Montessori High School at University Circle in the News Summer and Fall 2017
Education
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https://www.clevelandjewishnews.com/features/special_sections/education/private-schools-can-impress-selective-colleges/article_c6595930-4ac3-11e7-ac4a8fd5c22b3b5f.html
Private schools can impress selective colleges BECKY RASPE | SPECIAL SECTIONS STAFF REPORTER braspe@cjn.org
Jun 8, 2017
Some parents worry about what will set their child apart when applying for college, especially with schools that are more selective. Gunnar Olson, director of College Counseling, Chris Burner, head of school at Western Reserve Academy in Hudson, and Gregg Good, head of school at Montessori High School at University Circle in Cleveland, all said it’s not specifically the school that sets a student apart, but the curriculum and learning that takes place. “I would say with a school like ours, in particular, we are absolutely uniquely preparing kids for colleges,” Good said. “The primary reason for that is that at a Montessori school, you must learn to work independently and organized. You have to be comfortable with ambiguity and the model is that you learn through competent failure.” Good compared the process of learning through “competent failure” to what basically happens when students are in college. He said most public schools don’t focus on independent work and attending a private school could set a Burner
student apart in admissions offices. “Simply saying all private high schools provide greater assets to highly selective universities would be an overstatement,” Good said. “But, to an extent, the way private schools can challenge a student in different ways, there is an admissions component to that. “But when the student gets (to university), they are more equipped to succeed because of the soft skills taught in those private schools.” Good said that Cleveland is a good place for students and families to seek personalized education. “The advantage that is inherent in these schools is that the teacher and staff are able to build a closer relationship with students,” he said. “They recognize that education is changing and innovation is key.”
Good
Burner said Western Reserve Academy could set students apart at more prestigious schools because the high school is residential, which prepares students for college dorm life. “We think that really helps them prepare for college,” he said. “They are on their own and away from home and have to make their own decisions. We also have students from all over the nation and the world. You’re interacting with different cultures like they will in college.” Next year, Western Reserve Academy will eliminate Advanced Placement courses to create a more rigorous college-level curriculum. Olson said colleges like when students arrive with these qualities. “They like when (students) have been in that environment before, because some students come to college and have a hard time adjusting,” Olson said. Olson
Burner said when selective colleges look at candidates, they look for certain qualities, which he believes are more likely cultivated in private schools because of the personalized learning that takes place. At Western Reserve, class size averages 12 students, with a ratio of seven students to one teacher. “(Universities) are looking for that deep academic curiosity and the ability and need to grow,” he said. “They are looking for students that want to continue to grow their engagement through college.” Burner said about 84 percent of the students in the most recent graduation class at Western Reserve Academy were admitted to colleges and universities considered selective and prestigious. “Colleges want to have students who challenge their teachers to push them,” Olson said. “You can get that at a private school.”
Becky Raspe
Northeast Ohio’s premier source for business news
Originally Published: June 24, 2017 12:00 PM Updated: 6/24/2017
New meaning for food for thought By PARIS WOLFE clbfreelancer@crain.com
Photo by CONTRIBUTED PHOTO
A view of the Montessori High School at University Circle garden.
Private and parochial school cafeterias typically have more flexibility — in terms of both available funds and regulatory oversight — than their public-school counterparts. As such, many of those private institutions locally are taking their culinary experiences to the next level.
