2023-2024 Education Guide

2023-2024

EDUCATION GUIDE

PUBLISHED BY MOFFLY MEDIA

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Far more than a traditional all-girls school, Walker’s is a place where mentor-educators galvanize students to harness their creative energies and embark on lives of impact. Unconstrained by gender-biased thinking, Walker’s students are encouraged to test boundaries in the classroom, on the fields, on the stage, and in pursuit of knowledge. While at Walker’s, girls are inspired to lead with confidence and conviction. This strength will imbue each graduate throughout her life. Walker’s alumnae carry themselves with grace and a certainty that empowers them to influence and inspire. We’re all for girls and have been since 1911.

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All Girls · Day and Boarding · Grades 6-12 Simsbury, CT

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MENTAL HEALTH

Creating a sense of identity

by Rick Branson, Ed.D.

POSITIVE SUM GAME

Rethinking the subject of math

by

Louis

Steiner

ARTIFICIAL INTELLIGENCE

ChatGTP: Is it a big deal?

by Adam C. Rohdie

WOMEN IN EDUCATION

Networking and adapting forward by Jessica Flaxman, Ed.D.

OPTIMISTIC OUTLOOK

Boarding schools offer camaraderie and belonging by Dr.

Susan Baldridge

COLLEGE ADMISSIONS TRENDS

What high school students should know by Elizabeth

Cashel

BENEFITS OF A K-9 SCHOOL

How to connect students to the best transitional model by Ian Craig

ACADEMIC TOOLS

Five skills every student needs by Michelle Sagalyn

EXPERT ADVICE

Choosing the right school

A+ STYLE

Putting the FUN in functional, these accessories make school extra cool. by Julia Wells

CONNECT WITH SCHOOLS

Directory of schools and consultants

WISE WORDS

Teachers share their experience

Preparing boys for in a changing world

An independent, college preparatory day school, providing character-based education for boys in Pre-Kindergarten through Grade 12.

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Mental Health Creating a sense of IDENTITY

by Rick Branson, Ed.D., Executive Director

urturing student mental and emotional health is rapidly becoming one of the most important issues educators are facing. Emerging from the Covid-19 pandemic, schools have quickly recognized and are developing responses to the increasing challenges regarding student mental and emotional health.

The data on this crisis is compelling coming from both the CDC Youth Risk Behavior Survey (YRBS) (2011-2021) as well as the Community and Belonging Survey of Students (2022). In addition, United Educators, which provides liability insurance and other products to 1,600 universities and independent K-12

schools, reported in its recent 2022 Top Risks Report that student mental health ranks seventh and made the list for the first time.

Drawing from these and other data sources, it is clear the mental and emotional health of students is a significant concern for both schools and parents. Independent schools are actively engaging in the work to support both students and parents as they navigate this issue.

Debra Wilson, President of the National Association of Independent Schools (NAIS), sees this across the independent school spectrum. “I think we are seeing students truly struggle with living healthy lives right now, and I think independent schools are uniquely situated to help students and families

tackle issues surrounding student mental health. From almost every independent school’s founding, their missions reflect a commitment to developing the whole child."

"I see it more as a challenge for our schools to better understand and meet the needs of the moment, which are clearly different from what we have seen before,” adds Wilson. “It will require schools to be more tightly coordinated between parents, teachers, administrators and counseling staff, but it will also call for us to better articulate and help students explore what it means to live healthy, successful and meaningful lives.”

This requires an investment from schools. “Schools are investing in mental and social-emotional health curricula

Connecticut Association of Independent Schools (CAIS)

(e.g., suicide prevention training) to offer more in-depth training to advisors and faculty,” says Charlanne Zepf Bauerlein, an upper school counselor at Greenwich Academy. “Independent schools have the benefit of smaller size classes, allowing faculty to discuss students at weekly or monthly review meetings, flag anyone of concern and refer them to the school counselor.”

Where did this surge in both diagnoses and concern occur? In part the response is an aftershock of the pandemic, but the trend was happening before 2019. The CDC’s YRBS states: “As we saw in the 10 years prior to the COVID-19 pandemic, mental health among students overall continues to worsen, with more than 40 percent of high school students feeling so sad or hopeless that they could not engage in their regular activities for at least two weeks during the previous year—a possible indication of the experience of depressive symptoms.

We also saw significant increases in the percentage of youth who seriously considered suicide, made a suicide plan and attempted suicide.”

The response, as suggested by Kossouth Bradford, a school counselor at The Foote School in New Haven, is “teaching students effective coping and problem-solving skills [as] invaluable mitigation strategies in relation to one's overall mental health. Having a strong sense of cultural identity, feeling connected to others and identifying reasons to live (family, friends, pets etc.) are protective factors that can decrease suicidal risks.”

The CDC also reported the trends show that subsets of students have very different experiences, some better and some far worse. Specifically, the CDC reported that in 2021, almost 60 percent of female students experienced persistent feelings of sadness or hopelessness during the past year and nearly 25 percent

made a suicide plan.

Another subset identified by the CDC are LGBTQIA students and those who have ever had a same-sex partner. The CDC reported, “They were also significantly more likely to experience all forms of violence. The differences in terms of mental health, compared to their peers, are substantial. Close to 70 percent of LGBTQIA students experienced persistent feelings of sadness or hopelessness during the past year, and more than 50 percent had poor mental health during the past 30 days. Almost 25 percent attempted suicide during the past year.”

Helping students feel a sense of belonging or connection is crucial, as Bauerlein explains. “In addition to encouraging their child to join an affinity space or participate in assemblies like the Anti-Defamation League's Names Can Really Hurt Us program, it's critical for school counseling and health and

wellness departments to collaborate with parents in finding community resources and mental health professionals who specialize in LGBTQIA+ issues,” says Bauerlein. “Equally important, independent schools can assist parents by sharing their referral list of therapists who identify as non-dominant racial or ethnic culture. DEI(B) events/clubs along with GSA (Gay Straight Alliance or Gender-Sexuality Alliance) spaces are resources in independent schools that parents can support.”

While there are many factors that impact student mental and emotional health, three stand out as issues independent schools can influence: sleep, social media and connectedness.

The Community and Belonging Survey had 22,000 responses from students in grades 9-12 representing independent schools across the US and Canada. It established that of five self-reported measures, the number of hours of sleep is

one of the critical five measures showing noteworthy correlations. Sufficient sleep for a teenager has positive correlations with many measures of self-reported mental health and happiness, as well as high correlations with positive school performance. It is also important for safe behaviors such as driving.

The survey showed that 68 percent of students in grades 9-12 get on average six to eight hours of sleep at night. This is less than recommended by sleep experts from Johns Hopkins and the American Academy of Sleep Medicine, and others that recommend students get nine to nine-and-a-half hours of sleep a night. Specifically, students ages six to 12 should get between nine and 12 hours of sleep, and teenagers should sleep between eight and 10 hours.

According to NAIS Independent School Health Check, there is a negative correlation with the number of sleeping hours and the percentage of students

“ Creating meaningful connections among community members as well as helping students create their own meaningful connections are essential to support all students, especially the most vulnerable. ”

seriously thinking about suicide: 31.6 percent of those students sleeping fewer than five hours reported a suicidal attempt compared to 10.2 percent of those students sleeping more than eight hours. The Independent School Health Check's dataset was collected from fall 2018 to spring 2022, except for fall 2020 and spring 2021 due to the pandemic. The ISHC database includes responses from more than 27,000 students across 73 high schools.

Managing sleep requires education, oversight and self-reflection, according to Bradford. “Educating teens on the importance of sleep and helping them recognize that healthy sleep habits will increase the likelihood of them achieving the goals they might have for themselves, both academic and social, and it will help them feel better in general. Encourage them to record or reflect for a week on how they feel, their productivity and the quality of their work and interactions in relation to how much sleep they are getting, and assist them with their time management skills if they are staying up late because they are not utilizing their time wisely.”

Parents can help children get adequate sleep by managing their schedules, role modeling thoughtful scheduling, and teaching them to manage their time and prioritize rest and sleep. Of particular significance is managing technology— especially social media—at times of sleep, advises Bauerlein.

“Schools have been struggling with the sleep issue, especially over the last 20 years, as homework and after-school extracurriculars and college sports recruitment have amped up. Students are getting home later and have less time on weekends, staying up too late as a result. Some schools have altered the school day hours in order to align more closely with the natural sleep wake cycle of adolescents—starting the school day later so teens can sleep in.”

Students are hearty consumers of social media. From the Belonging Survey, 33

percent of students are on social media each day for one to two hours with 25 percent engaging two to three hours and 14 percent engaging three to four hours a day. In short, the Belonging Survey showed that students who are getting less sleep appear to be spending either more time on homework and on social media.

According to the Piper Sandler Taking Stock of Teens Survey, TikTok remains the favored social media platform for students so far in 2023, with 37 percent of the market share. Beyond TikTok, Snapchat (27 percent) and Instagram (23 percent), students are also consumers of Netflix and YouTube.

The challenge for parents is regulation. “Some practical strategies to reduce use begin with encouraging parents to see smart phones as potentially toxic ‘comparison machines’ that manipulate us into watching things like incessant ads and staying on social media platforms at any cost,” says Bauerlein. “Tech can be tremendously positive, but we know teens say they feel worse about themselves after using social media apps. We (adults) are the best role models for tech use for our kids.”

