracticeofmindfulness.Studentswilldevelopandstrengthentheirabilitytofocus, recognizeandmanagetheiremotions,andempathizeintheirrelationshipwiththemselvesandothers. Thecourse willincludemindfulcopingskillssuchasdeepbreathingexercises,journaling,guidedandself-guidedmeditation, meditativewalkinganddrawing.
INTRODUCTION TO CODING AND ROBOTICS isacoursedesignedtoequipstudentswithessential programmingfundamentalsandpracticalskillsinadynamiclearningenvironment.Utilizingtheplatform Scratch,studentswill rstdelveintocodingbycreatinginteractivemediasuchasanimations,movies,andsimple videogames.Asthecourseprogresses,studentswillapplytheiracquiredcodingskillstoprogramrobots.Bythe endofthecourse,studentswillhaveasolidfoundationinprogrammingandapracticalunderstandingofhow codingintegrateswithrobotics
Quarterly Courses
SIXTH GRADE:
ART AND 2D DESIGN: Projectswillfocuson2-dimensionaldesign,line,patternandtheotherelementsof artthroughavarietyof2Dmediums Studentswilldiscoverthefundamentalsofcomposition,color,andthe creativeprocesswhileunleashingtheircreativity Fromtherestudentswilllearntoconceptualizeanddrawobjects in3dimensionson2Dsurfacesfromdi erentanglesandperspectives
ORGANIZATIONAL SKILLS 6 isaquarter-longcourseinwhichstudentswilllearnvarioushelpful,funways toimprovetheirstudyandorganizationalhabits Thecoursebeginswithactivitiesthathelpstudentsidentify theirownuniquelearningstyleandstudypreferences Classroomlessonsandactivitieswillshowstudentshowto leveragetheirindividualstrengthsinordertoimproveorganizationalskills Speci cskillstaughtwillinclude: organization,timemanagement,note-taking,homeworkcompletion,projects/long-termassignmentcompletion, preparationforformalassessments(quizzesandtests),andtest-takingstrategies
VOCAL ENSEMBLE allowsstudentstheopportunitytoparticipateinavocalmusicprogramfocusingboth ondevelopingensemblesingingskills,aswellasimprovinggeneralmusicianship Thegroupsingsmusicof variousstyles,rangingfrompoptoAmericanfolkmusic,aswellasmoretraditionalchoralpieces.TheVocal EnsembleperformsinboththeWinterandSpringVocal/InstrumentalConcerts.
WELLNESS 6 (seecoursedescription)
SEVENTH GRADE:
ART AND 3D DESIGN: Projectswillbuildupontheskillslearnedin6thgradeandintroducestudentsto creatingartin3dimensionswithanumberofsculptureprojects Thesewillinclude,butarenotlimitedto cardboard,styrofoam,recycledmaterials,andpapermache,allculminatingina3Dprintingprojecttoprepare themfortheMakerspace
ENGLISH WORKSHOP 7 (seecoursedescription)
ORGANIZATIONAL SKILLS 7 isaquarter-longcourseinwhichstudentswilllearnvarioushelpful,funways toimprovetheirstudyandorganizationalhabits Thesestrategiesandtipswillincludefocusareassuchas
organization,timemanagement,note-taking,homeworkcompletion,projects/long-termassignmentcompletion, preparationforformalassessments(quizzesandtests),andtest-takingstrategies.Atthestartofthecourse, studentswillselectoneareawheretheywouldliketoimprovetheirstudyhabitsandthencreateaplantotackle andimprovethatarea.Midwaythroughthequarterandagainattheendofthequarter,theywillassesshowwell theyachievedthatgoal Studentswillnotbeassignedgradedhomeworkforeveryclass Theymightbeasked, however,togohome,checkouttheirstudyspaces,discussstudyingandproductivitywiththeirparents,or participateinotheractivitiesforthenextclass
WELLNESS 7 (seecoursedescription)
EIGHTH GRADE:
ENGLISH WORKSHOP 8 (seecoursedescription)
MAKERSPACE: CreativeProblemSolving Studentsinthiscoursewillworkthroughdesignchallengesand solveproblemsbyprototypingandmakinginanynumberofmaterials Theywillbeencouragedtoaskrepeatedly, “Whatelsecouldthisbe?”and“Whatelsecouldthisdo?”Alongtheway,theywillexpandtheirimaginations, sharpentheirobservationskills,andlearntocritiquewithpositivityandfocus
MS MUSIC PRODUCTION Thiscourse,usingtheresourcesoftheCenterforInnovationandDesign(CID), explorestheprocessofmodernmusicproduction StudentswillreceivetraininginApple’sLogicProDigital AudioWorkstationastheylearnhowtocraftbeatsandbasslinesaspartoforiginalcompositionprojects Each studentwillusetheirownindividualworkstationsinCID2whichincludepianokeyboardsandMIDIpad controllers Studentswillalsolearnhowtomulti-recordvocaltracksusingtheAudioStudioinCID3 Completed songswillthenbeuploadedandsharedwiththeMBScommunity
WELLNESS 8 (seecoursedescription)
Sports & Fitness
TheprimarygoaloftheMBSMiddleSchoolAthleticProgramistoprovideasportsprogramthatemphasizesthe developmentofthestudent-athleteacademically,emotionally,socially,andphysically Coachesstressthevirtuesof sportsmanship,commitment,integrity,andteamworkinasupportiveandempathicenvironment
Student-athleteslearnthevaluesofparticipatinginsportsandphysicalactivities IntheMorristownBeardMiddle SchoolAthleticProgram,studentswilllearntovalueandappreciatehonestcompetitionbasedontherulesofthe game.Student-athleteswilllearntorespectthesporttheyplayandallwhograntthatopportunitytoplay.This includes,butisnotlimitedto,teammates,coaches,o cials,opponents,andfans.