Sure, some still o er simple wrapped sandwiches, but farm-to-table, handcra ed entrees are becoming quite common. As such, many schools have engaged outside caterers to add some flair to their menus and even cultivated their own school gardens as a food source. In many cases, sustainability has also taken center stage. Take St. Ignatius High School in Cleveland's diverse Ohio City neighborhood where the source of the food is a lesson in of itself for the students. Several of the 23 items on the school's salad bar are grown by students when the season is right. That includes tomatoes and lettuce from the school's Hydroponics and Ploughmen clubs. Other items are sourced locally when possible. "We have 40-plus local vendors that we use," said Dave Turska, the school's campus dining director. "We try to keep our purchases based in Cleveland. Sustainability is a key piece for us." St. Ignatius started easing into this approach about a decade ago when its Rade Dining Hall was remodeled into a station setting. Two years ago, Turska made the decision to no longer be a part of the federal program requirements and thus, funding. The school gained flexibility and created its own subsidies for students. "One of our biggest goals is to provide a college-type experience for our young men," Turska said. Realistically, he adds, "We're trying to provide choice. We have healthy options, but I know I can't get my own kids to just purchase healthy things. So, we try to provide balanced choices of what they should eat and want to eat." To achieve that the dining hall has seven di erent stations including a salad bar, comfort food, pizza, hot grill, roller grill, action station (like a food truck) and convenience case. Menus at most of these vary by day. Sustainability and locally sourced foods are also prevalent at the Montessori High School at University Circle. The school's garden had historically been used to supplement the lunch program, but now it's being more thoughtfully designed to create a true farm-to-table inspired program — something that dovetails with the school's larger goal of promoting sustainability from its urban campus. Because the school is small — 90 students in grades nine through 12 — students and faculty all eat a prepared meal at the same time. "Students learn from working in the garden," said Caitlyn Tierney Caldwell, the school's marketing and development coordinator. "They're becoming more strategic in their planting and more deliberate with communication with the kitchen." Walsh Jesuit High School in Cuyahoga Falls, meanwhile, evolved its culinary o erings in the most recent school year by transitioning from a large vendor of prepared and frozen foods to a local caterer, A Taste of Excellence based out of Strongsville. The relationship with the caterer isn't new, as it had been servicing the school's special functions and fundraisers, but the two now have a 10-year contract to operate the cafeteria. Part of the charge includes helping Walsh Jesuit reinvent its kitchen and dining space. This year, the school's cafeteria space will quadruple and be remodeled to include five stations — exhibition kitchen, grill, salad bar, ice cream and beverages. The exhibition station will serve a di erent feature every day, from stir fry to build-your-own submarine sandwich to comfort food. "We wanted to give students a quality program that was as excellent as our spirituality and academics," Walsh Jesuit president Karl Ertle said. "It's part of an overall wellness initiative."
Ben Erjavec from A Taste of Excellence catering is working as a contractor to set up and manage the food service. "Our whole focus is giving the kids a healthy, fresh approach. Not everything is healthy, but we have those options available," he said. Many are sourced from local, sustainable, even organic, growers. The cafeteria is open from 7 a.m. to 1:30 p.m. For a ernoons, evenings, weekends and summer — when the cafeteria is closed, but students are engaged in extracurricular activities — the caterer stocks vending machines. One machine o ers healthy snacks like baked chips, gluten-free and organic options while another supplies junk food. A refrigerated machine sells sandwiches, yogurt, hummus cups and more. Lake Catholic High School in Mentor has been using the basic diocesan food program outlined. In 2017-18, the school hopes to do something di erent. "A er looking at other schools we want to streamline," said Robert Kumazec, Lake Catholic's principal. "We have a lot of catering needs. We want a vendor who can come into the school and take over everything. That includes the cafeteria, meetings and special events." Changes will include using produce grown by the environment and sustainability science class. "A new vendor will give us more options," Kumazec said. "The quality of food will be fresher and more diverse." For now, the cafeteria is only open for lunch and the Cougar Café in the school's atrium supplements it with from 7:30 a.m. to 4 p.m. "We work with di erent companies to sell their products in the café — Chickfil-A, FroYo Twist, Hungry Howie's and more.
Education
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https://www.clevelandjewishnews.com/features/special_sections/education/extracurricular-activities-make-students-well-rounded/article_a5b4f204-7604-11e7-bae2fb6c0c055318.html
Extracurricular activities make students well rounded BECKY RASPE | SPECIAL SECTIONS STAFF REPORTER braspe@cjn.org
Jul 31, 2017
In high school, students tend to focus on academic studies to enter the work force or to prepare for further education. Many students attempt to take as many relevant classes as possible. But, Leah Kozlowski, assistant head of school at Montessori High School in Cleveland, and Evan Daiber, founder of 2 Tone Boxing Club in Beachwood, both said students also should understand the importance of becoming involved in activities beyond of the classroom. “I think nonacademic activities are important,” Kozlowski said. “For the sake of just contributing to the school community as well as the outside community, nonacademic activities provide an array of opportunities that (students) may not get within the classroom.”
Leah Kozlowski
Kozlowski said the programs could keep students open to different possibilities, help boost self-confidence and build professional skills that classes may not be able to offer. “A public speaking club could help students gain speaking skills, for example,” she said. “With any extracurricular activity, it helps them hone in their time management skills. It’s enough to balance course work with eight classes a day, but if they are adding in a club for entertainment, it helps them find time and manage that time to be able to do that.” Kozlowski said sports could teach students resilience and how to maintain patience. Daiber said sports can show that students can do things on their own and don’t need a guiding hand all the time. Also, by participating in school-sanctioned sports and outside activities, students can enforce learned skills in an environment separate from school, he said.
