2018-2019
Education Guide
The Journey STUDENTS DISCOVERING T H E I R B E S T S E LV E S
T H R O U G H E N G A G E M E N T, R E L AT I O N S H I P S A N D C R E AT I V I T Y
A C U S T O M P U B L I C AT I O N P R O D U C E D B Y
M O F F LY M E D I A
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Ready for something new? Greenwich Country Day School The high school for tomorrow—today
Reimagined from the ground up, but built on the proven educational philosophy, enduring values, committed faculty, and engaged community that have well prepared more than 90 years of GCDS graduates for success in higher education—and life—our new high school will educate students in grades nine through twelve to make connections between disciplines, collaborate across cultures, and identify and pursue their passions. Learning, both inside and outside the classroom, will be powered by curiosity—and put to work solving problems with real-world impact and relevance.
It’s not just another option; it’s a completely different opportunity. Learn more: www.gcds.net/9-12 203-863-5610 admissions@gcds.net
Greenwich Country Day School
A coeducational, college preparatory, independent school for nursery through grade 12
↗ An interdisciplinary approach: organized around the Humanities (English, History and Philosophy, World Languages, and Visual and Performing Arts) and STEM (Science, Technology, Engineering, and Math) ↗ Learning opportunities that are relevant and resonant: advanced electives, independent courses of study, honors designations, and the opportunity to take various qualifying exams ↗ Skill- and knowledgebuilding Intersession every January: internships, projects, and travel for all students over three weeks ↗ Emphases on personal development and engaged, ethical citizenship: pedagogy and curricula seek to bring forward multiple perspectives, disciplines, and voices as a means to deepen learning, creatively solve problems, and develop empathy, self-awareness, and leadership qualities
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School Daze
With so many demands on their time, students can feel overwhelmed and, ultimately, disengaged from their work. The solution is as simple as creating a new daily schedule that allows kids to unleash their potential.
W
hat would it be like to build a school schedule that really works for students, one that takes into account everything that researchers, doctors and kids are telling us about sleep, stress and health? Imagine a schedule that creates the space for teachers and students to do the kind of exploratory, authentic, inquiry-based work that we know will serve them well in the 21st century. Most of us grew up with a similar middle- or highschool schedule. We took five academic classes, and each one met every day for about 40 minutes. The school day was punctuated by bells and starts and stops. We did our homework for all of our classes the night before, and each class stayed in its neat bucket or silo. That system, which has been around for well over a century now, is based as much on the factory system as it is on educational theory. But that model no longer works for most of our kids. SLEEP, STRESS AND HEALTH The expectations for our young people have changed. In many schools, a schedule of five
courses is no longer the norm. Because schools strive to offer richer course loads and more elective experiences, the day is now packed with six, sometimes seven classes. We want our kids to take engineering, coding, environmental science, media literacy, international relations, research and hands-on independent studies, and yet in most cases, we haven’t taken anything off of their plate. As a result, students who are trying to meet our expectations take on heavier loads, which means more homework and fewer breaks in the day. At the same time, demands outside the classroom have grown. Just one generation ago, playing soccer outside of school for a sixth-grader meant a few hours with a town team at a field in the neighborhood. Today, it often means several hours a day in a club program, with travel and tournaments over the weekend. For older students, the pressure to fill a college résumé leads to even more specialization outside of school, whether in sports, arts, service or internships. As a result of these demands, there’s a national health crisis BY C H R I S KO LOVO S among our highest-achieving students and at our most deA S S O C I AT E H E A D O F S C H O O L G R E E N S FA R M S A C A D E M Y manding schools. With so many 2018 EDUCATION GUIDE
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A Tradition of PUBLISHED BY MOFFLY MEDIA
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Vice President / Editorial & Design Amy Vischio Vice President / Finance & Operations, Sales & Marketing Brian Feidt Vice President / Treasurer Elena Moffly Founder & Editorial Advisor Donna Moffly For all inquiries regarding Education marketing, contact Hilary Hotchkiss: Hilary.Hotchkiss@Moffly.com Digital version of the 2018-2019 Education Guide: www.ilovefc.com/educationguide MOFFLY MEDIA websites: www.ilovefc.com
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Rye Country Day School A coeducational day school of 900 students in grades PK-12.
914.925.4513 RyeCountryDay.org
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Saint Andrew’s School MIND, BODY, SPIRIT
Recognized as a leading independent school in the Episcopal tradition, Saint Andrew’s School is a day and boarding school for students in Grades Pre-K through 12
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Experience academic excellence at our spectacular 81-acre campus located in South Florida Take the latest Advanced Placement course or earn an International Baccalaureate diploma
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Cross paths with students from 40 different countries
Travel to exciting destinations like Thailand, Ireland, or the Galapagos with our global programs
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Choose one of our 18 different sports including golf, tennis, swimming, and lacrosse If you like what you see... we should talk.
3900 Jog Road
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Boca Raton, Florida 33434
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561.210.2000
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www.saintandrews.net
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competing pressures on kids, sleep is the first thing to go. Pediatricians and researchers have been telling us for years that adolescents need between eight and 10 hours of sleep per night. High-schoolers at very competitive schools report getting approximately six hours of sleep per night, often less. Those numbers are, unfortunately, the new norm. The impact on kids is sobering. The academic literature on the connection between sleep, stress and emotional and physical health is, and should be, a wake-up call. Researchers studying undergraduates in America’s colleges and universities (there is excellent work being done by the Higher Education Research Institute at UCLA and the American College Health Association) report shocking increases in the numbers of students reporting depression, anxiety, eating disorders and feelings of being overwhelmed. Our secondary schools are in a similar position and are responding by, among other things, increasing resources devoted to mental health support and education for students and parents. But, by and large, we are not getting to the root of the problem. There’s a sense among America’s students that they are unable to handle all of these demands on their time, and that’s led to disengagement. It’s ironic that as students are offered more opportunities in and out of the classroom, it’s become harder for them to enjoy
what they are learning. Student researchers at Greens Farms Academy have been studying academic stress in partnership with the Center for the Study of Boys’ and Girls’ Lives at the University of Pennsylvania’s Graduate School of Education. One of the findings, based on student focus group data, is that while our students love their subjects and feel connected to their teachers, they often only have time to complete the task in front of them. The result: The joy of learning is losing out to the need for completion. SKILLS FOR THE 21ST CENTURY There are many things we don’t know about what our students will or will not be doing as they move on into the world. Many of them will be doing jobs that do not currently exist, using technologies and business models that have yet to be invented. But there are some things we do know. Today’s learners are much more likely to be collaborating across networks and long distances, working in diverse teams in a global economy. They will have mountains of data available at their fingertips, which means a premium will be placed on their ability to analyze information and distinguish the good from the bad. They will live and work in a world of increasing automation, in an economy that will value the skills that cannot be done
GRIT OF CHARACTER GRACE OF MIND Fall Open House Events
October 4 and November 6, 2018 At Westminster, mind and body grow together in a setting that boasts some of the finest facilities in American private schooling. To register for a fall Open House event or tour, please call the Office of Admissions at (860) 408-3060.
Co-ed | Boarding & Day | Grades 9-12 | 200-acre campus | Founded 1888 Simsbury, Connecticut | www.westminster-school.org | (860) 408-3060 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. WES_MofflyMedia_SchoolGuide_2018.indd 1
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gırls. boys. ver eoney. A PLACE FOR
A PLACE FOR
A PLACE FOR
E
VERYONE in our Upper School community contributes,
enhances, and gains strength and character by learning, working, and growing together. Through our Coordinate Program, that’s what happens here every day. And it’s been our pride and practice for nearly 50 years.
THE UPPER SCHOOL COORDINATE PROGRAM
GREENWICH ACADEMY & BRUNSWICK SCHOOL BrunswickSchool.org 203.625.5842 | GreenwichAcademy.org 203.625.8900
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PREP for Discovery
PREP
for Competition
PREP for Life
OUR RESULTS SPEAK FOR THEMSELVES
Not only do our graduates find acceptance at the country’s top colleges and universities, but just as important, they leave Prep well prepared to succeed and excel throughout their college years.