The CDC illuminated a specific gender difference. While both boys and girls are digital consumers, boys tend to spend more time on games while girls spend more time on social media. The CDC also stated that girls were more likely to be electronically bullied than boys.

Parents can help, according to Bradford. “Inform your daughter of the statistics regarding social media use,” he says. “Knowledge is power. Provide opportunities for your child to experience success and a sense of competence and confidence in other areas of their life to mitigate the negative effects of social media use. Sleep hygiene, movement/ exercise, and healthy eating habits all significantly impact mood and wellbeing.”

How adults can help students

Connectedness is important for students,

both with adults at school and adults at home. Building connections and fostering engagement is positive as demonstrated by the CDC report: “School connectedness, defined in this report as feeling close to people at school, has a long-lasting, protective impact for adolescents well into adulthood on almost all behaviors and experiences included in this report. In 2021, female students, students of color, LGBQ+ students and students who had any same-sex partners were least likely to feel connected at school, indicating less protection for these groups.”

Julie Foy, Director of Student Services and Support at Waterside School in Stamford, agrees. “Maintaining an open line of communication is one of the best ways for parents to engage with their child’s school. It’s important for parents to be present in their child’s daily school routine; check in with their child’s teachers, seek out support from the school counselor for strategies and interventions that can be used at home, and find opportunities to get more involved in the school community.”

Finally, experts identify communication among students, parents and school personnel as one key to successful mental health for students.

“Communication is key,” says Bradford. “Letting teachers or the school counselor know your concerns is a great first step. Depending on the severity and urgency, the school might feel they can support the student with their resources and/or the parents, and the school might conclude that outside clinical support is needed. The school counselor or wellness coordinator and pediatrician are great resources for parents in regards to therapists, books and online mental health sites.”

Bob Mattingly, Executive Director of the Center for Spiritual and Ethical Education, notes the value of an independent school in the current climate. “Growing up in 2023 is not an easy job, nor is being a parent. Independent

schools are an invaluable tool in light of today’s challenges. Each independent school is different with a mission that makes it uniquely equipped to be a great place, not for all children, but for those families for whom the school’s mission is a great fit. Thus, unlike schools that are an expert on children, in general, independent schools come to know and be an expert on your child.”

Independent schools are structured in unique ways that maximize the support for students, says Bonnie Ricci, Executive Director of the International Council Advancing Independent School Accreditation. “Supports that are in place include small advisory groups that meet regularly and frequent meetings of teams of teachers to identify students who are struggling and develop action plans to monitor and support those students.

Independent school faculty are expected to develop curricula that pairs academic content with the social-emotional needs of students. With these structures in place, families benefit from independent school communities where students are cared for, valued and known.”

Recent research shows the need for immediate and effective action. It is critical that students, parents and school personnel address the challenge together. Creating meaningful connections among community members as well as helping students create their own meaningful connections are essential to support all students, especially the most vulnerable. We begin with relationships; as we might not have the answers, relationships and communication have the opportunity to lead us there.

NOTES:

The Community and Belonging Survey was conducted pro bono by Kevin Graham, President, Lookout Management; Steve Piltch, Director of the School Leadership Program at Penn Graduate School of Education; John Gulla, Executive Director of the EE Ford Foundation. In all, 96 independent schools participated (80 American and 16 Canadian), involving 22,297 students enrolled in grades 9-12.

The CDC Youth Risk Behavior Survey 20112021, a national survey, conducted by CDC, provides data representative of 9th through 12th grade students in public and private schools in the United States. The YRBSS includes national, state, territorial and freely associated state, tribal government, and local school-based surveys of representative samples of 9th through 12th grade students.

At Westminster School, students develop grit and grace in a setting that offers some of the finest facilities in American private schooling. For information about upcoming admissions events or tours, please call the Office of Admissions at (860) 408-3060.

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Westminster School does not discriminate on the basis of race, color, religious creed, sex, sexual orientation, gender identity or expression, national origin, ancestry and/or disability.

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Positive Sum Game

RETHINKING the Subject of Math

by Louis Steiner Chair of Mathematics Department Greens Farms Academy

ake a moment to think back to your experience as a math student. How did you feel about yourself?

For many of us, there are likely a few similarities: the teacher presenting mathematical ideas at the front of the class, students diligently (or not so diligently) copying down notes and example problems. There was homework from a textbook and maybe some group work sprinkled along the way. The class parameters were often tightly controlled. The teacher served as the source of mathematical knowledge, while students were expected to learn and replicate

skills through predetermined curricula, and there was an expectation that you follow the rules and procedures precisely as described by the teacher.

Although these methods were effective for some, other students left math class feeling they didn’t have what it takes to be “good at math” under those constraints. If being good at math meant repeating algorithms and memorizing formulas, is it any wonder that some people believed, and still believe, that they just “aren’t a math person?”

When I was a math student, there was a well-worn admonition stating, “You won’t always have a calculator with you.” At one time, that was undoubtedly true, and the well-meaning intent behind

it was to remind students they needed to know how to do math without the assistance of technology. In today’s world of smartphones, Wi-Fi and laptops, though, how often will we actually be without a calculator? A quick look through the App Store on an iPhone reveals many math-help apps, graphing utilities, as well as programs describing how to solve the types of math problems students do in a high school classroom. Though math could always be found in the world, its presence and impact are increasingly impossible to ignore. Big data, AI and instantaneous statistics, just to name a few, put math front and center in daily life.

Much like the reach and accessibility

of technology have evolved, the question in front of us has changed. No longer is the focus on how to use math without the assistance of technology. Now, the primary question has become: What does knowing and leveraging mathematics mean in our ever-changing world? We need to ensure our students, all of our students, have the tools and agility necessary to practice math effectively. Mathematics is, after all, the discipline through which we give quantifiable structure to the unknown and analyze and interpret the world around us, whether in personal finance or in modeling major questions of societal significance.

Upending Traditional Assumptions

Several assumptions underpin a traditional understanding of math that muddy the waters of using math flexibly in today’s world, if they ever held at all. The first assumption is that we must learn or be taught essential ideas out of context before we can apply, interpret or extend them meaningfully. According to this theory, how could someone analyze a linear relationship without first learning the critical aspects of what it means for something to be “linear.”

First, learn the definitions, formulas or algorithms. Then, dive into problemsolving. If we hold that assumption to be accurate, then students (and, by extension, all people) can only solve problems and engage mathematical ideas for which they’ve been primed. If you don’t understand an idea early, you risk being behind for the long term.

The second assumption that many people carry well into adulthood is that mathematics is most effectively understood as a series of procedures for arriving at desired answers. According to this view, since mathematics contains formulas and procedures for solving problems, one needs only memorize the formulas and where/how they are applied to use these tools effectively. The math lessons you remembered earlier were very likely structured this way.

Those previous assumptions lead directly to the conclusion that one either understands or doesn’t understand math. After all, if math is a series of procedures, you can use them or you can’t. You’re a math person or not. These attitudes persist long past individual math courses. Some of you have probably thought at various times, and maybe still do, that “I’m not a math person” or “I wasn’t good at math.” Perhaps the most visible manifestation of these beliefs is the early tracking of students into leveled math courses. Once in these groupings, students are often locked into that track for several years, if not their entire middle and high school careers.

Fortunately, research and trends in math education have systematically questioned those assumptions. Jo Boaler, a mathematics education professor at Stanford University, addresses the necessity of changing the “have it or don’t” attitude surrounding math. In her book Mathematical Mindsets, Boaler describes how narrowly focused, procedural questions of mathematics unintentionally encourage students to adopt a fixed mindset about their math abilities and discourage students from taking the academic risks necessary for stretching understanding and learning from mistakes.

Instead, she argues, cultivating a growth-oriented mindset requires students to engage in rich mathematical tasks with multiple entry points and possible solution strategies, promoting flexibility with numbers and emphasizing the power of mistakes and struggle when problem-solving.

Neuroscience research has long held that human brains are adaptable and capable of growth and change, an effect called “brain plasticity,” when challenged and holding a growth-oriented mindset. Promoting the power of mistakes in learning requires providing students with challenging work that pushes them out of their comfort zone into what Boaler calls “disequilibrium” and requires us to abandon labels such as “not a math

person” or “not good at math.”

Others in mathematics education have researched-related phenomena. Mike Flynn, Director of Mathematics Leadership Programs at Mount Holyoke College, notes the power of focusing on meaning-making and mathematical reasoning in students as young as Kindergarten in his book Beyond Answers. He emphasizes the difference between understanding math (explaining how you solved a problem and why you chose the process you did) and performing mathematical work (i.e., just answering using subtraction).

Research on brain plasticity indicates that emphasis on similar practices in older grades would have powerful effects on understanding through their educational careers. In Building Thinking Classrooms in Mathematics, Peter Liljedahl highlights teaching practices that promote deep thinking in students. These include grading based on data rather than numbers and providing students with asynchronous feedback to maintain problem-solving flow when tackling questions beyond what they have seen before. These run in direct contrast to the traditional assumptions described earlier.

As the world and technology around us change at an increasing rate, so does the math required to interpret and understand it. Nowhere is this more evident than in data's increasing prevalence and availability. Today’s learners have access to enormous amounts of data nearly instantaneously, but that access comes with inherent benefits and challenges.