The tnessprogramincludesspeedandagilitytrainingaswaystoimproverunning/sprintingformandtechnique. Studentslearntoimprovetheir rststepandgainstridelength.Agilitydrillsarealsoutilizedtodevelopoverall quickness.Strengthand exibilityexerciseshelpstudentsbecomestrongerwhilekeepingafocusonbuildingand maintaining exibility.Planks,squats,push-ups,andsit-upsareusedtogainstrengthwithoutusingweights, while exibilityisachievedthroughexercisessuchasstaticstretchinganddynamicstretchingandyoga
MBS Middle School Faculty
(ListcurrentasofAugust2024)
Kathryn Ashby - Science MA,LesleyUniversity,CambridgeMassachusetts BS,LesleyUniversity,CambridgeMassachusetts
Carolyn Baldacchini - Performing Arts MM,TheJuilliardSchool BM,TheJuilliardSchool
Jaimie Bass - Art and Design Chair MA,RamapoCollegeofNewJersey MA,BostonUniversity BA,TheCollegeofNewJersey
Rose Borowsky - Assistant to the Head of Middle School
Alonda Casselle - Head of Middle School M.A.,CaliforniaStateNorthridge M.Ed.,PepperdineUniversity B.A.,CaliforniaStateNorthridge
Danielle Coiro - Science MS,FairleighDickinsonUniversity BS,IthacaCollege
Andrea Deventer - Performing Arts BFA,PhiladelphiaCollegeofPerformingArts
Peter Donahue - Art and Design MA,SetonHallUniversity BA,SetonHallUniversity
Jennifer Dubeck - Mathematics BS,UniversityofMaryland
Haley Duggan - Center for Teaching & Learning MEd,HarvardUniversity BEd,BostonCollege
Jeanine Erickson - Art and Design MA,MontclairStateUniversity BA,MontclairStateUniversity
Jackie Forte - English BA,EasternConnecticutStateUniversity
John Girvin - Performing Arts DMA,UniversityofSouthernCalifornia MM,UniversityofSouthernCalifornia MA,NewYorkUniversity
Brandon Jefferson - Center for Teaching & Learning MEd,GrandCanyonUniversity BA,HighPointUniversity
Kathryn Kao - History MEd,BankstreetCollegeofEducation MFA,NewYorkUniversity BA,BrandeisUniversity
Benjamin Krauss - Performing Arts Chair MA,TheAaronCoplandSchoolofMusicatQueens College BA,VassarCollege
Nikki Liese - English M.A.,UniversityofSaintJoseph B.A.,UniversityofSaintJoseph
Joe Lodato - History B.S.,MisericordiaUniversity
Zachary Mazouat - Art and Design BA,TheCollegeofNewJersey
Allyson McElduff - English BA,MiddleburyCollege
Kimberly Young Pottratz - Director of the Center for Teaching & Learning PsyD,FairleighDickinsonUniversity MA,KeanUniversity BA,VassarCollege
Jim Ruttman - Performing Arts BA,St Mary’sCollege
Archana Sankar - Science PGCE,OpenUniversity,UnitedKingdom MSc,MumbaiUniversity,India BSc,MumbaiUniversity,India
Ken Schmidt - Science MA,CornellUniversity BS,CornellUniversity
Mike Sturgeon - Director of Middle School Athletics BS,SetonHallUniversity
Lisa Swanson - History MA,ClarkUniversity BA,WheatonCollege
Shakeh Tashjian - Math M Ed,GeorgeWashingtonUniversity BA,JohnsHopkinsUniversity
Juan Tejeda - World Languages MA,TheUniversityofTexasatAustin BA,TheUniversityofTexasatAustin
Kenneth Tousignant - Mathematics BS,SienaCollege
Samuel Tuttle - Wellness Teacher, Guidance PsyD,GeorgeWashingtonUniversity MA,NewYorkUniversity BA,UniversityofMassachusetts
Kathryn Vignola - World Languages M.A.,ArizonaStateUniversity B.A.,ColumbiaUniversity
Deanna Whelan - Learning Systems Specialist; Academic Technology; Design Arts and Sciences MA,TheGeorgeWashingtonUniversity BA,RutgersUniversity
Katie Ziegler - World Languages MA,UniversityofMassachusettsAmherst BA,BatesCollege
Jason Zuck - English BA,WilliamPatersonUniversity
Within a culture of support and collaboration, Morristown Beard School students discover and develop their individual pathways to academic success and personal fulfillment while becoming enlightened, morally responsible citizens of the world.
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