FAIRFIELD PREP www.FairfieldPrep.org
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by a robot or computer. And they will inherit local and global challenges that call for systems-based, interdisciplinary, collaborative solutions. What does this mean for schools? In his book Five Minds for the Future, Howard Gardner, a professor at the Harvard Graduate School of Education, talks about the habits of mind students will need to be capable and constructive members of society in the future. Researcher and writer Daniel Pink, in his book A Whole New Mind, offers a list of six senses critical to success for the next generation. While the list of traits varies from writer to writer, there is an emerging consensus about the skills and habits students will need most: collaboration, creativity, interdisciplinary thinking, ethical thinking, empathy, data analysis, critical thinking, effective communication and cultural competency.
To build the habit of collaboration, students need the time and space in school to work together on authentic projects. Unfortunately, the work is often interrupted by a bell after a 40-minute period. To gain cultural competency, students need to get out of their own communities and engage in meaningful work. That too is hard, perhaps impossible, to do in a traditional class period. The good news is teachers understand these priorities and they know how best to help students achieve them. The problem, however, is that schedules for students are not designed for this type of learning. To build the habit of collaboration, students need the time and space in school to work together on authentic projects. Unfortunately, the work is often interrupted by a bell in a 40-minute period. To practice empathy and gain cultural competency, students often
FIFTH GRADE IS A TRULY MAGICAL PLACE.
Summer and Maya Klein stop by to visit their 5th-grade teacher Melissa Zurkowski
It’s the perfect combination of nurture and challenge so kids can be successful. The teachers are AMAZING. Starting their St. Luke’s journey early gave my children a solid foundation and a level of confidence that just kept building. - Andrea Klein, Mom to Tyler ‘15 (Tufts University), Maya ‘18 (attending Providence College) and Summer ‘20.
Read more about the Klein family’s experience at www.stlukesct.org/klein.
Above & Beyond
Set up your visit today www.stlukesct/visit St. Luke’s is a secular school for grades 5-12 in New Canaan, CT. We serve 25 surrounding towns in Connecticut and New York. 2018 Top Ten Best Private College Prep High School in CT - Niche.com
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It’s ironic that as students are offered more opportunities in and out of the classroom, it’s become harder for them to enjoy what they are learning. We need a new model. What if academic periods were long enough to allow for authentic, hands-on exploration, and each class met less often, thereby lightening the nightly homework load and increasing engagement?
Blair Academy A dynamic, coeducational boarding school in northwest New Jersey where 460 students pursue a superior college preparatory education empowered by strong faculty-student relationships and vibrant community life.
Join us at our Open House on October 8, 2018. 2 Park Street, Blairstown, NJ 07825 | (908) 362-6121 | admission@blair.edu | www.blair.edu
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need to get out of their own communities, both digitally and in person, and engage in meaningful work with new friends and partners. That too is hard, perhaps impossible, to do in a traditional class period. Our silo system makes true interdisciplinary learning very difficult, and it leaves students with the false impression that the disciplines are distinct. Thus, they miss the opportunity to attack a problem from multiple angles. It is also time to re-examine old habits around exams. We know that the most precious time a student has is that spent with teachers, but most schools currently devote two to four weeks to review and exams. The research shows that cramming for an exam has next to no impact on deep, long-term learning. Peter Brown makes that case compellingly in his book Make It Stick. Educators have also learned this lesson. Consider the school that re-administered an exam in September. When the exam was first given the previous spring, students had earned a B+ average. The new average: F. There is great value in students having the chance to demonstrate mastery of core skills and to synthesize what they have learned, which we can do in the normal flow of the school year. Colleges are already moving in this direction.
A WAY FORWARD We need a new model. What if academic periods were long enough to allow for authentic, hands-on exploration, and each class met less often, thereby lightening the nightly homework load and increasing engagement? Imagine if the day included dedicated time for students and teachers to meet outside of class, and for kids to get off campus to engage in their communities. What if the school day began at a time that works for the body rhythms of an adolescent? What if we recaptured the weeks we devote to exams and review days and created space for short, intensive courses, where the normal curriculum is paused so students can dive deep into an area of passion? A new model can be achieved if schools leverage what we know from the academic literature and from our own experiences. If schools can craft a new schedule with a restructured academic program, students might find it easier to unleash their potential while simultaneously nurturing their social, emotional and physical needs. This could be a major step forward in addressing concerns about student well-being, while at the same time facilitating the process of learning in the 21st century.
G R E E N S FA R M S A C A D E M Y An Independent Co-Ed School for Grades PreK-12
open house PreK-12 Sunday
SE P T E M BE R
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1:00PM Families Welcome RSVP: gfacademy.org/admission Additional Open House Dates on Website 35 Beachside Avenue, Greens Farms, CT 06838 | 203.256.7514 | www.gfacademy.org MofflyAd2018.indd 8
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Strategies for Success To prepare your child for adulthood, begin by fostering a growth mindset.
I
t’s hard to spend even a brief moment in the world of education without hearing about the importance of “grit,” “resilience,” and “the growth mindset.” These traits are emphasized in conversations about raising healthy children and adolescents. In many schools, teachers, coaches and administrators have found the work of Carol Dweck, Angela Duckworth and Martin Seligman, among others, to be powerful in shaping the way we talk to young people about their lives, their schoolwork, their dreams and even their fears. As adults, it can be hard for us to shift our own language, but we are getting better at it. When a student is presented with a challenge that seems intimidating, we now know that it’s best to help that child learn to say, “I haven’t mastered this skill yet,” rather than “I’m a bad writer” or “I’ll never be good at math.” As adults, we also understand the importance of encouraging a child to say, “My goal is to seek extra help from my teacher on a regular basis and establish better study habits,” rather than “I want to get an A BY MARNIE SADLOWSKY in math.” We know that I N T E R I M A S S O C I AT E H E A D by focusing on behaviors OF SCHOOL CURRICULUM & rather than broad goals, HEAD OF UPPER SCHOOL young people—particularly KING SCHOOL
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We think intellectual curiosity is the most powerful energy in the world.
Open House: October 21, 2018 Pre-register at hopkins.edu/admission
At Hopkins, we’ve created a culture dedicated to perpetuating, fulfilling, and celebrating intellectual curiosity. We believe that education should be a multi-faceted pursuit of the whole intellect, where a diverse community of individuals bond together to inspire each other, challenge each other, explore, discover and achieve. If you think like us, you belong at Hopkins.
Hopkins School. We think.
A coed, college preparatory day school for grades 7-12 203.397.1001 • hopkins.edu • New Haven, CT
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adolescents—are far more likely to actually do well and even meet those goals. Adolescents who learn to think this way have a growth mindset, are more resilient, and often are more likely to work effectively through a host of challenges. Adolescents who understand that repeated practice requires delayed gratification are often more successful in school and in life. To oversimplify Julie Lythcott-Haims’ work in How to Raise an Adult, learning often requires real challenges, and these challenges do not always feel immediately pleasurable or gratifying. But students who have a growth mindset—who don’t see their abilities as fixed—are more likely to sustain improvement and achievement rates while avoiding the poison of perfectionism. That’s because they’re able to work through discomfort. As adults, we should engage young people in the important work of establishing a growth mindset, but I want to emphasize an aspect of the ongoing research that sometimes gets short shrift in our eagerness to teach kids to be more “gritty.” The fact is, grittier kids usually have a stronger sense of what I’ll call self-concept or “core of self.” So, as we focus on encouraging our kids to become resilient, we must realize that adolescents need to have a sense of who they are, what they value, and how they can empathize with and play important roles in their families and communities. After
all, one of the primary tasks of adolescence is to individuate, or to experience oneself as increasingly independent of one’s parents while simultaneously negotiating relationships within the larger community. Adolescents are asking themselves “Who am I?” and “How do I relate to others who are different?” They want to be seen as individuals, yet teens also need boundaries (including consequences like skinned knees and bad grades) to shape their sense of self in authentic ways. In order to develop a strong sense of self, adolescents need to feel that the adults in their lives offer a consistent, faithful presence (not a friendship), and a willingness to really get to know them. They need adults who can demonstrate their love even (and especially) as adolescents make the mistakes so important to growth and achievement. Adults also need to ensure that adolescents are connected to a strong community outside of the family, a community to which these kids can make meaningful contributions. Adolescents need us to be there, not to solve their problems for them, but to say, “Wow, that sounds awful. What do you think you could do about that?” Over time, these conversations will help kids build that muscle of healthy self-concept. To do this effectively, adults need a growth mindset, too. It’s essential to the process of learning how to raise healthy teens in our ever-changing world.
