Areté Spring 2018: Big Steps for Little Learners

Page 1

! s d n u o B d n a s p a e L y Growing b g, Mat t Glendinnin

Head of Schoo

l

IN 2012, OVER 1,000 members of the Moses Brown

through transformational projects, each shaped by a different

community gathered for a series of generative conversations

belief about what we value as a school, hence the name.

to explore the future of our youngest students, then threeyear-olds in MB’s nursery. Knowing that the world they

We believe in learning through experience, and in applying knowledge to solve real problems.

would find when graduating from college in 2030 would likely

In a world where you can look up any known fact in

be very different from today, we pushed ourselves to address

seconds on your phone, school isn’t just about building

a simple but challenging question: how can a 230-year-old

knowledge; it’s about using that knowledge creatively

school remain true to its time-tested philosophy while also

to solve problems. That’s why we adopted project-based

creating a culture of innovation, one that prepares students

learning school-wide and opened a 5,000-square-foot maker

for jobs that probably don’t exist yet?

space, the Y-Lab—to give students regular practice working

Those discussions resulted in a plan for 21st-century education called MB Believes, and in this issue of Areté, you’ll

in teams, using design thinking to engineer and prototype solutions to open-ended questions.

get a close look at some of the changes we’ve made in lower school as we continue to listen, learn, and evolve.

And they are. Second-graders recently built bridges that would bear a classmate’s weight. To find the best size and

MB Believes identifies three skills that the next generation

design for MB’s school garden, first-graders conducted

of leaders will need to thrive in an interconnected, rapidly

ethnographic research with stakeholders and worked with

changing world: Expert Thinking, Global Awareness, and

upper schoolers to create scale models they then presented

Ethical Leadership. We are fostering those skills in our students

to our Sustainability Committee. CONTINUED INSIDE

e t a r e t I , e p y t o Design, Prot MOSES BROWN’S STRATEGIC

well as MB parents, students, alumni,

In

plan

and teachers—and we’ve kept evolving.

prototyped, and continue to iterate—

initiatives essential to a leading 21st-

This

long-term

just like we teach our students! Below

century education.

planning and real-time adjustment

is a timeline that highlights ways

ensures students will have the full

our plans for the lower school have

advantage of leading-edge programs

unfolded and evolved.

defines

specific

skills

and

Since our initial discernment dialogues in

2012

we’ve

kept

listening—to

industry and educational leaders, as

Assistant Head of School for Academic Affairs Debbie Phipps and Head of School Matt Glendinning.

2012

combination

of

other

words,

we’ve

designed,

and our time-tested values.

Discernment dialogues: What does a nursery-age student need upon graduating college in 2030?

Partnership with Institute for Study and Practice of Non-Violence


FROM MATT

We believe in bringing our classrooms to the world, and the world to our classrooms.

OJ Martí will join MB in July!

The world needs leaders with a global perspective, and to that end MB’s new TRIPs program seeks to expose students to world views and life experiences different than their own. Last year, 400 students went on overnight expeditions, including more than

team culture–has helped him support, coach,

half the lower school. Some third and fourth

and strengthen teachers’ daily practice.

graders hike on the Appalachian Trail, and fifth graders study the civil rights movement in

This wealth of experience is only part of what

Washington, D.C. And in classrooms, children

made OJ a match for the Head of Lower School

regularly explore the rich tapestry of world

position. A dynamic visionary, he is passionately

cultures, from a second grade unit on Japan to

committed to a demanding and engaging

a fourth grade study of immigration.

We believe in coming together to learn, play, perform, and celebrate. The new Woodman Family Community & Performance Center sits at the geographic

New Head of Lower School–OJ Martí

academic program, and the differentiated

Debbie Phipps, Assistant Head of School

values top-quality teaching, working closely with

When MB students choose their colleges, we

center of campus. This 35,000-square-foot

talk about the importance of finding a match:

facility has become the intellectual, artistic,

a place that values their contributions, builds

social, and spiritual heart of MB, connecting all three divisions in new ways. Under the direction of professional actor, director, and playwright Steve Kidd, and with musical direction from music teacher Chad Putka, lower school students

come to know him—arrived at MB for a day of

and charismatic leader. One parent commented

interviews, we knew we’d found our match.

that in his gathering with lower school parents,

Steve and Chad decided to double-cast the show,

business management on a full academic and

doubling the number of performances so that

leadership scholarship at Providence College.

every child had a chance to shine.