How many times has each of us encountered statistics that, while technically correct, encourage incomplete or misleading conclusions? Or seen a chart or poorly labeled or selectively formatted graph from which misleading or downright false information seemed to jump off the page? Not only do we need to understand and interpret data to navigate through today’s world, but we also need to be able to evaluate it to separate the good from the bad, the

biased from the unbiased, and the suspect from the reliable. Boaler argued in favor of incorporating data literacy into mathematics courses on an episode of the Freakonomics podcast titled “America’s Math Curriculum Doesn’t Add Up.” Unfortunately, data literacy and statistics are often siloed into their own courses and offered as the alternative for students who are seen as not ready for calculus their senior year. But what does that setup communicate about the value of statistics relative to calculus? This is not to say, by any means, that calculus is not a valuable field of math in its own right. Understanding and interpreting models of many contexts, from economics to astrophysics to climate modeling, requires calculus. The point, instead, is the highly unequal and siloed view of statistics within curricula.

Changing the Parameters to Meet Students Where They Are

What, then, does it mean to develop and sustain a math program that prepares students for the demands of their future?

Like many math problems, there is no single “right answer.” Below are the choices and priorities we’ve adopted in our math department.

Integrate data analysis, statistics and probability into the curriculum at every level. When brought out from the silo of statistics-only courses, students learn and appreciate that critical analysis of information is vital in all contexts, whether reading data from a graph, recognizing missing or misleading information, or modeling real-world phenomena using regressional analysis.

Make space for students to pursue paths of mathematical inquiry that are meaningful to them. The typical sequence of skills and courses in schools leaves out impactful mathematical ideas hidden in plain sight—number theory applied to encryption and digital security, linear algebra used in computer science and computer networks, and trigonometry

Prioritize meaningful problem-solving, collaboration and debate in classrooms. Few problems encountered in a math curriculum, and fewer still facing the world, can be tackled in only one way. Rather than focusing on the right way to solve problems, students actively discuss methods, question their peers, and pursue multiple strategies to recognize the “connective tissue” between mathematical ideas, regardless of the track they are on. When faced with a challenging question in unfamiliar contexts, they leverage those insights to begin the worthwhile work of tackling those challenges.

as applied to medical imaging, just to name a few. Given the space to pursue questions of genuine interest, as we do in inquiry and advanced inquiry classes, students not only apply the mathematical habits built in previous courses, but also develop profound understanding in an area they would not have experienced otherwise. And they teach us a thing or two about math in the world.

Build multiple intentional pathways for acceleration or changing tracks. The first opportunity to be in different math courses occurs in 6th grade with an accelerated course in Foundations of Algebraic Thinking (previously Pre-Algebra), but no student’s entire mathematical future should be determined by the end of fifth grade. Emphasizing a growth mindset means recognizing that no two students progress at the same pace. Students can change course as they accept the challenge and are ready mathematically, whether by moving into an honors section or taking a summer geometry course.

Our model emphasizing the process of solving problems and celebrating the variety of potential approaches communicates to students there is not only one way to be “good at math.” Everyone has access to high-level problem-solving. Students participate in thinking practices that boost their confidence, center resilience for overcoming initial setbacks, and highlight the unique insights everyone brings to the table. Therefore, all students can recognize what makes them “good at math” in their unique way.

Centering problem-solving, impactful applications, and adapting to meet students where they are now are all critical aspects of preparing students to use math meaningfully in their future. It’s also worth noting that, although creative problem-solving in the service of discovering new tools and methods is valuable and central, direct instruction of content is also essential and invaluable at times.

Not every new concept must be discovered through exploration to reap the benefits of thinking classrooms and collaboration. We expect students to understand the connections between ideas and use the math they are learning correctly and effectively. More tools and problem-solving strategies mean richer experiences and deeper understanding. After all, as the saying goes, “When all you have is a hammer, everything looks like a nail.”

“Emphasizing a growth mindset means recognizing that no two students progress mathematically at the same pace. So, students can change course as they are willing to accept the challenge.”

Artificial Intelligence Game

CHATGTP: Is it a Big Deal?

by Adam C. Rohdie Head of School Greenwich Country Day School

ne of our Upper School teachers holds regular lunchtime roundtables for students and faculty to discuss interesting and oftentimes controversial topics. Recently, I joined a very popular roundtable on the impact and role of open artificial intelligence (AI)—specifically, ChatGPT—in schools.

If you are unfamiliar with ChatGPT, it is a technology that can answer questions in essay form by scouring the Internet. I asked the AI language model to write a paragraph explaining itself; here is part of the response:

“ChatGPT is an AI language model developed by OpenAI. It is a type of neural network that uses deep learning to generate text based on input it has been trained on. It has been trained on a large corpus of text data and has the ability to generate text that is coherent, grammatically correct, and relevant to the input it receives.”

What has sent many teachers and schools into a tailspin is that there is no easy way to detect whether this was written by a computer or a human. If I had not provided attribution, the paragraph above could easily have been passed off as my own writing. Thus, the discussion at the AI roundtable became quite robust, very quickly.

Students see this technology as “not a big deal.” Much like the smartphone, the graphing calculator, Grammarly (also a form of AI), or spell check, students see this as just another technological tool to be placed in the toolbox. Teachers, on the other hand, are a bit more skeptical. How can the 16-year-old student, overloaded with work from many classes, avoid the temptation to use this tool to create all or part of their essay on the three main causes of the Civil War? Even if you just read the output of ChatGPT and then wrote your own version, would there not be a “residue” of unauthorized aid on your assigned task? It would be wellwritten and untraceable. By the way, ChatGPT can also solve math problems,

write computer code, balance a chemical equation, and it recently was given the Bar Exam in the state of New York and was able to pass it.

While the use—or misuse—of this technology has recently seen some school districts ban ChatGPT, the outcome of the roundtable discussion I participated in was different. Students and teachers agreed that this technology is here to stay—and will only get better, more efficient, and more detailed in the future. They determined that as we learn to live with this new technology, we need to craft language that places communication and trust between students and teachers at the forefront, setting an expectation for disclosing use of AI in their work.

In addition, we continue to ponder the following:

Benefits

Like most things, new technology comes with both positives and negatives; we are still figuring out what artificial intelligence tools mean for teaching and learning. It may be beneficial to create a think tank made up of students and faculty to further explore AI and its impact on education.

use purpose

Encourage students to ask themselves if they are using the technology to aid research or further curiosity, or are you using it as an inappropriate shortcut or crutch?

reliability

The information from ChatGPT is not currently citable, and thus, right now, not a credible academic source—regardless of how reliable it seems.

accuracy

ChatGPT can give false or misleading information.

missed opportunities

Consider the impact of robbing yourself of the experience of learning to be a great writer.

scholar integrity

Academic honesty applies in all aspects of teaching and learning.

While this new technology is clearly a work in progress and will continue to evolve, the commitment to academic integrity is the foundational premise we rely on for navigating the constantly changing education landscape.

At Rye Country Day School, students from Pre-Kindergarten - Grade 12 engage in meaningful academic, athletic, and creative experiences, emerging as lifelong learners with a commitment to living the School's motto, Not for Self, but for Service.

Expert Advice

Choosing a School

Discover …

“The application process can be a period of discovery and growth when a student begins to understand who they are and their place in the world. And, then they must articulate that in person during the interview and on paper in the application.”

Holly McGlennon Treat, Partner, Traditional School Advising The Bertram Group

Reflect …

“Independent schools take pride in their core values. Reflect on these principles, note their importance, and integrate them throughout your interview, your essays and the entire application process.”

Camille M. Bertram, C.E.P., Founder and President, Campus Direction, LLC

Be Thankful …

“Order stationery note cards with your full name on them. Make sure to get the business card of your tour guide and admissions officer, so you can handwrite a thank you note to the admissions officer and email the tour guide thanking them for taking the time to show you around.”

Muffy Fox, Director of Day and Boarding School Consulting Winslow Education Group

Show Passions …

“Students need to start early to identify their guiding interests and find ways to use their skills and passions in service of their local communities. Good grades and test scores are the foundation—students’ passions will set them apart.”

Christopher Rim, Founder and CEO, Command Education

Smile …

“Do your homework on each school and research your areas of interest. Grades matter, and schools prefer to see an upward trajectory. Volunteer work and community service are also important. And don’t forget to read your essays out loud when you’re proofreading, as you may catch mistakes. Most importantly, smile and be positive.”

Peggy Hersam and Vicky Newman, Greenwich Education Group, LLC

&

Women in Education

Networking and Adapting Forward

by Jessica Flaxman, Ed.D., Dean of Faculty and Employees Rye Country Day School

stubborn gender gap persists at the leadership level in K-12 independent education, where women leaders are in the significant minority compared to men—although the majority of employees at these institutions are women. In large K-12 independent schools of 700-plus students as defined by the National Association for Independent Schools (NAIS), only 22% of Heads are women (NAIS DASL, Heads Gender, 2020).

In her 2019 research report Invisible

Women: Data Bias in a World

Designed for Men, Caroline Criado Perez addressed the issue: “Barriers to women’s leadership emergence are due in part to the fact that both maleness and whiteness are ‘implicit; they are the default.’” In a time when we know diversity improves leadership and that representation matters, the dearth of

women leaders in K-12 education is broadly problematic, especially, but not limited to, the loss of opportunity for students to see women, both white and of color, at the helm of their schools.