Teaching is the Art of Assisting Discovery —Mark Van Doren
Visit our Open House October 20, 2018 Visit www.ct.harveyschool.org for more information
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Pre-K through Grade 9
BY DESIGN By focusing on the formative years of childhood, our students are equipped with exactly what they need to take the next leap, from subject to subject, grade to grade and to the nation’s best high schools, colleges and beyond.
COME TAKE A CLOSER LOOK! For a schedule of upcoming admission events, please visit: www.countryschool.net/visit
635 Frogtown Rd, New Canaan, CT • (203) 972-0771 • www.countryschool.net
GO BOLDLY.
A co-ed, independent day school for students in Pre-K (ages 3 & 4) through Grade 9.
AT WILLISTON, OUR MISSION IS YOU! Come experience our unique signature programs and rich campus life.
9th Grade Core Program builds confidence, community, and academic success
Authentic, close-knit boarding community features formal dinners, weekend social events, and all-school assemblies
Our unique COMPASS Program deeply engages students and prepares them for college and life
25 AP classes and college-model Williston Scholars Program incorporate 5 College resources
SCHEDULE A TOUR THIS FALL! Visit us online at www.williston.com or call 413.529.3241
2018 EDUCATION GUIDE
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Room to Gr ow
AN ACTIVE LEARNING SPACE CHALLENGES THE TYPICAL CLASSROOM LAYOUT AND ENCOURAGES STUDENTS TO THINK OUTSIDE THE BOX. BY M E L I S SA DA N H E A D O F S C H O O L , H O LY C H I L D
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s independent school educators, we look for ways to broaden the worldview of our students. We invest in the best technology. We encourage our students to follow their passions. We ask our faculty to be creative and show agility in the classroom so they can meet their students where they are and guide them forward. And we also provide active learning spaces in an effort to set the stage for truly deep learning. Active learning classrooms (ALCs) are not a new phenomenon. For years, they have helped to shape collaborative and interactive experiences for students. They allow students to manipulate their environment and take agency over their learning. ALCs disrupt
skills, such as empathy and resiliency. Even subtle changes to a classroom—the addition of standing desks on wheels, chairs that adapt to a desired height and writing surfaces that are easy to access—can have a dramatic impact on overall student wellness. Both younger and older students benefit from movement. Yet perhaps even more validating for a student is the knowledge that the learning space is flexible to his or her needs. If a student knows he learns better when he can stand, he’ll be more comfortable knowing he has that option in the classroom. As the physical barriers of a typical classroom come tumbling down, students are better able to
THESE SPACES ENCOURAGE STUDENTS TO MOVE THEIR BODIES AROUND PHYSICAL AND INTELLECTUAL BARRIERS. THEY ARE A VIRTUAL METAPHOR FOR EXPANDING POSSIBILITIES. the typical classroom with its neatly lined rows and challenge a fixed mindset by encouraging students to move their bodies around physical and intellectual barriers. They are a virtual metaphor for expanding possibilities. Studies show that ALCs can have a dramatic impact on student success. There are reports of higher grades and standardized test scores, lower failure rates (especially for girls and minority students), and better comprehension and problem-solving skills. Data sets are certainly important in the development of effective pedagogy, but classroom teachers want more than numbers on a spreadsheet. They want their students to see learning as a journey, as an adventure of their own design. When tables and chairs move, students seek each other out to solve problems, design experiments and test hypotheses. And as a result, teachers can support students as they make active connections that build critical social-emotional 14
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connect their learning style to practical, real-world applications outside the classroom. ALCs encourage a growth mindset and motivate students to take their knowledge and curiosity outside of the school. When considered in this light, an ALC is much more than a collection of sleek furniture. Students that are taught in an environment that values openness and possibility learn the critical skills necessary to become engaged and responsible citizens of the world. Today’s students are part of the most interconnected generation of all time. They instinctively know how to reach out using technology and social media. Yet we also know they are feeling more isolated and lonelier than any other generation, and they suffer from anxiety and depression at alarming rates. We owe it to them to structure our schools to counterbalance these trends. Students need ample time and space to take risks, pursue their passions and learn from each other.
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It all happens here. Rumsey H all scHool rumseyhall.org
G R E E N S FA R M S A C A D E M Y An Independent Co-Ed School for Grades PreK-12
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Community, Character & Curiosity Our setting — New Hampshire’s White Mountains — inspires us every day, in every season.
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Home Away from Home
At a boarding school, students are given the space to develop their identities and form meaningful relationships with their teachers and peers.
R
eady for more?� The Association of Board- member of a community with people from all corners ing Schools (TABS) has used this phrase to of the globe is a critical life skill, especially as our socieducate and inform families about boarding ety becomes more interconnected. And, starting from schools and all they have to offer. Boarding schools are their very first day on campus, students develop culremarkable institutions that can offer students more tural competencies and learn how to have a respectful opportunities for scholarships, global engagement and dialogue with peers who may have drastically different independent living. Boarding schools are 360-degree perspectives. learning environments, and they not only prepare stuBoarding school teachers are also a special part of dents for college, but also for life. the equation. Far more than just experts in academic When they live away from home, students develop subject matter, they are experts with kids. They take a self-awareness, learn self-discipline, gain self-confi- role in loco parentis very seriously and wear many hats dence and become self-reliant. throughout the day. Students On-campus dynamics encoursee them in their formal roles BY PETER G. CURRAN age students to develop their as teachers and administrators, A S S I S TA N T H E A D O F S C H O O L own identities and form meanbut they also see them as coachFOR ENROLLMENT ingful relationships with their es, dorm parents and weekend A N D C O M M U N I C AT I O N S peers. Learning to live as a BLAIR ACADEMY activity leaders. Students watch
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“The spirit of community at school is rooted in the relationships that faculty forge with students. Students thrive by interacting with faculty who serve as teachers, mentors and coaches. Through this bond, faculty and students challenge and support one another in the lifelong pursuit of knowledge and striving to be one’s best self.” TREVOR STERN, ENGLISH DEPARTMENT CHAIR, AVON OLD FARMS SCHOOL
their teachers and join them as they walk their dogs around campus or spend time with their own children. Students get to know their teachers on a variety of levels and, in turn, teachers see their students as more than just kids in their classrooms—they recognize them as athletes, artists, leaders, friends and true individuals. “Teachers are so approachable and kind,” says one junior at Blair Academy. “I remember reviewing chemistry with my teacher at her kitchen table. Faculty members often open their homes to students and serve as surrogate parents.” Perhaps one of the best attributes of boarding school life is that it teaches students to develop strong communication skills and facility with adults. Because they consistently interact with adults, with very little parental go-between, students learn to advocate for themselves and graduate feeling comfortable and confident talking with adults. The boarding school alum is the one who actually reaches out to his or her professor during office hours the first week of college to introduce himself or herself and talk about the syllabus. Relationship-based learning is at the heart of a boarding-school experience and, today, more than ever, it is crucial for students to connect with others. Social media has eroded adolescent society as students retreat into their devices—they embrace tweets, snaps and posts and rely on technology for validation. Experts tell us that synapses and neurological mapping are shifting as a result of heavy technology use. Boarding schools are among the few places in today’s society where adolescents continue to have real conversations and develop meaningful relationships. Instead of focusing on their electronics, boarding-school students make connections. They dine at family-style meals, work with teachers in the dorms, participate in clubs and activities of every kind, and laugh with roommates before bed. Adolescents crave authentic interactions, and boarding school students engage to create lasting relationships. “I make an active effort to be kind to everyone and to work on my relationships with other people,” said one junior at Blair Academy. “Boarding school has taught me that there are things that matter in life other than
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“Boarding school is a special place. Of course, the campus is beautiful, academics rigorous and athletics challenging, but the best part is the community, the people. You are truly celebrated for being innately you.” J U N I O R , B L A I R AC A D E M Y
grades, athletics and extracurriculars. Your character is so much more important.” There are many reasons families choose a boarding school education. Often, students visit a campus and discover an educational philosophy that inspires, and a place filled with people whose values are similar to their own. For these students, the boarding school becomes a home away from home and a gateway to opportunity.