He then earned a master’s in education at the University of Pennsylvania while teaching math in Philadelphia, and joined the leadership team at Teach for America. When TFA needed someone

lower school. Our goal is to make sure that our programs and staff structure are aligned to deliver MB’s mission, address the evolving needs of our families, and continue implementing our forward-looking vision, MB Believes. These dialogues have been deeply rewarding and have yielded valuable results. First, Debbie and Director of Global Education Gara Field (herself a nationally

Moses Brown. His vision and our mission align.

were many—quickly recognized him as a strong

school in Pawtucket before earning a degree in

conversations with parents and teachers in the

partnership that is central to who we are at

grow. When Osvaldo Jose Martí—OJ, as we’ve

Kids. When 42 students came out for auditions,

School Debbie Phipps and I have held additional

instructors individually, and the home/school

The constituencies who met with OJ—and there

Born in the Dominican Republic, OJ went to

Over the past two years, Assistant Head of

students in our diverse world and school. He

on their strengths, and challenges them to

recently put on their first-ever musical, Annie,

New areas for growth in the lower school.

instruction that will meet the needs of all

OJ was “confident yet humble, aspirational and inspirational, clear, and contagiously exciting. He welcomed the idea of working in partnership with faculty and parents.” That this session, as well as others, was peppered by laughter speaks to OJ’s ebullient personality and his skill telling stories—an attribute important to all aspects of school leadership.

to manage the Teacher Leadership development

Great school leaders embrace the contrasting

program in Rhode Island, OJ returned to

tensions of their roles and, ultimately, it is this

the Ocean State. In that role, he co-founded

ability that most clearly led to the selection

the Latino Instructional Coaches National

of OJ as our next lower school leader. He is

Network, and went on to work for the Center

both inspiring and realistic; reliant on data and

for Leadership and Educational Equity before

also deeply human; focused on curriculum

becoming the founding principal at Middle School

and pedagogy while recognizing that it is the

2 of Blackstone Valley Prep Mayoral Academy.

people who define a school. We look forward

At every step, OJ’s commitment to educational

to welcoming OJ to Moses Brown, to lead, to

equity–and to building a strong mission-driven

inspire, and to help us remember to laugh.

recognized elementary educator) led a national search that resulted in our naming Osvaldo Jose Martí as the new Head of Lower School beginning next year. We’ve

also

differentiated

increased

our

learning. Next

focus year

on we’ll

significantly enhance our ability to provide individual support, tutoring, and enrichment

2013

for students. Together with Laurie Center and

that have guided MB since its founding: care

Susan Pirrucello-McClellan, we’ve created

for the academic development and emotional

new opportunities for students to develop their

well-being of each child, a commitment to

passions for math, coding, and tinkering.

integrity and equality, and self-discovery

This dynamic growth in lower school comes with an unwavering commitment to the values

MB

Unveiled strategic plan, MB Believes: A Vision for Learning, People, and Place

BELIEVES a vision for learning, people and place

2 | Areté, Spring 2018

Wednesday, October 2, 13

through guided play and silent reflection. These are things I think we can all believe in!

2014

School-wide adoption of project-based learning


United for Success: Introducing the Student Suppor t Team NEXT SEPTEMBER, LOWER school students will return to find a team of experts waiting to help them be their best.

Specific services will include on-site Orton-Gillingham instruction, differentiated math and reading instruction, individualized plans to

With a new formalized Student Support Team, learning specialists

support learning differences, and in-house counseling.

will ensure that every student is challenged appropriately, offering both

In addition, this group will serve as a leadership team to help OJ Martí,

enrichment and support in response to various learning styles and passions.

the new Head of Lower School, extend Moses Brown’s culture of excellence.

SAMANTHA BRADSHAW ’85

JEFF d’ENTREMONT

B.S. ELEMENTARY EDUCATION | M.A. READING EDUCATION

B.A. ENGLISH | M.ED. ELEMENTARY EDUCATION | M.B.A.

Literacy Specialist (re-structured position for 2018-19)

Dean of Admission & Student Life (new position in 2018-19)

• MB first grade teacher for four years; former Director of Student Services at St. Michael’s Country Day

• 21 years at MB as teacher, Dean of Admissions, and Head of Lower School

• Offers division-wide literacy acceleration and support, including Fundations and Columbia University’s Lucy Calkins method

• Supports students and parents from admission through 6th grade transition

• Provides small-group and individual Orton-Gillingham tutoring on-site

• Supervises MB After 3 and special programs • Coordinates one-on-one and small-group accelerated learning

• Supervises research-based system for tracking each student’s evolving reading level

KRISTA HASKELL, LICSW

SUSAN PIRRUCCELLO-MCCLELLAN

B.A. ENGLISH LITERATURE AND THEATER | M.S.W.