Evan Daiber
“A lot of the work we do (at 2 Tone Boxing) relates to other similar sports that kids are already doing,” Daiber said. “You’re still learning the discipline, coordination and speed that you’d be doing in other sports.” He said when students participate in sports, not only can they learn about staying healthy, but the activity can help them
focus better in school because they are expelling the extra energy. “We do a class for people with Parkinson’s disease because (physical activity) releases dopamine in the brain and helps coordination and functions work better,” he said. “For kids with ADD (attention deficit disorder), boxing and physical activity can help release those hormones and help them focus better as well.” Kozlowski and Daiber said the activities also could help students explore their identities as well and realize how complex a person can be. “I think that it really creates a sense of independence,” Kozlowski said. “These clubs provide a foundation for a healthy and balanced life. I think of myself – I’m not just an assistant head of school. I’m also a mom and a friend. So, it helps set the groundwork for what a healthy and balanced life should be.” Daiber noted that when a student is preparing for college, he or she should find time to participate in an extracurricular activity. He said the activity can promote time management skills and encourage budgeting time for things he or she likes to do – not just because it would look good on a college entrance application.
“It does show that these kids can do things on their own and don’t need a constant guiding hand,” he said. “It helps bridge the gap. When you’re going to college, you’re focusing on academics, but if you want to stay in shape, an extracurricular activity would be for you, instead of joining a sports team that would take up all of your time.” Kozlowski said it’s important not to forget colleges like students to be involved in different activities. “The more unique opportunities the students have to acquire new skills, they’re going to look more attractive to colleges,” she said. “Every school has the typical sports, so exploring different types of sports or even different clubs altogether, could broaden their horizons.”
Becky Raspe
Private
School
PLANNER A Guide To Helping You Choose The Right School For Your Family CRAIN CONTENT STUDIO C l eve l a n d
By KATHY AMES CARR
Expertise in demand
aculty members are gateways to a student’s experience at a private school. They are the nexus between vision and outcome — conveying a school’s mission while preparing students to engage with purpose throughout their school years and beyond. But attracting qualified candidates in a competitive job market can be challenging — for any institution. But prep and parochial schools say judicious and intentional faculty recruitment strategies are the key to hiring educators who reflect a school’s values. “One of our main recruitment drivers is making sure that anyone we hire is aligned with our mission, which is a belief that education is a holistic approach and not just about academics,” said Marilyn Arundel, dean of faculty and academics at Magnificat, a Rocky River-based allgirls Catholic high school. Faculty members need to be confident in nurturing the other facets of a girl’s education, including the social, emotional, developmental and spiritual aspects. The school seeks candidates who are not only willing to assist with extracurricular school activities, but who also are passionate about serving on a school steering committee or collaborating on the school’s strategic plan. The Catholic Diocese of Cleveland is broadening its newhire efforts, in part by participating in teacher recruitment fairs at local colleges and universities, such as Cleveland State and Baldwin Wallace. Even though each institution manages its hiring process independently, the diocese helps facilitate staff recruitment throughout its 174 schools located in eight Northeast Ohio counties. “A lot of our best talent are alums from our elementary and high schools, which is great,” said Christopher Knight, who is beginning his second school year as superintendent of that system. “But, we have not attended college job fairs consistently. Now we have a presence, which I think presents a real opportunity to tell our story to
Freshly minted college graduates who have an education degree shouldn’t be discouraged from applying for a faculty position at Hawken School, an independent institution for preschool through 12th-grade students, with campuses in Lyndhurst and Gates Mills. However, Hawken tends to hire faculty members with at least five to 10 years of career experience, said Kim Samson, assistant head of school and director of Upper School. “More often than not, our newest faculty members have master’s degrees,” she said. “Hawken is looking for people who can think differently and want to immerse themselves in progressive ways of teaching.” The interview process sheds light on what inspires and excites the candidate. “We want to know where they see their craft going over the next few years, and whether their goals align with the school,” Samson said. Similarly, the prior experiences of teachers at Montessori High School at University Circle augment their respective subjects. Humanities teachers have backgrounds working in archeology, cultural anthropology and human biology. The music teacher is a professional bassist, while the theater teacher has directed musicals at big-name theaters throughout Cleveland. According to the National Association of Independent Schools, candidates who have an advanced degree or related expertise in a particular field — such as an engineer who is interested in a high school science teaching position — generally have an edge over a candidate who is certified to teach school, though certainly that is not always the case. “A lot of people change careers from, say, business to education, or are transitioning from teaching at a college,” said Myra McGovern, vice president of media for NAIS. “Independent schools have robust professional development opportunities. Some begin their own in-house teaching programs around a particular skill, such as classroom management.”