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THE FUTURE LOOKS A LOT LIKE US.
PEDDIE Co-ed day & boarding school Grades 9-PG 201 S. Main Street Hightstown, NJ 08520 OPEN HOUSES Oct. 7 & 28 at 1 p.m. RSVP 609.944.7501 or peddie.org/visit
Ready for college. Ready for life. A co-ed boarding and day school for grades 9-12 & PG. Advanced Math/Science Research, Advanced Humanities Research, STEAM, championship athletics and a range of arts offerings on a stunning 400-acre campus in the Berkshires.
Schedule a Visit Today! 413-229-1003 • admission@berkshireschool.org Sheffield, Massachusetts • www.berkshireschool.org
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Education By Design Constructive, open-ended and iterative, design thinking is an educational philosophy that encourages teachers and students to be creative problem-solvers.
W
hen I was a child newly emigrated to Los Angeles, I learned English by watching television, but I desperately wanted to learn to read. I would watch my mother and sister happily immerse themselves in books. I was intrigued by the letters that looked like mysterious black marks and felt cheated only to have pictures by which I could make sense of a story. I would glare at a page imagining I could force those marks to come into focus by sheer dint of will. Writing was also a challenge. My mother would try to teach me in the way she had learned in India, but to no avail. I would spend my afternoons picking berries and stain the sidewalk with a sprawling chain of purply loops (much to the chagrin and annoyance of our BY DR. MEERA V I S WA N AT H A N landlady) pretending that I was writing. Teachers HEAD OF SCHOOL sighed as I struggled to T H E E T H E L W A L K E R S C H O O L
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produce neat and decipherable words. When I studied Japanese in college and had to learn to write both Chinese characters and the Japanese syllabaries, I imagined it would be a new beginning. Sadly, my writing was still poor. Fortunately, computers came along and I was saved by technology that allowed me to communicate neatly and clearly. Since I was young, I’ve always been fascinated by the idea of marks, or signs that carry so much weight and possibility, whose significance can only be understood tautologically. Recently, I had the pleasure of team-teaching a course on South Asian history and culture. In studying ancient Indus Valley civilization, we explored the topological mathematics of pulli kolam, the geometric designs defined by grids of dots. These designs were created to adorn and sanctify the space between the street and the home. To this day, Hindu women from all over India decorate and make sacred the entrance to their homes with this type of design, the origins of which go back thousands of years. What do we mean by the term design? The word signifies so much, and carries within its definition the notion of signs that bear meaning. Design is also at the heart of an educational institution. Teachers and students are designers alike, crafting together the educational process. Today, we hear more and more about design
Design is at the heart of an educational institution. Teachers and students are designers alike, crafting together the educational process.
Entrepreneur. Designer. Innovator. Dancer. Thinker. World Traveler. Inventor. Global Citizen. Leader. Singer. Researcher. Athlete. Diplomat. Performer. Contributor. Teammate. Investor. Artist.
Wilbraham & Monson Academy offers an all-encompassing transformational experience through the study of economics, entrepreneurship and diplomacy, and distinctive programming within the Center for Entrepreneurial & Global Studies (CEGS) and through intellectual growth, intercultural encounters and exposure to world-class speakers and conferences. Why WMA? Visit www.wma.us to learn more about Academics, our Advisor and Residential Programs, Athletics, Arts and the Afternoon Program, and Leadership and Travel opportunities.
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thinking, or the process of adopting and adapting creative strategies from the world of design to solve real-world problems. Design thinking is constructive, open-ended and iterative. It is creative and playful in the most profound sense of play. It does not separate content from meaning, and the aesthetic and the functional are not understood to be antithetical. Eschewing simple dualism and binaries, design thinking is a “both/and” approach. Self-generative and organic, it takes note of repetition and pattern, selection and arrangement, allowing for both spatial and temporal progression. As it becomes apparent how replete with meaning sign and design are, we need to consider the idea of designation. Normally we understand this word to be a form of naming. We designate a particular tree in the forest by naming it a maple or a pine. We designate whom we want to represent us in government by voting. We designate our heirs by naming them in a will. There is a weightiness in designation. But the act of naming or pointing, though it might seem straightforward and simple, is, in fact, a profound philosophical assertion. It is not merely by naming that we single out the presence of something or someone. By naming it, we at the same time are attributing importance and significance to it.
In medieval Europe, a philosophical debate ensued between universalism and nominalism. The universalists claimed that names were more than just names; they represented Neoplatonic categories of ideals whose realizations in the phenomenal world were simply imperfect manifestations. Thus, a table in the phenomenal world of existence could be wood or metal, round or square, low or high, but the full sense of table-ness could only be fully realized in the noumenal realm of ideals. For the nominalists, names were simply names without metaphysical implications. Abstractions were not “real” in the way material objects were real. But then we need to ask what names allow us to do. In Zen Buddhism, we learn dharma (or truth) cannot be named or explained with words. Instead, truth is represented indirectly by pointing to the full moon. This is to remind us that just as we use our index fingers to point, so too language itself is only indexical. It cannot truly represent something; it can only point to something; it can only indicate it. As teachers, we cannot show the true meaning of a thing or its fundamental significance. We can only point to it. Our relationship to truth is always an indirect one. Like the index for a book, our function as instructors is to help provide an organizational
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grid that will help students search out particular elements and their relationships to one another. The act of pointing or naming a thing, person or action gives it prominence. The act focuses our attention. It is an implicit mandate to pay attention, not in general terms, but in specific ways. It is a narrowing of our general scanning of the world at large to this thing, individual or process at this place and/or this time. Learning invariably entails a filtering and narrowing of the larger complex of stimuli in which we organize what we perceive through naming and the identification of patterns of those same named objects and things. Accordingly, designation represents a heightened form of naming or pointing. The act of designation is always an underscoring; value is being invoked, assessed and assigned. In more traditional educational systems, it was the instructor’s role to designate what would be studied and why. But when we approach education through design thinking, the act of designation becomes much more dynamic and fluid. It becomes a conjoint act, uniting teachers and students in the question of what it means to designate a particular problem to solve or field of inquiry to pursue. Thus, designation is the fulfillment of design, whereby we take
the intention, plan, creation or ornament and understand its full relevance and value for a specific set of purposes that serve to not only express creativity and solve problems, but also to reaffirm our own place and value in this world. Designation is the placing of design in its fullest context, temporally, spatially and symbolically in which meaning and value are not only invoked, but also shared to provide common ground. To be educated, then, is to understand how sign, design and designation are bound together, mirroring the conjoining of cognition and creation. So why does any of this matter to educators in schools? Because sign, design and designation are core metaphors for teachers and administrators. They offer us a way to think about what we do and how we do it that is consonant with the horizonal nature of education, linking what we know and understand with that which we do not yet know or understand, but recognize is possible. Signs can be both qualitative and quantitative in nature. They require interpretation and unpacking. When we learn to create as well as to recognize pattern and design, we can better understand and reconstruct the world around us aesthetically and functionally, as poets and engineers, and makers of new worlds.
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. Academic Excellence . Student-Centered Program . Kind Community
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What Makes |t Stick Dubbed “sticky” learning, this educational philosophy says the best experiences motivate students to learn more and shape who they are.