Storying the Gap: Studying Women Heads of School in 2020-2021

As a doctoral student studying educational leadership at the University of Pennsylvania, and in collaboration with NAIS researchers, in 2020, I designed a mixed-methods study of women leading large, K-12 independent schools during the 2020-2021 pandemic school year. I wanted to learn how these women emerged as leaders within schools and systems historically led by men. At that time, there were roughly 45 women from across the United States leading an independent day school with more than 700 students. Thirty of those 45 women Heads of School participated in my quantitative survey and 22 elected

to continue on to the qualitative interview stage. In my interviews with women Heads of large, K-12 independent schools, they told detailed stories about what it took for them to emerge as leaders within large, K-12 independent schools and to lead effectively during the 20202021 pandemic school year.

Of the 30 Heads who responded to my outreach, 60% were between 45 and 54 years of age and 40% were over 55 years of age. 83% identified as White, while 17% identified as Black, Latin or Multiracial. They led schools located all over the country, but most significantly in the Mid-Atlantic region and the Southeast:

• 27% Mid-Atlantic

• 20% Southeast

• 13% West

•13% Midwest

• 10% Southwest

• 17% Northeast or East

Research Findings: The Role of Networking and Adaptive Literacies

After six months of research, key themes emerged. These themes took the shape of specific skill sets that paved the way for female leadership in large K-12 independent schools. Due to the history of gender bias, in which women leaders were seen as less competent than their male peers, in my study I replaced the word "competencies" with "literacies." Two key leadership literacies for women Heads are networking and adaptability literacies.

1 Networking Literacy

To counteract implicit and explicit gender bias in their journeys to the Headship of a large, K-12 independent school, study participants forged critical connections. They interacted regularly with role models, mentors,

sponsors and search consultants. In my interviews with the 30 Heads, they all described the powerful influence of those who inspired them, those who actively taught or apprenticed them, and those who promoted them. The various roles within their network create a helpful blueprint for building and sustaining significant professional connections.

Who’s in The Network?

Role Models: By observing how others performed as heads of school and looking for role models, women who went on to lead large, K-12 independent schools were catalyzed to do so in part by observing the leaders around them, and seeing elements of themselves in what they saw. One study participant described the impact of hearing a woman Head of School’s story about being pregnant while leading a K-12 girls’

school. “When I heard that, I [realized] I do not have to be 40, 50, or 60 to be the Head of School. I could actually be a Head during childbearing years” (Participant 11). Another participant talked about the influence of working for a female Head of School whose professional pathway from “teacher, to department chair, to division head, to Head of School” inspired her to try to do the same.

Mentors: Women Heads of School also forged meaningful and beneficial professional connections through mentorship, especially relationships with other Heads of School. One leader in my study shared, “I didn’t really think about being a Head of School until I started to work with some really good Heads, one of whom was a great mentor. She made it look attractive,

challenging, fun and rewarding … I thought, ‘I should give it a try.’” Mentorship hinges on the inculcation of knowledge and skills in others. Another participant described her mentor as a woman Head of School who told her: “You’re going to run this place, and I’m going to teach you how to do it. I’m going to stick you in every single area that you want, and some areas that you don’t want and I’m going to give you feedback. And it’s going to be hard, but you’re going to love every minute of it.”

Sponsors: It’s important to note that “sitting” Heads of School played a key role in the narratives of study participants. Of survey respondents, 46% reported that their Head of School was the one to encourage them to seek formal leadership training and to support them in doing so. In my study, I defined a

sponsor as a colleague who agrees to take an active role in an aspiring leader’s executive search experience. A sponsor reaches out to share information about job opportunities, picks up the phone to tell search firms about an applicant, writes letters of recommendation, and otherwise promotes a candidate to the specific school or hiring committee where a leadership opportunity is open. A sponsor is an experienced leader who is willing and able to tell leadership candidates what they need to know and provide honest feedback so that they can become better applicants. One participant told a story about a sponsor who told her, when she did not land a leadership role at his school, that she was “Everyone’s second choice, and no one’s first.” He provided details and a helpful explanation as to why this was the

outcome of her application.

Executive Search Professionals:

Executive search professionals, or headhunters, represent another significant role to help emerging women leaders. Of survey respondents, 57% reported they participated as a semifinalist or finalist in one to three search processes before becoming a Head for the first time. Seventeen percent participated in more than three searches, and 20% experienced one search only. Asked whether they participated in a search led by a woman, either as Board Chair or search consultant, 73% of respondents reported that they participated in one to three searches involving a woman Board Chair or search consultant, and 64% of respondents reported that they were selected for a headship

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resulting from a search process led by a woman. While having women executive search professionals in one’s search proved significant, the ability of the candidate to network with these individuals, regardless of gender, is even more significant.

2 Adaptability Literacy

My research revealed that those who were able to leverage their networks positively also possessed another critical leadership literacy: adaptability. The fact that the research was conducted in a pandemic year amplified the importance of this literacy, which appeared to have significance even prior to COVID-19’s arrival. Adaptability made itself apparent in three ways:

Wearing Many Hats: Leadership agility, born from experience in various capacities, was a consistent trait of the participants. No participant achieved the headship of a large, K-12 independent school without repeatedly demonstrating adaptability in terms of roles, skills and contexts. Of the 30 respondents, 89% had served in the role of Assistant/Associate Head prior to assuming their first headship. The Assistant Head role often includes interacting with the Board, which is considered one of the most critical aspects of a future Head’s training. One respondent remarked how the Assistant Head role gave her a deep understanding of the “operational components of a school,” including finance, admissions, advancement, alumni relations and governance. Many of the participants also held senior administrative positions in K-8 or K-12 independent schools prior to achieving the headship of a large, K-12 independent school. Although the Upper School Head position is very often the steppingstone for

male Heads of independent schools, women leaders in independent schools have never had the same level of success as men in achieving the Upper School Head position. Thus, a significant number of women Heads in this study served as Middle School Head/ Middle School Principal, Admissions Director, Director of College Counseling and CFO.

Being Nimble: Study participants credited their efficacy as Heads of large, K-12 independent schools during the stressful pandemic/ crisis school year of 2020–2021 to their adaptability literacies, including accepting and managing the unknown. One participant gave a compelling description distilling and focusing on what was essential, her school’s mission, to navigate the unprecedented upheaval caused by the pandemic. “When a crisis hits, the nonessential goes away. And there is clarity, because the nonessential goes away. So you do not have the clutter of the things that bubble and take up a lot of time and energy because the crisis eliminates all of that. And that in a way made it simpler.” Boiling down to a school’s mission and core values enabled nimbleness in a time of constant newness and change.

platforms. Leaders who could quickly learn and become comfortable using technology to send authentic messages thrived, while those whose communication style and practice failed to adapt within the context of the pandemic drew criticism.

Conclusion

The storytelling and data from my study unequivocally suggests that networked and adaptive women are better poised to counteract gender bias in their field. For women who aspire to lead large, K-12 independent schools, the ascent to headship is made possible through numerous aptitudes—relational, strategic and personal—that ultimately form the foundation of the critical literacies of networking and adaptability.

Being adaptable and networked helped study participants rise in the leadership ranks of large, K-12 independent schools. Different participants described being “willing,” “saying yes” and generally being agreeable to opportunities that fell outside their job descriptions. While illustrating the power of networking and adaptability, the study points to a “double bind” for women. After networking and adapting through saying yes to whatever opportunity is given, women leaders likely take on unpaid labor, which can be considered the “cost of doing business” and the “opportunity costs” of aspiring, as leadership minorities, to leadership within historically male-led institutions.

Learning and

Using New

Modes: Being adaptable manifested itself in the ability to learn new things—and to do the same thing, but differently. Shifting from in-person to video is just one of many ways that women leading large, K-12 independent schools demonstrated adaptability literacies during the pandemic. For example, there was an increased need to communicate to various constituencies during the 2020–2021 school year, as well as a need to communicate over different digital

Although a greater number of women have recently achieved the headship of large, K-12 independent schools since the study concluded in 2021, moderating gender bias in the leadership pipeline should continue to be a focal point. To the seekers, the study says to find and nurture your networks and practice adaptability through hands-on varied experience. To the rest, the study gives an opportunity to the role colleagues, supervisors and other network members can have in dismantling gender bias in large, K-12 independent schools.

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Optimistic Outlook Boarding Schools Offer CAMARADERIE AND BELONGING

by Dr. Susan Baldridge Executive Director The Association of Boarding Schools (TABS)

erhaps like me, you are sometimes left feeling weary and dispirited by the cynicism that seems to pervade so much of our world. I am, by nature, an optimistic person, but spending time with the news, politics and social media, and the sense of gloom and fatalism they can evoke, can challenge even the sunniest of outlooks. It’s not only that cynicism runs counter to my natural disposition; what is perhaps most concerning to me is the way in which that spirit of distrust and skepticism may be affecting young people.

The writer Megan Garber has described cynicism as “among other things, a habit of disordered vision: It

looks at friends and sees foes. It looks at truth and sees deceit. Cynicism, at scale, makes democracy’s most basic demand—seeing one another as we are— impossible.”