F
PHOTO PROVIDED
Tessa Rivera and her second-grade class at Metro Catholic School, which is part of the Catholic Diocese of Cleveland.
Institutions focus on teacher recruitment Expertise, passion among sought-after qualities those future college graduates who are considering their career options.” With an emerging teacher shortfall looming over schools in general, Knight said he wants to make sure the Catholic Diocese of Cleveland is taking advantage of new ways to publicize its schools and connect with prospective teachers. According to the Learning Policy Institute, an independent education-focused research group, four main factors are driving the projected teacher shortage
nationwide: a decline in teacher preparation enrollments, district efforts to return to pre-recession pupil-teacher ratios, increasing student enrollment and high teacher attrition. Teacher demand is on the rise after leveling off around 260,000 teacher hires annually in 2014. The Learning Policy Institute projects a large increase in 2017-18 followed by a projected plateau of about 300,000 teacher hires per year. “The attraction and retention of high-quality teachers is challenging in the non-public world because of the difference in salaries and benefits,” Knight said. “But we need to look more creatively at promoting some of our other benefits, because there are so many, like the overall high satisfaction level teachers feel in working for a Catholic school.”
C R A I N C O N T E N T S T U D I O | Private School Planner |
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MONTESSORI HIGH SCHOOL AT UNIVERSITY CIRCLE
11025 Magnolia Drive, Cleveland www.montessorihighschool.org GRADES SERVED: Grades 9-12 TOTAL ENROLLMENT: 85 ANNUAL TUITION: Day students, $24,333; boarding students, $45,230-$45,941 (five- and seven-day boarding available) STUDENT-TEACHER RATIO: 6:1 YEAR ESTABLISHED: 2008 TOP SCHOOL LEADERSHIP: Gregg Good, head of school Leah Kozlowski, assistant head of school Tara Schmitt, director of institutional advancement TOP BOARD LEADERSHIP: Charlotte Newman, president Marilyn Doerr, vice president Aaron Williams, treasurer Amy Ryder Wentz, secretary
MISSION STATEMENT
CAMPUS AND FACILITIES: co-ed soccer, basketball, cross counStudents at Montessori High try and Ultimate Frisbee. In addition School at University Circle benefit to several standing clubs, such as from an extended campus that MHS Yearbook, Community Council GRADUATION boasts world-renown museums, and Garden Squad, students are RATE: cultural centers, gardens and encouraged to develop clubs and libraries. Through a unique partnerextracurricular activities that reflect ship arrangement, MHS students the diversity of their interests. have membership access to many UNIQUE STUDY OPTIONS/ University Circle institutions, includPROGRAMS: Montessori and ing the Cleveland Museum of NatuIB — MHS combines two unique ral History, the Cleveland History pedagogies to create a rigorous, COLLEGE Center and the Cleveland Botanical community-driven, studentACCEPTANCE Garden. Students frequent the centered experience. As an RATE: research libraries of Case Western International Baccalaureate World Reserve University and the exhibits School, MHS has fully implementof the Cleveland Museum of Art. ed the IB curriculum in 11th and MHS’s main campus is steps away 12th grade. All MHS upperclassfrom these institutions allowing classroom men are IB students, creating an atmocoursework to come alive with direct handssphere of shared academic rigor and focus. on learning. The historic homes that comprise Students are engaged in a college preparatothe main campus offer an intimate setting for ry liberal arts curriculum designed to offer a classes and seminars, while fellow University global perspective. As a Montessori school, Circle institutions make up an integrated exthe culture and classes are designed to be tended campus that takes students’ regular responsive to individual student interests. excursions far beyond a field-trip experience Student choice is built into coursework, and so students can fully immerse themselves the smaller student body allows faculty to in the life of this vibrant cultural and educadevelop one-on-one relationships with stutional community. dents to ensure they are being challenged EXTRACURRICULAR PROGRAMS: MHS offers and supported appropriately.