T
hink back to when you were young—sometime between the ages of 12 and 18—and recall an experience that really taught you something, that changed you or shaped the direction of your life. The experience could have happened anywhere, in any setting. What made it meaningful? Maybe you were naturally interested in the topic. Maybe you felt really challenged by a question. Maybe you were recognized by an adult or peers for your skill and effort. Chances are you weren’t doing a problem sheet or listening to a lecture. If the experience that jumps to mind happened outside of school—on the playing field, on a stage, at a job or while volunteering—you’re not alone. Often our most memorable learning experiences don’t happen in a classroom. For more than a decade, I taught Advanced Placement United States History to high school students. My job was to sprint through almost 300 years of content in preparation for a standardized test. I would like to believe that my students enjoyed their time in my class and learned something about our republic, but I must admit the truth is we didn’t have time for the kinds of questions and deep exploration that might have brought the curriculum to life. While I still have strong relationships with my former students, and BY A DA M R O H D I E we can smile about our time racHEADMASTER ing from Plato to NATO, I am a GREENWICH COUNTRY realist. I would wager that not D AY S C H O O L
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The journey to excellence
one of my students can today tell me anything about Macon’s Bill No. 2, the Ostend Manifesto or the Smoot-Hawley Tariff. And I doubt any of them would credit that class with transforming how they think. So, what makes learning stick? Like so many standard educational approaches, this history class lacked two key aspects of what I call “sticky” learning. The first is application, or the opportunity to ask questions, explore topics and make connections in ways that allow students to think critically, work with the content in creative ways and construct new knowledge. The second key aspect is relevance, or a context that helps students understand why what they are learning matters to them. Relevance also enables them to relate what they are learning to other topics and pursuits of interest. Think again about your own memorable learning experiences. Was there something you needed to learn in order to reach a goal? Was it an interesting, complex challenge? Were you engaged in an activity? Could you clearly see a reason or purpose for the effort? Great learning experiences don’t end when we solve the problem or earn the grade. They motivate us to learn more and they shape who we are. Once we recognize the power of motivation, relevance and
is a zigzag path. You move back and forth between the big picture, or the source of motivation, and the introductory skills and knowledge. You learn through trial and error. So why, then, is so much of education lacking in application and relevance, and stuck in a linear approach?
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active engagement, we immediately see that deep learning is nonlinear. Here’s an example of linear learning: You can’t play the latest Coldplay song until you learn the scales. By comparison, here’s the approach for sticky learning: Let’s play the Coldplay song, and if you want to get better at it, let’s practice scales. Great programmers learn Python by doing. Great NBA players don’t get to the top because they were only allowed to shoot free throws and dribble for the first two years. They played basketball right from the start. The journey to excellence is a zigzag path. You move back and forth between the big picture, or the source of motivation, and the introductory skills and knowledge. You learn through trial and error. Effort has a purpose. Knowledge is put to use. So why is so much of education—as seen in my old AP history class—lacking in application and relevance and stuck in a linear approach? The answer starts with the understanding that the historical structures and practices of school were created to prepare workers during the Industrial Revolution. Discipline, facts, figures, routine. A factory for minds. Today, educators have a new responsibility: preparing young people to thrive in a world of rapid change and unprecedented access to information. School can no longer be a production line (read the textbook, listen to the lecture, take the test). Facts still matter, but what you can do, build, solve and invent with those facts matters more. The ability to learn, to construct knowledge on the fly, is the most important skill we can give students. HOW DO WE DO THAT? Compare the history class I used to teach to a project I recently undertook with a class of eighth graders. During this World War ll unit, the students were divided into two teams, told that a court case would ensue in a matter of days and that the case—People of the World vs. Harry Truman—would be putting President Truman on trial for his decision to drop the atomic bombs on Hiroshima and Nagasaki. There would be no blackboard lesson on the causes of WW II. There would be no quiz to match the WW II leaders with their roles in the war. There would be no timelines or lectures on the rise of Nazi Germany. Yet students would have to learn these ideas and concepts in order to argue their case and win the trial. Every year, the students dig deep during this experience. They play the part of experts (General Leslie Groves, Robert Oppenheimer) and have to know their characters’ positions and experiences. They have to understand the American strategy of island hopping in the Pacific to argue for or against the bomb. They need to understand the science behind an atomic chain reaction, the long-lasting effects of nuclear radiation, the geopolitical effects that the bomb had on the USSR. I could go on. Having taught the same material in two uniquely different ways, I can say with certainty the students who went through the trial simulation—who were challenged to ask literally hundreds of
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questions, who had to explore and sift through mountains of data and ultimately were asked to “do something” with their learning— have scaled the summit of sticky learning. I’ve done this WW II trial for a number of years, and when these students come back to visit from college or beyond, they inevitably remember the experience of being cross-examined as a witness in our trial or giving the closing statement in defense of Truman. They actually remember the specifics around the events leading to and throughout WW II and, most importantly, the process of learning they went through is one that has made them better thinkers and leaders. What if we designed our schools for the purpose of learning that sticks? What would that look like? What knowledge and skills matter most in a world where information is at our fingertips? These are the questions we must address together. That is our charge as educators, as parents and as students. Our schools do so much more than impart facts and information. We help students become citizens, friends, artists, problem-solvers, creators and inventors. Ten years from now, when we ask young adults about their most memorable learning experiences, my hope is that in addition to memories from the playing field or the stage, many will also recall meaningful experiences in the classroom.
Facts still matter, but what you can do, build, solve and invent with those facts matters more. The ability to learn and construct knowledge on the fly is the most important skill we can give students.
At Forman you can trust in expert faculty who unveil students’ remarkable strengths. ADMISSION OPEN HOUSES • October 8, 2018 • January 14, 2019 • April 6, 2019
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Other schools may say they support learning differences. But no other school does it like Forman.
College Prep • Coed Grades 9-12 and Postgraduates Summer Program www.formanschool.org Litchfield, CT 06759
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The Winston Preparatory School does not discriminate against applicants and students on the basis of race, color, or national or ethnic origin.
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Thinking of making a change for your daughter?
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Digital Citizenship Do parental controls on our children’s devices undermine trust, kill creativity and stifle curiosity?
I
had an opportunity to hear a presentation on inter- features built into Apple’s OS allow parents to set time net safety from a detective at the Greenwich Police limits on device usage, restrict Web access, block apDepartment. The detective made a very compelling plications, limit who the user can chat with and even case for the use of parental controls as a way to proac- hide profanity from the dictionary. Similar settings extively prevent children from making the kinds of bad ist for Apple’s iOS. choices online that can result in police involvement. In addition to the standard level of controls now naGiven the detective’s line of work, it makes sense that tive to smartphones and computers, there are a variety she approached the issue from a very pragmatic, conser- of software products on the market. Some allow parvative position. However, as an educator, a technologist ents to keep detailed records of a child’s computer usand a father of two teenagers, I felt her message pre- age, including Web and search history and keystroke sented a challenge for parents, particularly in light of tracking. There are also services provided by phone other concepts we want our children to learn, under- carriers such as Verizon that allow you to track your stand and practice in relation to digital citizenship. I will child’s location via his or her smartphone and set up explain why I see this as a challenge in a moment, but geofencing notifications that alert you when your child first let’s take a look at the benefits of parental controls. leaves a given area on the map. These days most devices have parental controls built The benefits of parental controls are clear. They prointo the operating system; they allow parents to restrict vide peace of mind to parents by protecting children a child’s usage and access. The from the potential perils of functionality we see today has online access. They can funcB Y T I M S C H WA R T Z grown quite robust compared tion to dramatically reduce the to when parental controls first likelihood that children will D I R E C T O R O F I N N O VA T I O N appeared. For example, the be exposed to inappropriate WHITBY SCHOOL
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images or videos, as well as online predators. They can function as a surrogate parent by shutting down access at a given time. They can protect children from themselves by limiting their ability to make bad choices. If you are a busy parent, then everything I have described may sound like the perfect solution, but there is another view of parental controls that needs to be considered. The unfortunate truth is that by choosing to use parental controls, you could be undermining the trust in your relationship with your child. Controls also reduce the opportunity for a child to take responsibility for his or her actions and make smart choices. Moreover, parental controls may even inhibit in a child the kind of exploration and freedom that promotes creative thinking. I say may inhibit because for some children, parental controls can create behavior that goes in an unexpected and unhealthy direction. If you put restrictions on devices at a time when your child is old enough to know there is a world beyond them, chances are good he or she will find a way around the controls. Now, let’s pause for a minute and consider this idea: When children find creative ways to bypass restrictions, we have to remember that this is exactly the kind of creative problem solving we need our kids to be engaged in. A conundrum occurs if the chil-
dren are at a point where they are bypassing the restrictions, and the behavior forces them to be even more secretive about what they are doing online. This type of scenario raises tough questions for parents. Would you rather have your children discover the world in front of you, so you can have conversations about what they are seeing and help support and frame their understanding? Or would you rather they discover the world in secret, when you are not around to provide the kind of guidance that will help them find meaning in what they see online? I’ll end this article by posing a few questions that I hope our community of engaged parents will take time to reflect on. What is the message we are sending our children about trust when we resort to using parental controls? If you decide to use them, then what are you doing to build trust and develop your child’s ability to make smart choices and take responsibility? How do controls help our kids learn to be critical thinkers? How do they support your children in the process of developing the kind of self-management skills necessary to know when to put down technology? And finally, what opportunities for growth and development do we sacrifice when we choose the path of parental controls?