That “disordered vision” surely has consequences, especially for children, whose perspective on the world is just being formulated. But as much as I can sometimes fret about the toxic effects of cynicism and its relatives—hopelessness, fatalism and distrust—let me instead point to some evidence from my recent experience that might inspire a more hopeful outlook for our children.

As the relatively new Executive Director of The Association of Boarding Schools (TABS)—an association of more than 200 boarding schools in North America and beyond—I have had the

opportunity this year to see and hear about the work taking place on these campuses, and I’ve been lucky to be able to visit many of them. I’ve talked with students, and with the faculty, staff and leaders whose mission is to educate and support these students. And these visits have reassured me that while cynicism may be fashionable, what I see taking place on these campuses seems to reject that worldview: Boarding schools are not cynical places.

What leads me to that conclusion?

First, the educational project is itself an anti-cynical act. The schools in the TABS membership, like so many schools around the country, are, of course, dedicated to academic excellence. They offer rigorous courses, small class sizes, and have exceptional and dedicated faculty. But

these faculty and staff are committed to more than effective teaching and successful learning. They play so many roles in these 24/7 environments: They are teachers and coaches and mentors and dorm parents and advisors. They are members of a community that recognize that learning takes place in the classroom, yes—but also in the dining halls, residence halls and on the playing field. As I have visited schools in recent months, I’ve been invited to a school dinner where a student from Peru shared details about that night’s menu of her home country’s specialties. I have been shown a thriving organic garden that is watered by a student-designed robot. I viewed beautiful and compelling student art that would be at home in any gallery. And in every case, the students were authentically enthusiastic about sharing their work, and their teachers were proud and gratified by the students’ efforts. I would argue that enthusiasm

about one’s own work—especially in an adolescent—and pride in the accomplishments of others are decidedly anti-cynical ways in which we signal our belief in one another and our hope for the future.

This commitment to a fully integrated learning experience goes hand-in-hand with a commitment to the development of a student as a whole person. And boarding schools are places where developing a student’s character and emotional health is understood to be just as important as academic achievement.

I visited one school where a teacher explained that the Head of School encourages faculty to know and care about each student: “Those aren’t just words here, Susan,” she said. “We live into that responsibility.” And when teachers take that responsibility seriously, it pays off in the myriad expressions of kindness and respect that I’ve witnessed among students. During another school

visit, I was able to speak with a group of students about their experiences adjusting to life in a boarding school. A young man from China explained the challenges he faced his first few months on campus, as he was coming to understand a new culture and adjusting to being so far from home. When the meeting ended, I saw another student approach the boy, pat him on the back, and say “I’m sorry that was so hard.” This simple act of kindness and empathy is precisely the kind of behavior these schools work to nurture, and helping young people to become ethical and compassionate people is an investment in a hopeful future.

And of course, these students become adults who need to be able to engage with one another, live and work in the community and form meaningful relationships. In some ways, this is one of the most powerful attributes of a boarding school education—the opportunity and necessity of living in

a community of peers. The sense of camaraderie and belonging that comes from being together as classmates, as teammates, as roommates, builds bonds that last a lifetime. And because boarding schools attract students from all over the country and the world, these students are learning from the different backgrounds, cultures and experiences of their peers, developing a cultural competence and understanding of the world beyond their campus. Learning and living in such a diverse community promotes the development of intellectual and social skills that are essential for 21st-century success. And a more expansive world view and a broader social network feels like an antidote to nihilism.

I am well acquainted with the transformational power of a residential education. Prior to taking on my role with TABS, I spent 25 years teaching and serving as an administrator at Middlebury College in Vermont. There is

significant overlap between the mission and commitments of a residential liberal arts college and those of boarding schools: Both are dedicated to educating the whole person, integrating learning in and out of the classroom, and creating communities of belonging. But the most obvious difference—namely the age of the students—is precisely what I find compelling and inspiring about the work of boarding schools. These schools are designed to support and nurture young people at a particularly critical moment in their development, a moment that pays dividends for a lifetime.

Lest you think I wear rose-colored glasses, know that I understand boarding schools are not perfect. No school is. In fact, helping schools identify ways they can better meet the needs of their students and make good on their missions is precisely why we, as an association, exist. I also know there are many wonderful public schools

and independent day schools that are similarly devoted to the students. What is so heartening about my experiences visiting these wonderful schools is that the people who live and work and teach in boarding schools are playing a hopeful long game: making an investment, alongside parents and families, in the growth and potential of young people, knowing the most compelling evidence of their success is likely to manifest itself years, even decades, into the future. The writer John Green has observed that, “Destruction is often fast, loud, and dramatic, whereas reparative work tends to be slow and quiet and unspectacular. But that’s where the hope is for me.”

For me, the hope is in the slow and quiet and iterative work that boarding schools do every day, helping to develop habits of mind and character that will allow their students to lead lives of purpose and meaning, and contribute to their communities and the world.

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College Admissions Trends

What HIGH SCHOOL STUDENTS Should Know

by Elizabeth Cashel Founder Cashel Educational Consulting

he college admissions landscape has changed since parents of Generation Z applied a few decades ago. Even for millennials, the process is much different from their experience. The last few years in college admissions have become increasingly more competitive and less predictable. So, what do we know, and how can students and families navigate this changing landscape? To offer some insight, here are some top trends in college admissions for the 2022-2023 season and what they mean for high school students applying to college next year and beyond.

Increased Competition College admissions have become even more competitive, with a record number of applications being submitted again this year. Specifically, Common App reports a 32% increase in applications over the last three years at the most selective and highly selective colleges (those with less than 25% and 50% acceptance rates), with a 7% increase this year alone. NYU had more than 120,000 first-year applications—a 13% increase this year. One reason for this incremental change is that, as Jeff Selingo writes in a recent New York Times article, one in five applicants apply to 10 or more colleges, double the number applied to eight years ago. The continued use of test-optional

admissions is a second reason for the increased volume.

Additionally, more colleges have joined the Common App, like the University of Texas, making it much easier for students to apply to colleges that in the past required a separate application. As competition and tuition increase at private institutions, applications to state universities nationwide have also risen. With student enrollment goals remaining predominately static, more applications translate into decreased admissions rates. For example, over the last three years, Harvard's admissions rate decreased from 5% to 3%, Tufts from 15% to 10%, Boston College's from 24% to 15%, Macalester's from 37% to 27%, and

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Auburn University from 85% to 44%. Target schools have become reaches. They are safeties no longer.

Within this college admissions environment, it is essential that students craft a balanced list of good-fit colleges with varying selectivity or risk disappointment.

Test-Optional Policies

Many schools have adopted test-optional policies during the COVID-19 pandemic. Common App reports that this year only 43% of its applicants submitted test scores compared to 74% three years ago, while FairTest.org states that 80% of four-year colleges did not require testing this admissions cycle. Specifically, over 1,750 schools had ACT/SAT-optional policies where students could choose whether to send their test scores or not. An additional 85 colleges were testfree, meaning students' standardized test scores were not considered even

if submitted. The California State University system, Reed College and Pitzer are a few examples of colleges that are now test-free.

FairTest.org also notes that almost 1,500 colleges have made these policies permanent, while 2/3 of colleges have already announced they will continue test-optional and test-free policies into the 2024 season. "Admissions without test scores is the new normal for this generation of college applicants,” remarks FairTest's Bob Schaeffer. One reason for the test-optional/test-free trend is to increase student access. According to the Common App, during the 202223 season, 35% of students from the lowest incomes sent in scores compared to nearly 50% of the applicants from the highest incomes. Yet, not all colleges have embraced test-optional or testfree, as the Massachusetts Institute of Technology, the University of Florida, Auburn University, Georgetown

University and the University of Tennessee system have reinstated testing as a requirement. While this trend offers choice, it adds uncertainty to an already opaque college process.

Within this test-optional environment, test scores are inflated, so it is important for students to speak to their advisors and think more granularly. For example, students should ask what percentage of students submit test scores or what are the breakdowns of test scores. Many college advisors recommend that students only submit test scores if they are in the 50% range or above of the most recent admitted class. If a student has a strong score, it is to their benefit to submit; however, if they do include test scores, then students should ensure that the rest of their applications (grades, recommendations, activities and essays) support a case for admissions.

Holistic Admissions

As the test option/test-free trend continues and institutions seek to evaluate their admissions criteria in the context of equity and access, colleges increasingly emphasize a holistic approach to admissions, looking beyond just grades and test scores. They want to understand how students have excelled academically while demonstrating passion, leadership, community involvement and other unique experiences. College Board identifies three common characteristics of holistic admissions:

• How students align with the institution’s mission

•The ability for students to succeed at the college and how the students will enhance the educational experiences of their peers in and out of the classroom

•Consideration of academic,

nonacademic and contextual factors, which may be intersecting, that uniquely reflect accomplishments and potential contributions within the context of their background

High school students should focus on pursuing their interests and showcasing their personal growth through their courses, activities and application essays. For admissions to highly selective colleges, students should highlight how experiences and academic interests intersect and, ideally, how they have demonstrated an impact. To accomplish this goal, students must reflect on how their academics and activities speak to their passions early in their high school careers. Students should consider how they can explore passions by pursuing an internship or job, participating in independent research, and/or increasing their involvement in the community. Colleges do not have a checklist of what

they are specifically looking for, as no two students are alike. Caring for a sibling, a part-time job as a local barista, or completing a research internship at a lab are all considered with each student's background in mind. It is less important to have a long list of activities, but more critical for students to dive deep into a few areas that reflect who they are and what they value.