100%
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FALL OPEN HOUSE INFORMATION: 6 p.m. Tuesday, Oct. 10; and 2 p.m. Sunday, Oct. 22. 26 |
Private School Planner | C R A I N C O N T E N T S T U D I O
“Montessori High School at University Circle is a learning community based on Montessori principles. It is designed to provide an optimal environment for adolescents to become confident, empathetic, and principled adults who think critically and take informed risks to shape a sustainable and peaceful world. From its urban residential campus, MHS provides a rigorous, studentcentered program of work and study that inspires each adolescent to find his or her identity and individual path to independence and adulthood.” X-Terms — MHS students participate in student-led two-week intensives each year that allow concentrated study and experiential learning. These courses are proposed, planned and led by students. Courses have ranged from environmental science and evolution to bookmaking, and from U.S. government to 3-D printing. Two-year Internships — Students work with an adviser to find an internship or volunteer placement that allows them to explore their interests in a real-world setting. Internships take place within University Circle and throughout Greater Cleveland. FINANCIAL AID: MHS is committed to enrolling qualified students. Nearly 50% of students receive some level of financial aid. Full-time employees of a University Circle member institution are eligible for a discount.
Imani •Former Captain of the MHS Dancers •Studying Business at Cleveland State University •Member of CSU Viking Dance Team
Ariane •Came to MHS Boarding Program from Peru •Accepted to the American Academy of Dramatic Arts
Montessori High School at University Circle empowers students to find their path to an engaged and meaningful life. We know each of our students has a unique passion and perspective. At MHS, we believe that to be successful in college and beyond students need confidence in who they are and the opportunity to explore their interests. They need academics with breadth and depth. They need rigor and personal choice. We pair the International Baccalaureate diploma programme with a student-centered Montessori approach that fosters independence in students and ownership of their education. At MHS, we see students as the individuals they are.
They found theirs. What will yours be?
Ian •Studying Physics at Purdue University •Performed in MHS Theatre •Presented thesis on the military strategies used at the conclusion of WWII
11025 Magnolia Drive, Cleveland 44106 • 216.421.3033 • www.montessorihighschool.org
Education
Home / Features / Special Sections / Education
https://www.clevelandjewishnews.com/features/special_sections/education/parents-should-prepare-themselves-for-open-houses-too/article_247b9136-a9e2-11e7-bfedabccb9ace8bc.html
Parents should prepare themselves for open houses, too BECKY RASPE | SPECIAL SECTIONS STAFF REPORTER braspe@cjn.org
Oct 5, 2017
Schools hold open houses for families and prospective students to get a sense of the campuses. Prospective students can visit alone or with their parents, and sometimes parents attend open houses alone. According to Stefani Rose, associate director of admissions at Montessori High School in Cleveland, and Ginny Wagh, director of admissions at The Lillian and Betty Ratner School in Pepper Pike, parents should start the open house process knowing exactly what they are looking for in the school. “The best way for parents to prepare for a private school open house is for them to first determine what requirements they are looking for and determining the needs of their child,” Wagh said. “Whether it’s purely academic, environmental or an alternative Rose
way of learning, these will determine what questions are most important to look for.”
Rose and Wagh said parents should begin the process way before setting foot into the school. Parents should research a school prior to the open house by visiting the school’s website. “Take notes and come to the open house with questions ready for teachers, staff, other families, current parents and alumni,” Rose said. “Most private schools do try to put as much information out there as they can. It starts the conversation before they come to visit.” Rose said another thing to look at would be the application process. Montessori High School does not require prospective families attend an open house, though it strongly recommends it. Some schools can require attendance as part of the application process, and having a mild understanding of the process regardless can help prepare parents for other aspects of the visit. Wagh said before an open house, parents shouldn’t determine what school is best. Websites and research are a good starting point, but decisions shouldn’t be made before seeing the campus in person. “This is an opportunity for parents to come in and get a more detailed perspective on whether the school is a great fit for their child,” she said. “Open houses are a prelude to deciding if the family should look deeper. In the case of our school, the next step would be a shadow visit by the prospective student.” Wagh and Rose said if parents attend several open houses for different schools, they should take notes and compare and contrast the schools. “The best advice that I can suggest is for parents to take notes, and then make a list of pros and cons,” Wagh said. “Practicality should be first and foremost. You have to decide what has to be a must for the school that your child will attend. What you desire for your child should be the second focus on determining the school.” Rose said, “I’ve heard that to differentiate schools, parents will make a list for each school containing what they like and don’t like. But my biggest piece of advice would be that if parents have questions, they should ask them. And if those questions can’t be answered, follow up and keep doing so. Follow back around because there are chances the school won’t even know you had questions in the first place.”
Becky Raspe
216.421.3033 social@montessorihighschool.org
11025 Magnolia Drive Cleveland, Ohio 44106 www.montessorihighschool.org
@MHSatUnivCircle #theMHSexperience