Preparing students for college and for lives of meaning and consequence A co-educational college preparatory boarding and day school for students in grades 9-12
Join us for our Open House Saturday, September 22nd www.millbrook.org 845-677-8261 34
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Wooster School is a K through 12th grade co-educational college preparatory, independent day school.
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The Notebook
THIS EDUCATIONAL TOOL HAS COME A LONG WAY FROM ITS SIMPLE SPIRAL-BOUND ROOTS. TODAY, INTERACTIVE NOTEBOOKS HELP STUDENTS STAY ENGAGED AND ORGANIZED, AND ENCOURAGE THEM TO GET CREATIVE. BY MARGOT PEARCE HEAD OF MIDDLE SCHOOL F A I R F I E L D C O U N T R Y D AY S C H O O L
I
nteractive notebooks are a method of notetaking that allows students to be independent thinkers and writers. Unlike the traditional note-taking process, during which students copy notes directly from the board or textbook, the interactive approach encourages them to gather information and collect and record feedback from peers and teachers. Interactive notebooks are also a great organizational tool for students who need the low-tech stability of maintaining a spiral notebook. One advocate for this tool is the National Science Teachers Association, which writes the following: “Interactive notebooks are a tool used to strengthen student learning of curriculum (input) through
organizers, diagrams and charts. The other side (the left-hand page) is for creative input. It allows students to take the information from class and apply it on their own to demonstrate understanding. This is where the word interactive comes into play. This page can include anything from homework and questions about the given material to self-reflection. The students should be using critical thinking skills to process the information. Teachers using interactive notebooks in their classrooms are discovering many benefits of this tool. Organization is one key advantage. Interactive notebooks enable students to keep better track of their handouts and worksheets, since those materials
TEACHERS REPORT THE PROCESS OF MAKING AN INTERACTIVE NOTEBOOK TEACHES THE STUDENT HOW TO CREATE BETTER STRUCTURE. IN THE LONG RUN, THAT HELPS CHILDREN BETTER ORGANIZE THEIR THOUGHTS.
increased student participation (output). They prove to be successful because they use both the right- and left-brain hemispheres to help sort, categorize and implement the new knowledge creatively.” Here’s how it works. On one side of the open notebook (the right-hand page, for instance) students take notes from the teacher, which is considered new information. This side can also include information from a reading or class discussion, handouts, graphic
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can be taped into them. Thus, there are no loose papers to get lost in the backpack or tucked into the wrong folder. Some teachers report that the process of making an interactive notebook teaches the student how to create better structure. In the long run, that helps children better organize their thoughts. Interactive notebooks also have proven helpful to students who rarely go back to their class materials
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when they get stuck on a homework question. They simply look over to the right-hand page of the notebook; everything they need is there. Some teachers will encourage students to create a table of contents for the notebook, to make it easier for students to find concepts they need to review. Teachers also report that students tend to take pride in their notebooks because they are creating something personal.
notebooks help enrich learning. These students can glue and tape into the notebook everything from atom structures to the periodic table; and they’ll be able to find those materials at a later date when they’re needed. In the end, students determine what they need to do to make learning easier. Both students and teachers benefit from the notebook’s tangible features. Because the notebooks contain information from every class—from the first
FOR KINESTHETIC LEARNERS, THESE TACTILE NOTEBOOKS HELP ENRICH LEARNING. STUDENTS CAN GLUE AND TAPE INTO THE NOTEBOOK EVERYTHING FROM ATOM STRUCTURES TO THE PERIODIC TABLE, AND THEY’LL BE ABLE TO FIND THOSE MATERIALS AT A LATER DATE WHEN THEY’RE NEEDED.
Another benefit of the interactive notebook is that it accommodates different learning styles. The output side of the notebook lets students show exactly where they are in their understanding of the material. And they can use different techniques to arrive at an answer. Some students will add color, using highlighting strategies; others might personalize their foldables. For kinesthetic learners, the tactile
lesson to the final day of school—teachers can more easily track a student’s progress over time. Parents can also observe a child’s growth. For some students, the interactive notebook becomes an all-in-one resource—a dictionary, study guide and primary reference tool. For a teacher, the notebook makes it easier to keep the class organized and engaged, and on the same page, literally.
E ELEMENTS PERIODIC TABLE OF TH
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Link in to Schools ANDOVER Andover, MA andover.edu
BLAIR ACADEMY Blairstown, NJ blair.edu
CATE SCHOOL Carpinteria, CA cate.org
DANA HALL SCHOOL Wellesley, MA danahall.org
AVON OLD FARMS SCHOOL Avon, CT avonoldfarms.com
BROOKS SCHOOL North Andover, MA brooksschool.org
THE CHILDREN’S SCHOOL Stamford, CT childrensschool.org
DEERFIELD ACADEMY Deerfield, MA deerfield.edu
BRUNSWICK SCHOOL Greenwich, CT brunswickschool.org
BEMENT SCHOOL Deerfield, MA bement.org BERKSHIRE SCHOOL Sheffield, MA berkshireschool.org
CANTERBURY SCHOOL New Milford, CT cbury.org CARMEL ACADEMY Greenwich, CT carmelacademy.com
CHOATE ROSEMARY HALL Wallingford, CT choate.edu CHRISTIAN HERITAGE SCHOOL Trumbull, CT kingsmen.org
EAGLE HILL SCHOOL Greenwich, CT eaglehillschool.org
SCHOOL ADVERTISERS
Open Minds. Big Ideas. Infinite Possibilities.
“My short list of things to do after high school: mechanical engineering, electrical engineering, and computer science. From running the soundboard for Whitby's theater productions to studying sound waves in Mr. Glaeser's science class, my experience at Whitby really helped nurture my interest in these areas.” —Liam, Whitby Alum Class of 2015
Hear my story at whitbyschool.org/liam.
Whitby School's Nursery through Grade 8 continuum lays the foundation for students to become organized, articulate, and confident—skills that are key for high school, college, and beyond.
Schedule a tour of campus at whitbyschool.org 969 Lake Avenue, Greenwich, CT | 203.302.3900
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Imagine. Create. Innovate. Designed for the curious mind, Rippowam Cisqua School’s experiential and immersive academic curriculum goes beyond the classroom to enlighten and engage students. Come see how we remove all barriers to learning and open up their world.
Contact Admissions at (914) 244-1296 or visit www.rcsny.org.
Rippowam Cisqua School is a coeducational, independent country day school for students in PreKindergarten through Grade Nine.