Rise in Early Decision/Early Action Applications

With increased competition, many students opt to apply using an early admissions plan. In fact, approximately 50% of students applied early this year, whether it was early decision or early action. Early Decision (ED) is a binding agreement, while Early Action (EA) is non-binding. Additionally, over the past few years, there has also been a rise in the number of colleges offering Early Decision 2 (ED 2). Early application

plans have earlier deadlines, typically in November versus January, and, as a result, are notified earlier—many times in December versus April. Deadlines for ED2 are on or near the regular decision dates, thus, offering students more time to research colleges and complete applications.

Applying early offers two distinct advantages: it can increase the chance of admission and offers an earlier notification. Clemson and University of Southern California offered early action for the first time this year, and both colleges had significant increases in overall applications versus a year ago. Additionally, early decision applications are on the rise at many colleges, particularly private institutions. Inside Higher Ed reported Barnard's early application increased 11% this year, and there was a 17% increase last year. Along with increasing early applications, some colleges admit more students through early admissions. Notably, As Jeffrey Selingo writes, “Barnard filled 60% of their first-year class through early admissions, BU 50% and Penn 51%.” As college admissions becomes increasingly competitive, early admission plans offer statistical advantages at many colleges. Given that ED1 or ED2 are binding, early decision plans have the most significant statistical advantage, with early action offering a variable increase in admit rate versus the overall rate. For example:

With the rise in early applications, students must create an application plan in late summer or early fall. ED1 is appropriate for students who know by the fall of their senior year where they wish to attend and do not need fall grades to boost their academic record. Early Action allows students to apply to foundation and target schools earlier in the cycle for merit scholarships and/or to decrease the overall stress by hearing sooner in the process. By utilizing ED2, students can still take advantage of an early decision plan if they require more time to decide or complete the application. ED2 can also be used as the second first-choice option. It is essential that students carefully consider the implications of an early decision plan. For example, if students apply for financial aid, binding early decision plans will not allow families to compare packages. Additionally, given the current competitive landscape, students should thoughtfully compare their profiles to admitted students at each college to utilize an effective early strategy. In all cases, students and families must thoroughly research the schools and their policies when crafting an early application plan.

Rising Tuition Fees

The Cost of Attendance (COA) at college continues to increase. The average COA at state four-year colleges is $28,210 (resident) and $38,394 (non-resident), and at four-year private colleges, $43,795. At the University of CT, the COA for residents is $34,362 and $57,030. COA at New York University is $96,608, CT College is $81,900, Ithaca College is $66,540, and CUNY Hunter is $18,576. As these fees reflect, costs between colleges greatly vary.

Given the rise in costs for college education, students and parents should have a conversation early in the college process on financial fit. They should ask the following questions: Will we be seeking need-based aid or merit scholarships, and have we looked at the net-price calculator for the colleges you

are considering? Few students pay the total "sticker" price. In fact, it will be less expensive for some families to attend a more expensive private school than their state school. Also, public colleges in other states are less expensive than most private colleges. Some colleges offer merit aid, and some only offer needbased aid. Some colleges also meet full demonstrated need and do not require loans. For students who do not qualify for need-based aid, seeking out colleges offering merit aid and where their profiles fall in the top 25% could yield tens of thousands or more scholarship monies. International universities are another possible financial strategy in that students can attend top-tier universities at a fraction of the cost of similar schools in the United States. Given the trend of rising tuition costs, incorporating financial fit when crafting the list is essential.

Impact of ChatGPT

In a recent article in Higher Ed Dive, Rick Clark, Director of Undergraduate Admissions at Georgia Institute of Technology, predicts that colleges may begin to drop the essay or offer students additional ways to communicate their voice, ability and interests. He suggests this could include graded essays, proctored writing samples, unscripted interviews, video elevator pitches or voice-recorded recommendations. Brown, Tufts, Washington University, St. Louis, Bowdoin and the University of Chicago are some colleges currently using video introductions. Video interviews are likely to increase with the rise of ChatGPT and similar programs. Additionally, colleges are expected to begin to employ AI detectors to identify students who use this technology for their essays.

Students should not use this new technology for essay writing, as it will not communicate a student's authentic voice. If it is discovered that students have utilized AI for the essay, the application will be denied. Alternatively, seek opportunities such as video or other formats to highlight your narrative.

Direct Admissions

Direct college admissions is guaranteed college admission to qualified students based on minimum GPAs. Connecticut’s program is called the Connecticut Automatic Admissions Program (CAAP). Professor Jennifer Delaney from the University of Illinois reports that this is a growing trend nationwide, especially in some states such as Idaho, Hawaii and Minnesota. Common App also runs a program, and in the 2022-23 academic year, 14 universities offered direct admissions spots to 30,000 students. Greenlight Match, Concourse and Niche are for-profit companies providing direct admissions programs.

Direct Admissions can be a strategic option for students' college application plans. Students should research which colleges may be appropriate fits that have Direct Admissions.

Conclusion

Overall, high school students should focus on exploring interests and building a strong academic and extracurricular profile, showcasing their unique qualities, and being well-informed about the college admissions process. It's essential to stay organized, set realistic goals and seek guidance from counselors or mentors to navigate the increasingly competitive college admissions landscape. Focusing on fit, what the student has to offer, and what the student is seeking is fundamental. The college process should always be studentcentered to discover the intersection of a student's profile and those of the colleges. The application process is the communication of this intersection.

“High school students should focus on pursuing their interests and showcasing their personal growth through their courses, activities and application essays.”

Benefits of a K-9 School

How to connect students to the BEST TRANSITIONAL MODEL

by Ian Craig Head of School Rumsey Hall School

here is ongoing debate in education regarding the most appropriate configuration of grade levels in schools.

What is the best model for most students?

Is it K–5 or 6? Is a K–12 school the right model for most students, or is a K–9 school the best fit? There are many options, especially when considering other variables such as all-boys, all-girls and coeducational prospects.

Experts have researched the benefits of many different frameworks of education. Ultimately, a significant amount of evidence confirms that the K–9 model of

independent school education strongly helps the emotional, developmental and academic transitional needs of a child. Current research supporting the integrity of the K–9 model indicates that adolescents in this setting have improved grades and fewer disciplinary problems than their counterparts who transition into a new middle school.

The child-centered focus of the K–9 model strategically places teachers who understand the nuances of how a child’s brain and emotions develop at every grade level. This approach is not always standard in other models. For instance, in K–12, a high school teacher’s schedule could be rounded out with the addition

of a middle school class or two. Though this approach can work effectively, there are far too many cases where it’s clear to see where the teacher’s passion truly lies. It’s interesting that we compartmentalize elementary school teaching into a single grade level (appropriately so), and most often do the same for high school, and yet we frequently do not have the same expectations for middle school at an age when there are so many inherent developmental changes.

However, the child-centered focus of the K–9 model constructs an atmosphere where children feel safe to express how they best learn. In other words, students feel they are known by their teachers,

peers and administrators. Subsequently, this model creates a thriving culture of connection—a culture that is, unfortunately, lacking in many aspects of modern society.

Dr. Ned Hallowell, a noted child psychologist and author of Connect, emphasizes the importance of connection in schools. He defines connection as “feeling a part of something larger than yourself, feeling close to another person or group, feeling welcomed or understood—with contacts.” In a 1989 study of American adolescents, he noted: “From the huge amount of data, one factor emerged as the most telling: connectedness. Those students who did well had it, while those who didn’t lacked it.”

He found that students who were connected “were the least depressed, had the highest self-esteem, felt most comfortable with their families, were the most positive about their education and had the highest grade point averages.” The two most important sources for connection among the adolescents in Dr. Hallowell’s study were, not surprisingly, family connections and school connections. While there is no blueprint for helping adolescents feel this sense of connection, a culture can be created where it is difficult for a student not to find a way to achieve the contact referenced by Dr. Hallowell.

Quite often, students in K–9 schools have opportunities in the arts and athletics that may not be as accessible to them in high school. There are more opportunities to be involved in interscholastic athletics when the high school mentality to win-at-all-costs is not an added pressure. Additionally, K–9 independent schools typically engage students in music, art and drama at a time in their lives when they are eager to proclaim that they are not, in fact, a musician, artist or actor. In K–9 independent schools, students are asked to tap into their inner creativity via art class, sing in choir, play an instrument in band or orchestra, and explore their

identities in drama productions. When students are required to try things they otherwise wouldn’t, they are ushered into a creative culture that brings to light their hidden skills and talents.

Developmentally, there is possibly no other time in a child’s life when there is more happening for a student socially, intellectually and physically than during the middle school years. Aside from infancy, no other phase of life is characterized by greater, more rapid and diverse development than early adolescence. A familiar school with limited transitions—a school where a child is known by their teachers—establishes the opportunity to transition through a challenging time in adolescence with the best chance of success.

Middle-school-age children in K–9 schools have ample opportunity to empower themselves through leadership opportunities. In this notoriously selfconscious time in children’s lives,

students in upper grade levels at K–9 schools are afforded meaningful outlets where they can model character values to their peers. Ninth graders, in particular, can courageously captain teams, perform in musicals, and address the entire student body in assemblies and programs. Students who are connected leaders in middle school tend to become young adults who are eager to be involved in student government, social justice movements, and community engagement initiatives when they move on to high school.