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EPISCOPAL HIGH SCHOOL Alexandria, VA episcopalhighschool.org THE ETHEL WALKER SCHOOL Simsbury, CT ethelwalker.org
THE FORMAN SCHOOL Litchfield, CT formanschool.org FOXCROFT SCHOOL Middleburg, VA foxcroft.org
FAIRFIELD COLLEGE PREPARATORY SCHOOL Fairfield, CT fairfieldprep.org
FUSION ACADEMY Greenwich, CT fusiongreenwich.com Westchester, NY fusionwestchester.com Fairfield, CT fusionfairfield.com
FAIRFIELD COUNTRY DAY SCHOOL Fairfield, CT fairfieldcountryday.org
GARRISON FOREST SCHOOL Owings Mills, MD gfs.org
FAY SCHOOL Southborough, MA fayschool.org
GERMAN INTERNATIONAL SCHOOL White Plains, NY gisny.org THE GLENHOLME SCHOOL Washington Depot, CT theglenholmeschool.org GREENS FARMS ACADEMY Greens Farms, CT gfacademy.org GREENWICH ACADEMY Greenwich, CT greenwichacademy.org GREENWICH CATHOLIC SCHOOL Greenwich, CT greenwichcatholicschool.org
GREENWICH COUNTRY DAY SCHOOL Greenwich, CT gcds.net GROTON SCHOOL Groton, MA groton.org THE GUNNERY Washington, CT gunnery.org HACKLEY SCHOOL Tarrytown, NY hackleyschool.org HAMDEN HALL COUNTRY DAY SCHOOL Hamden, CT hamdenhall.org
Boarding and Day for Boys - Grades 8-12 / Postgraduate
Active, engaged, and out of their seats — this is how boys at Trinity-Pawling experience learning. Our distinctive programs bolster the way boys learn best: by doing. As experts in boys’ education, we understand how to guide our students to become young men of integrity who can rise to the challenges of an ever-changing world.
This educational experience could make all the difference in your son’s future. Learn more about the benefits of a Trinity-Pawling education at www.trinitypawling.org or call 845-855-4825. Join us at our OPEN HOUSE on October 8 or November 10, 2018!
2018 EDUCATION GUIDE
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THE HARVEY SCHOOL Katonah, NY harveyschool.org THE HILL SCHOOL Pottstown, PA thehill.org HOLDERNESS SCHOOL Plymouth, NH holderness.org HOPKINS SCHOOL New Haven, CT hopkins.edu THE HOTCHKISS SCHOOL Lakeville, CT hotchkiss.org
INDIAN MOUNTAIN SCHOOL Lakeville, CT indianmountain.org IONA PREPARATORY SCHOOL New Rochelle, NY ionaprep.org KENT SCHOOL Kent, CT kent-school.edu THE KILDONAN SCHOOL Amenia, NY kildonan.org KING SCHOOL Stamford, CT kingschoolct.org
HYDE SCHOOL Bath, Maine Woodstock, CT hyde.edu
TRINITY CATHOLIC HIGH SCHOOL
LAURALTON HALL Milford, CT lauraltonhall.org
LONG RIDGE SCHOOL Stamford, CT longridgeschool.org
THE LAWRENCEVILLE SCHOOL Lawrenceville, NJ lawrenceville.org
THE MARVELWOOD SCHOOL Kent, CT marvelwood.org
LEMAN MANHATTAN PREPARATORY SCHOOL New York, NY lemanmanhattan.org
THE MASTERS SCHOOL Dobbs Ferry, NY mastersny.org
LINKS ACADEMY Stamford, Ct linksacademy.org LOOMIS CHAFFEE SCHOOL Windsor, CT loomischaffee.org
MIDDLESEX SCHOOL Concord, MA mxschool.edu MEAD SCHOOL Stamford, CT meadschool.org MILLBROOK SCHOOL Millbrook, NY millbrook.org
Infants, Toddlers, Preschool, Pre-Kindergarten - Grade 8
An independent, progressive, co-educational day school.
WHERE QUALITY EDUCATION IS A COMMUNITY COMMITMENT Open House
Tuesday, October 16th - 5:30 p.m.
Entrance Exams
Saturday at 8:00 a.m. - October 27th & November 10th For further information, contact our Admissions Office at admissions@trinitycatholic.org 926 Newfield Avenue • Stamford CT 06905 • 203.322.3401 x 302 www.trinitycatholic.org
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Modernizing Education As a member of the AltSchool Network, The Mead School delivers truly personalized academic, social and emotional learning for each student.
Open Houses October 16, 2018 November 6, 2018 January 15, 2019
Experience The Mead Difference 1095 Riverbank Road, Stamford, CT | 203-595-9500 | MeadSchool.org
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MILTON ACADEMY Milton, MA milton.edu
PEDDIE SCHOOL Hightstown, NJ peddie.org
RIDGEFIELD ACADEMY Ridgefield, CT ridgefieldacademy.org
MISS HALL’S SCHOOL Pittsfield, MA misshalls.org
PHILLIPS EXETER ACADEMY Exeter, NH exeter.edu
RIPPOWAM CISQUA SCHOOL Bedford, NY rcsny.org
MISS PORTER’S SCHOOL Farmington, CT missporters.org
POMFRET SCHOOL Pomfret, CT pomfretschool.org
RUMSEY HALL SCHOOL Washington Depot, CT rumseyhall.org
NEW CANAAN COUNTRY SCHOOL New Canaan, CT countryschool.net
PORTSMOUTH ABBEY SCHOOL Portsmouth, RI portsmouthabbey.org
RYE COUNTRY DAY SCHOOL Rye, NY ryecountryday.org
NORTHFIELD MOUNT HERMON Mount Hermon, MA nmhschool.org
PURNELL SCHOOL Pottersville, NJ purnell.org
SACRED HEART GREENWICH Greenwich, CT cshgreenwich.org
SAINT ANDREWS SCHOOL Boca Raton, FL saintandrews.net SALISBURY SCHOOL Salisbury, CT salisburyschool.org SCHOOL OF THE HOLY CHILD Rye, NY holychildrye.org SOUNDVIEW PREPARATORY SCHOOL Yorktown Heights, NY soundviewprep.org THE SOUTHPORT SCHOOL Southport, CT southportschool.org
Meet Some of Our Senior Class Discover The Hamden Hall Experience: challenging academics, a dynamic learning environment and faculty who love their craft. We care about the kinds of people our students become after graduation.
Natalia Pinela College Major:
Business/Economics
Jinxin Pan
Miranda Iannone
Krishnan Moran
Applied Math
Human Biology, Health and Society
Computer Science and Finance
College Major:
College Major:
College Major:
Di Lu
David Spitz
Comparative Literature
Business and Engineering
College Major:
College Major:
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VILLA MARIA SCHOOL
Over 40 Years of Success in Inspiring Students with Learning Differences
A Special Education School that Makes Success a Reality! 203-322-5886 x104
www.villamariaedu.org
4:1
Villa’s Individualized Programs are Extraordinary. Our Child is Thriving!