Choosing any school is a challenging decision for parents. From selecting the right kindergarten, the inception point of the academic journey, parents often make a decision based on instincts and how their life philosophy measures up to the school’s values. Though kindergarten students have the rudimentary capacity to verbalize their input on the school, much of the decisionmaking process is the responsibility of the parent. In a K–9 setting, students are given the opportunity to develop their academic and extracurricular interests. The unique time they’ve spent feeling connected in a foundational K–9 environment gives them the confidence and wisdom to collaborate with their parents to choose the best high school to matriculate to next.

K–9 schools give students the gift of choice: Students who are connected are confident enough to figure out who they really are, trust their intuition, and, together with their family, choose a high school that is the right fit for them.

Children and their individual needs are as varied as their educational choices. Whether K–6, K–9, K–12, public, independent, all-boys, all-girls or coeducational, in the end, there may not be one solution for the best way to educate all children. However, a seasoned K–9 independent school rooted in intentionality and expertise, will nurture and guide children in a critical transitional stage as they navigate the rest of their academic journey.

“ K–9 schools give students the gift of choice: Students who are connected are confident enough to figure out who they really are, trust their intuition, and, together with their family, choose a high school that is the right fit for them. ”

A+Style

Putting the FUN in functional, these accessories make school extra cool.

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Academic Tools

FIVE SKILLS Every Student Needs

by Michelle Sagalyn President Successful Study Skills 4 Students

o be a successful student, certain skills and tools must be in place to support the academic journey. These skills are not only essential for learning in school, but also necessary for careers and life.

The most common mistakes students make when studying include not having an intentional and applied system for getting their work done. Many believe that because they have succeeded “by winging it in the past,” they will be able to continue to do so. This is usually not the case.

As students graduate to each

successful grade level, having a system of getting work done is imperative. Not only is using specific study skills, tools and strategies important for achieving good grades, but just as importantly, critical for minimizing the stress and anxiety of feeling overwhelmed. Below are some tips all students should use to be successful.

Five science-backed ways of getting work done

Applying Executive Function

Executive function refers to a set of mental processes that allow individuals

to plan, organize, initiate and sustain goal-directed behavior. These processes are essential for success in school and life, as they enable one’s ability to focus attention, regulate emotions and control impulses.

The importance of executive function skills is evidenced by research that shows a strong correlation between these skills and academic achievement. Students with strong executive functions are better able to set goals, develop plans and organize their time effectively. They are more likely to break large assignments into smaller, more manageable tasks, prioritize their work and stay on schedule.

For students, knowing how to use and

apply these skills can be the difference between struggling to keep up with coursework and excelling in their studies.

In addition to academic success, executive function is also important for social and emotional development and the regulation of one’s behavior. Students who can manage their impulses, control their emotions, and stay focused on their goals are better equipped to handle the stress and challenges that arise in various settings. They are less likely to become overwhelmed by difficult coursework or social situations and are better able to make good decisions when faced with difficult choices.

Unfortunately, executive function deficits are common among students, particularly those with learning disabilities such as ADHD/ADD. However, with appropriate interventions and support, students with these deficits can learn to develop and strengthen these critical skills. By putting in place

a structure, getting guidance, setting expectations and providing opportunities for practice and feedback, students can develop the critical skills they need to succeed in school and beyond.

The Do’s of Executive Function

1. Set clear goals and objectives to help stay on track.

2. Break down complex tasks into smaller, more manageable steps.

3. Use organizational tools, such as calendars or to-do lists, to keep track of deadlines and important dates.

4. Prioritize tasks based on importance and urgency.

5. Regularly review progress and adjust plans as needed.

6. Practice self-reflection and identify areas for improvement.

7. Use positive self-talk to boost confidence and motivation.

8. Stay focused on one task at a time to avoid distractions.

9. Use effective study techniques, such as active reading or notetaking, to enhance retention and comprehension.

10. Regularly practice stressmanagement techniques, such as deep breathing or meditation, to reduce anxiety and improve focus.

The Don’ts of Executive Function

1. Don't rely solely on memory to keep track of important deadlines and tasks.

2. Don't procrastinate or leave tasks until the last minute.

3. Don't overcommit or take on too many tasks at once.

4. Don't allow distractions, such as social media or email notifications, to interfere with focus and concentration.

5. Don't become overwhelmed by

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complex tasks or projects.

6 Don't be afraid to ask for help or support when needed.

7. Don't be overly critical of oneself, instead focus on areas of improvement.

8. Don't let negative self-talk undermine confidence and motivation.

9. Don't neglect self-care and rest, as this can negatively impact focus and concentration.

10. Don't give up easily when faced with challenges or setbacks, instead approach them as opportunities for growth and learning.

2 Managing Time

Time management is the process of planning and organizing how much time is spent on different activities to ensure that everything gets done efficiently and effectively. The importance of time management and how it can improve one's productivity, reduce stress levels, and increase overall success cannot be overstated.

By making efficient use of their time, students develop a sense of discipline and focus, leading to increased productivity—a skill that will be important now and all through life.

Effective time management allows students to prioritize tasks and allocate the appropriate amount of time to each one. By doing this, they can complete the most important tasks first, while less important tasks can be left for later. Prioritizing work ensures that deadlines are met and that goals are achieved in a timely manner. This is especially important in school

where a missed deadline can mean lost points, impacting a student's overall GPA.

Stress levels can also be reduced with effective time management. When time is managed, one is less prone to feel overwhelmed and stressed by the amount of work that needs to get done.

The Do’s of Time Management

1. Prioritize tasks based on their importance and deadline.

2. Set specific and achievable goals for each study session.

3. Create a daily or weekly schedule to allocate time for different activities, including studying, extracurricular activities and other commitments.

4. Break down large projects into smaller, manageable tasks and set deadlines for each one.

5. Make use of downtime between classes or during breaks to review notes or complete small tasks.

6. Use tools like calendars, to-do lists and productivity apps to stay organized and track progress.

7. Use active learning techniques such as note-taking, summarizing and self-quizzing to improve retention and understanding.

8. Take breaks between study sessions to avoid burnout and maintain focus.

9. Focus on one task at a time to maximize productivity.

10. Set realistic expectations and goals to avoid feeling overwhelmed.

11. Use spare time between classes or during breaks to review notes or complete smaller tasks.

12. Create a distraction-free environment by turning off your phone or logging out of social media during study sessions.

13. Seek help from professors or tutors when needed to stay on top of challenging subjects.

The Don’ts of Time Management

1. Don’t procrastinate and wait until the last minute to start assignments or study for tests.

2. Don't overcommit to too many activities or social obligations, which can lead to burnout and time management difficulties.

3. Don't rely solely on passive learning techniques such as rereading or highlighting to retain information.

4. Don't multitask, as this can lead to decreased productivity and increased stress.

5. Don’t neglect to prioritize assignments or tasks, resulting in missed deadlines or poor grades.

6. Don’t allow social media, phone notifications or other distractions to disrupt study sessions.

7. Don’t sacrifice sleep or rest to complete assignments or study for exams.

8. Don’t cram for exams or attempt to learn large amounts of information in a short period of time.

9. Don’t allow negative self-talk or perfectionism to paralyze you.

10. Don't ignore warning signs of stress or burnout, such as feeling overwhelmed or anxious.

11. Don't hesitate to seek help or support from counselors, advisors or mentors when needed.

3

Note-taking

Note-taking is the process of reading or hearing and recording by pen or digitally. Note-taking further involves capturing key points, summarizing information, and organizing it in a way that is easy to understand and review later.

Many students don’t take notes because they don’t know how and don’t realize its value. This is a false premise. Effective note-taking

helps one to retain information, understand concepts better, and recall important details more accurately. This is because the act of taking notes involves the active processing of and interacting with information, rather than passively receiving it.

Taking notes also encourages critical thinking in 3 ways:

1 // Analyzing and summarizing information: To be effective, the notetaker should not copy word for word what was said or read. Rather, they should paraphrase, putting into their own words what they understood. This requires critical thought about what information is most important and relevant, and how it relates to other concepts or ideas.

2 // Organizing information: Notetaking also requires the organization of information in a logical and coherent manner. This involves evaluating how different concepts or ideas fit together. In turn, this helps to identify patterns and connections that might have been missed otherwise.

3 // Identifying key points and supporting details: Note-taking helps to identify the key points or main ideas, requiring the understanding of what elements are most important to the understanding of the topic. It also requires an understanding of the supporting details.

Additionally, and obviously, notetaking serves as a valuable reference when preparing for tests and exams. Instead of having to go back and read through an entire textbook, one can simply refer to their notes and quickly review the material.