Student-Teacher Ratio
Grades K-9
161 Sky Meadow Drive, Stamford, CT 06903
Conte xt Sel f-A war Me ene an ss ing ful Re lat ion sh ips
Famil y
comevisit@ hyde.edu www.hyde.edu
Brother’s Keeper Conscience Humility
Destiny
Grades 9-12/PG Bath, Maine
(207) 443-7101
5 Life Tools
5 Words as Guides
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VERMONT ACADEMY Saxtons River, VT vermontacademy.org
ST. GEORGE’S SCHOOL Newport, RI stgeorges.edu
VILLA MARIA SCHOOL Stamford, CT villamariaedu.org
ST. LUKE’S SCHOOL New Canaan, CT stlukesct.org
WATERSIDE SCHOOL Stamford, CT watersideschool.org
ST. MARK’S SCHOOL Southborough, MA stmarksschool.org
WESTMINSTER SCHOOL Simsbury, CT westminster-school.org
ST. PAUL’S SCHOOL Concord, NH sps.edu STONELEIGHBURNHAM SCHOOL Greenfield, MA sbschool.org
TABOR ACADEMY Marion, MA taboracademy.org
Truth
age Cour ity t In egr Leaders hip C Co uriosit y nc ern
Public Speaking Confidence
hallenges Tackling C
A Supportive Community Based on:
THE UNQUOWA SCHOOL Fairfield, CT unquowa.org
ST. ANDREW’S SCHOOL Middletown, DE standrews-de.org
SUFFIELD ACADEMY Suffield, CT suffieldacademy.org
Inner Leadership Model
Start your leadership journey today at hyde.edu/ Leadership
THE SPIRE SCHOOL Stamford, CT spireschool.org
THE TAFT SCHOOL Watertown, CT taftschool.org THE THACHER SCHOOL Ojai, CA thacher.org TRINTY CATHOLIC HIGH SCHOOL Stamford, CT trinitycatholichs.org TRINITY-PAWLING SCHOOL Pawling, NY trinitypawling.org
WESTOVER SCHOOL Middlebury, CT westoverschool.org WHITBY SCHOOL Greenwich, CT whitbyschool.org THE WHITE MOUNTAIN SCHOOL Bethlehem, NH whitemountain.org WILBRAHAM & MONSON ACADEMY Wilbraham, MA wma.us WILLISTON NORTHAMPTON SCHOOL Easthampton, MA williston.com WINSTON PREPARATORY SCHOOL Norwalk, CT winstonprep.edu WOOSTER SCHOOL Danbury, CT woosterschool.org
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2018-2019 School Fairs & Events SECONDARY SCHOOL FAIR, GREENWICH CATHOLIC & WHITBY SCHOOL Thursday, September 13, 2018 6:30 p.m. Greenwich Catholic School 471 North Street Greenwich, CT gcsct.org RIDGEFIELD ACADEMY SECONDARY SCHOOL FAIR Wednesday, October 3, 2018 7:00 – 8:30 p.m. Summit Gymnasium Ridgefield Academy 223 West Mountain Road Ridgefield, CT ridgefieldacademy.org REACH PREP ANNUAL BENEFIT LUNCHEON Monday, April 29, 2019 11:30 a.m. Hyatt Regency Greenwich reachprep.org PRIVATE DAY & BOARDING SCHOOL FAIR Greenwich Education Group Tuesday, May 14, 2019 5:30 – 7:30 p.m. Eastern Greenwich Civic Center 90 Harding Road Old Greenwich, CT ctschoolfair.org
For Further Information THE NATIONAL ASSOCIATION OF INDEPENDENT SCHOOLS nais.org
THE ASSOCIATION OF BOARDING SCHOOLS boardingschools.com
Women in Science and Engineering
REACH PREP reachprep.org
INDEPENDENT EDUCATIONAL CONSULTANTS ASSOCIATION IECAonline.com
For more information, visit westoverschool.org
At Westover School, we challenge smart, motivated girls to immerse themselves in robotics, video game development, geology, and computer science through our innovative Women In Science and Engineering program. Our graduates are confident, connected women who thrive in these fields, and beyond.
Westover Ad - 2018 Moffley Publications FINALish.indd 1
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The Path Forward “IT'S A JOY AND PRIVILEGE TO WATCH CHILDREN GROW AND SLOWLY DISCOVER WHO THEY CAN BECOME.” M A R K D AV I S , H E A D O F S C H O O L , S T. L U K E ' S S C H O O L
"MODERN, HOLISTIC
“THE PRACTICE OF
“BELONGING IS
“THE SCHOOL
EDUCATORS MUST
WELLNESS CAPTURES
WHEN YOU FIND A
ENVIRONMENT MUST
CONSIDER THE
OUR DESIRE TO REACH
COMMUNITY WHERE
SUPPORT A CHILD
EVER-DEEPENING
A HEALTHY SOCIAL,
YOU ARE WELCOME AS
ACADEMICALLY,
UNDERSTANDING OF
MENTAL, PHYSICAL
YOU ARE, AND AS THE
SOCIALLY AND
THE ADOLESCENT
AND SPIRITUAL
PERSON YOU WANT
EMOTIONALLY. THE
BRAIN WHEN
CALIBRATION IN
TO BE AS A STUDENT,
SOCIAL-EMOTIONAL
STRUCTURING LESSON
OUR LIVES. THIS
ARTIST, ATHLETE AND
PIECE PROVIDES A
PLANS AND ADJUSTING
CALIBRATION IS
FRIEND. BELONGING IS
FOUNDATION FOR
CLASSROOM
ESSENTIAL TO HELPING
FINDING YOUR PEOPLE
KIDS TO THRIVE
STRATEGIES."
OUR STUDENTS
AND KNOWING THAT
ACADEMICALLY,
CHARLES GRIFFITH
REALIZE MEANING AND
TOGETHER, WE ARE
ATHLETICALLY AND
D I R E C TO R O F WESTMINSTER T E A C H I N G I N I T I AT I V E , WESTMINSTER SCHOOL
HAPPINESS. WE HAVE
MORE THAN THE SUM
ARTISTICALLY. YOUNG
THE OPPORTUNITY
OF OUR PARTS.”
ADULTS NEED TO BE
AS EDUCATORS AND
J U L I E FA U L S T I C H
SURROUNDED BY
PARENTS TO CREATE
HEAD OF SCHOOL, W E STOV E R S C H O O L
EDUCATORS THEY CAN
“IF WE WANT
THE SPACE FOR
TRUST, THOSE WHO
STUDENTS TO BE
THEM TO ACHIEVE
PROVIDE A PLATFORM
WELL NOW AND TO
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FOR STUDENT VOICES
LIVE WELL AS ADULTS,
KAI BYNUM
TO BE HEARD.”
WE NEED TO COMMIT
HEAD OF SCHOOL, HOPKINS SCHOOL
D R . B R E N DA N BY R N E MIDDLE SCHOOL DIVISION HEAD, THE HARVEY SCHOOL
OUR MOST PRECIOUS RESOURCE—TIME—TO TEACHING THEM HOW TO DO THAT WHILE THEY ARE IN SCHOOL. NOTHING ELSE THAT WE DO AS EDUCATORS IS AS IMPORTANT.” M AT T H E W B Y R N E S HEAD OF SCHOOL, WOOSTER SCHOOL
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“THE PRESSURES ON STUDENTS CONTINUE TO CHANGE ALONGSIDE TECHNOLOGICAL DEVELOPMENTS AND SOCIETAL SHIFTS, BUT RESEARCH TELLS US THAT FAITH DEVELOPMENT CAN LEAD TO AN INCREASED SENSE OF SELF AND PURPOSE IN LIFE. WE CAN HELP STUDENTS ACHIEVE WELLNESS BY HELPING THEM DEVELOP THEIR FAITH AND A RESPECT FOR INTELLECTUAL VALUES.” JENNIFER BENSEN HEAD OF THE UPPER SCHOOL, SACRED HEART GREENWICH
FOSTERING CURIOSITY Have a question? Ask it. Ready to learn something new? Find it here. Have an idea to share? We’re listening. Want to explore the world? Start at Sacred Heart. We turn young women into global leaders one curious step at a time.
ADMISSION TOUR DAY
October 11—9 a.m. to Noon
FALL OPEN HOUSES Upper School—Thursday, October 18 at 6:00 p.m. K–12—Saturday, November 3 at 9:00 a.m. Barat Center—Friday, November 16 at 9:30 a.m.
CSHGREENWICH.ORG
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IONA PREP DIFFERENCE
CONGRATULATIONS TO THE CLASS OF 2018! An Iona Prep education is one of the best investments you can make for your son’s success.
Ĥ Iona Prep’s Class of 2018 earned more than $29 million in merit scholarships, with an average award of $60,300 Ĥ 78% of Iona Prep’s 2018 graduating seniors received 472 academic scholarships to the colleges of their choice. Ĥ To ensure college success, Iona Prep provides a two-tiered college counseling approach where students are assigned a college counselor in their junior and senior years, serving as an additional support to the student’s regular school counselor.
Ĥ Seniors have been accepted to their top choice schools, including Boston College, Brown University, Bucknell University, Cornell University, Massachusetts Institute of Technology, New York University, Northeastern University, University of Notre Dame, Rice University, Stanford University, the United States Military Academy at West Point, Yale University, and many others.
BEGIN YOUR COLLEGE PREPARATORY JOURNEY THIS FALL Contact Admissions@IonaPrep.org or visit IonaPrep.org
#IAMIONAPREP Iona Preparatory Upper School 255 Wilmot Road New Rochelle, NY 10804 (914) 600-6154
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