The Do’s of note-taking

1. Do use abbreviations and symbols to save time and space.

2. Do use headings and subheadings to organize your notes.

3. Do use different colors and highlighters to emphasize important information.

4. Do review your notes regularly to reinforce your memory.

5. Do use your own words to summarize information.

6. Do ask questions and clarify information you don’t understand.

7. Do use diagrams and mind maps to visualize complex information.

8. Do use technology to help you take notes more efficiently.

The Don’ts of note-taking

1. Don’t write down everything word for word.

2. Don’t wait until the end of the lecture or meeting to start taking notes.

3. Don’t use someone else’s notes as a substitute for your own.

4. Don’t be distracted by technology or other distractions.

5. Don’t be afraid to ask for help if you need it.

6. Don’t forget to date your notes.

7. Don’t forget to review your notes regularly.

8. Don’t forget to organize your notes in a way that makes sense to you.

4 Set Goals

A vital tool that can help students stay focused, motivated and on track, the process of setting goals enables students to identify what they want to achieve and create a plan to make it happen.

Setting goals requires critical thinking, planning and decisionmaking skills, all of which are valuable skills in school and in life. When students practice goal setting, they are also developing

their problem-solving and timemanagement skills.

When goals are established, a student is more likely to achieve their desired outcome. Here are three reasons why:

First, setting academic goals helps students prioritize their time and efforts. By setting clear goals, students can then make a specific and intentional plan of action, which can reduce procrastination and distraction.

Second, goal setting helps students manage their workload effectively. By setting specific, measurable, attainable, relevant, and time-bound (SMART) goals, students can break down larger tasks into smaller, achievable steps. This approach makes it easier to manage their workload and progress toward their overall objectives.

Third, goal setting helps with motivation. Setting goals creates a vision of the end result, which helps with focus and motivation. For example, having a goal of achieving a certain grade in a class and working toward it, is a real motivation booster when they see their efforts paying off in the form of improved grades.

Here are some practical do's and don’ts of setting goals.

The Do’s of Goal Setting

1. Identify specific and measurable goals.

2. Prioritize goals based on importance and feasibility.

3. Create a plan and timeline to achieve each goal.

4. Break down larger goals into smaller, achievable tasks.

5. Monitor progress regularly and adjust the plan as needed.

6. Celebrate milestones and accomplishments along the way.

7. Use positive language and visualize success.

8. Seek support from teachers, mentors and peers when needed.

9. Continuously challenge oneself by setting new goals.

10. Reflect on the process and outcome of goal-setting to learn from successes and failures.

The Dont’s of Goal Setting

1. Don't set goals that are too vague or broad.

2. Don't overcommit to too many goals at once.

3. Don't procrastinate or avoid tasks related to achieving goals.

4. Don't compare oneself to others or set unrealistic expectations.

5. Don't ignore external factors that may impact goal achievement.

6. Don't give up too easily or become discouraged by setbacks.

7. Don't rely solely on external motivation or rewards.

8. Don't be too rigid or inflexible with the plan and timeline.

9. Don't sacrifice personal well-being or values for the sake of achieving goals.

10. Don't forget to enjoy the learning process and the journey towards achieving goals.

5 Self-advocacy and Asking Questions

Self-advocacy is the ability to speak up for oneself, ask for what one needs or wants, and take responsibility for one's choices. It is an important skill for students to develop because it empowers them to be active participants in their own learning.

Here are some reasons why self-advocacy is important:

1 // Enhances learning: Asking questions helps to gain a deeper understanding of a topic or concept. By asking questions, students can clarify their understanding, fill gaps in their knowledge, and explore different perspectives on a topic.

2 // Builds self-confidence: Selfadvocacy helps develop self-

confidence and assertiveness, which can improve the ability to communicate, build relationships and achieve goals.

3 // Improves communication skills: Self-advocacy requires effective communication skills, such as active listening, expressing oneself clearly, and negotiating with others. These skills are valuable in all areas of life, including personal and professional relationships.

4 // Promotes self-awareness: Selfadvocacy requires reflection on one’s needs, strengths, weaknesses and responsibilities. This self-awareness can lead to better learning and more academic engagement.

5 // Enhances problem-solving skills: Self-advocacy involves identifying problems, brainstorming solutions and implementing them effectively. These problem-solving skills are transferable to every area of life. By speaking up for themselves and their needs, individuals can access the resources and support they need.

6 // Encourages critical thinking: Questions encourage students to think critically about a topic, analyze information and identify assumptions or biases. This can help deepen understanding while promoting longer retention.

The Do’s of Self-Advocacy

1. Identify and understand your learning needs and challenges.

2. Build a good relationship with your teachers, advisors and counselors.

3. Communicate your concerns and questions in a polite and respectful manner.

4. Set clear goals and objectives for your academic success.

5. Gather information and resources to support your advocacy efforts.

6. Develop problem-solving and decision-making skills to resolve conflicts and challenges.

7. Seek out opportunities for mentorship and guidance from peers, teachers and

other professionals.

8. Maintain a positive attitude and take responsibility for your learning outcomes.

9. Be persistent and follow up on your requests and concerns.

10. Celebrate your successes and accomplishments to boost your confidence and motivation.

The Don’ts of Self-Advocacy

1. Don't make assumptions or generalizations about your abilities or challenges.

2. Don't wait until it is too late to seek help or support.

3. Don't rely solely on others to advocate for you or make decisions on your behalf.

4. Don't use aggressive or confrontational language or behavior when communicating with others.

5. Don't give up or lose motivation when facing obstacles or setbacks.

6. Don't hesitate to ask for clarification or further explanation when needed.

7. Don't be afraid to speak up and share your thoughts and opinions.

8. Don't limit yourself to one solution or approach to a problem or challenge.

9. Don't ignore feedback or constructive criticism from teachers, advisors and peers.

10. Don't forget to take care of yourself and prioritize your wellbeing while advocating for yourself.

Knowing how to study sets a student up for success in school. It helps them to focus, prioritize, manage time, remember information, critically think, retain, remember information for future use and feel great about themselves. Acquiring skills, tools and strategies during one’s academic years will assist a student in becoming more adaptable, resourceful and innovative individuals.

As it turns out, these are all essential skills for school and tools for life.

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School Fair

SECONDARY SCHOOL FAIR Greenwich Catholic - Whitby School 471 North Street, Greenwich, CT

Wednesday, September 20, 2023

Info: Kristin White kwhite@whitbyschool.org

COMMAND EDUCATION commandeducation.com

WISE WORDS Teachers share their experience

Leadership is not taught—it is cultivated through clear language and modeling. Our words and actions empower and affirm our youngest leaders to be autonomous, share authentically and solve problems collaboratively. When children feel emboldened by belonging, they lead with inclusivity.

Jessica McKinney Kindergarten Teacher and DEI Facilitator New Canaan Country School

The celebration of childhood through adolescence not only takes the form of a classroom filled with discovery and chatter but also in the smallest of everyday moments…the courage to get up on stage, the honest advocacy for one’s unique experience or a deep, mindful exhale…all possible, supported and encouraged by the power of teachers!

Carlene Gordon Dean of Faculty Unquowa School

Kindness in the classroom creates a safe and nurturing environment for students to challenge themselves and take chances. When students take risks, they often make mistakes, which helps create a path forward for learning. When we prioritize kindness at school, we maximize students' ability to flourish.

Susan Garnett 6th Grade Class Dean Math Teacher, St. Luke’s School

Prioritizing the needs of our learners and creating opportunities for personalized and unique leadership learning experiences allows our students to develop the skills and dispositions they need to collaborate with and lead others. Creating that supportive and empowering learning environment is key!

Elizabeth Higgins Director of Teacher Learning Wooster School

Everyday teaching and learning with students give us all an opportunity to do better. We ask questions, problem-solve, innovate and build community in our classrooms, advisories and extracurricular activities. As an educator, I get to teach young people how to think, build greater empathy and learn from the past, and one another, to shape a better King School and the world at large. There's no better job.

Lindsey Rossler History Teacher and Director Talent Development, King School

The best way to teach children to have empathy, kindness and respect toward others is to first have all of those yourself. When children feel loved and understood by their teachers, they are likely to pass it on!

Sara Welter K-1 Co-Teacher Long Ridge School

What I love about teaching is exploring ideas with the students. They are sponges for information and they're open-minded. And they're stubborn, so they challenge you and they challenge each other, forcing all of us collectively to grapple with whatever the topic may be, from colonialism to nuclear weapons. It's infinitely fascinating.

Trip Powers History Instructor Millbrook School

As a teacher, you never stop learning. That’s one of the best parts of the job. Each day presents a different challenge, a new opportunity to acquire knowledge and a fresh perspective. And more often than not, it’s our students that deliver the most enduring lessons of them all.

J on Lord Head of Upper School Fairfield Country Day School

I have a total commitment to character education, which is carefully woven into every aspect of my teaching day. My classroom is filled with lessons in courage, honor and truth. I have mastered the art of teachable moments and the hidden curriculum.

Susie Foyle Grade 4 Teacher Brunswick School

“Susan Garnett has been an anchor for Isabelle since they bonded in her sixth-grade advisory. She was always there as a guide and support throughout Isabelle’s middle and high school years. SLS ensured both of my girls graduated with the confidence to meet any challenge.”

A secular (non-religious) private school for grades 5-12 serving over 30 towns in Connecticut and New York.

SLS teachers inspire students to go Above & Beyond what they ever thought possible.

Diana Doré, Mother of Isabelle ‘23, Fairfield University Bella ‘17, Fordham University

Susan and “Izzy“ in sixth-grade advisory

Think big

A single thought begins a journey of exploration and can be the source for igniting passions, inspiring others, or making an impact.

It’s how we think.