B.A. SOCIOLOGY, ECONOMICS | TEACHING CERTIFICATE

N-6 School Counselor & Learning Specialist (new position in 2017-18)

Math Specialist (re-structured position for 2017-18) • MS teacher, MS math coordinator, and US math teacher for Providence Country Day; US teacher at School One

• Vast experience as a school counselor: Rocky Hill, Buckingham Browne & Nichols, Westtown Friends, and Delaware Valley Friends School

• Leading implementation and training in new, research-based Investigations III curriculum

• Provides guidance and counseling in social-emotional health, Responsive Classroom, and Second Step • Works with parents to coordinate educational testing and creates individual support plans • Collaborates with teachers to support students with different learning styles and unique social and emotional profiles

• Collaborates with teachers to deliver differentiated math instruction in the classroom at every grade level • Supervises student enrichment activities designed to enhance computational thinking, including Math Clubs and Math Olympiad

Thanks, Jeff! What’s next? Team to manage one-on-one and small group

went on an overnight trip last year); the

enrichment.

addition of learning support services like

During 21 years at Moses Brown, Jeff has served in many different roles in the lower school, including division head, admissions dean, and teacher of pre-primary, first, and fifth grades.

and his deep care for children, Jeff is uniquely THOSE OF US used to seeing Jeff’s smiling

suited to partner with OJ and our Student

face each morning during drop-off won’t have

Support Team to enhance differentiated

far to look next year. He’ll be everywhere in the

instruction and to help guide students along

building as Dean of Admissions & Student Life.

their lower school journey, from enrollment all

In this role, new for 2018-19, Jeff will return to

the way through the transition to sixth grade.

and also take charge of important activities such as MB After 3, assemblies, and special events like Grandparents Day. He’ll work closely with teachers and the Student Support

2015

Asst. Head of School for Academic Affairs Debbie Phipps appointed to oversee N-12 curriculum

During six years as leader of the lower school,

Jeff

positions; and the expansion of project-based learning, especially in the areas of science, engineering, design, and coding. Jeff has also been instrumental in the review and adoption of important technologies, from the Code-a-

With his years of experience in the classroom

familiar territory—overseeing Admissions—

the full-time Math Specialist and Counselor

stewarded

some

significant

changes, including the launching of the TRIPs program (half of lower school students

Pillar in early childhood classes to the iPads in fifth grade. “Lower school is where children discover that they really love learning,” says Jeff. “I’m grateful that my career has continued to evolve in a way that lets me see and support this from every angle.” The whole lower school community thanks Jeff for his commitment to MB, and looks forward to supporting him in his new role!

New Director of STEM Education Dr. Laurie Center develops N-12 engineering and coding

2016

Woodman Center opens!

Spring 2018, Areté |

3


Lower Schoolers Build, Travel, Compute, and Perform Strategic plan fuels new educational opportunities for youngest learners IN RECENT YEARS, the educational experiences of lower school students

process focused on how MB would need to evolve to prepare our youngest

have been transformed by unprecedented investments in the learning, people,

students, then three-year-olds, for the world they would find as college graduates

and places of MB. This growth is fueled by a strategic plan, MB Believes, aimed

in 2030 (see page 1 for more).

at amplifying our time-tested values and core liberal arts curriculum, as we innovate to meet the needs of this rising generation.

Below are highlights of how the lower school program has grown to cultivate the skills and values—Expert Thinking, Global Awareness, and

The plan emerged from a year-long series of conversations, Discernment Dialogues, including 1,000 community members and outside experts. The

Ethical Leadership—MB believes are essential to leading lives of leadership and purpose in the decades to come.

M! Director of STE e Laurie C nter

Y-LAB

• Lower school leading the way in use of Y-Lab; more than 130 children have engaged in designing, engineering, and making in the Y-Lab • First-graders working with upper school AP Environmental Science class to prototype designs for the new Friends’ Garden • Lower school scientists in grades 2-5 exploring wind power, electrical circuits, climate change, buoyancy, catapults, and bridge building • Engineering classes for grades 3-5 and after-school robotics and Design Squad programs for grades K-5 • Using littleBits, fifth graders applying their knowledge of electrical circuits to design and build energy-saving applications for homes, such as a sensor that turns off air conditioning when windows are left open

EXPERT THINKING • Coding curriculum in grades N-5 featuring Creatoverse, Daisy the Dino, CargoBot, Code-a-Pillar, Ozobots, and more • STEM Director Dr. Laurie Center uses the Code-a-Pillar to teach pre-primary students the three fundamentals of coding—sequencing, repetition, and control statements • Tailored work trays in pre-primary personalize early childhood math instruction • Fifth and tenth graders co-presented at Providence College’s Project-Based Learning conference • Regular, rigorous project-based learning: second graders learned engineering by designing a bridge for their classmates to cross; fourth graders learned about world religions by designing interfaith centers; and fifth graders taught math to younger students using fun arcade games of their own invention • All students learning from peers of different backgrounds with greater socioeconomic, cultural, and racial diversity than ever before—all made possible by increased scholarship funding

TRIPS/GLOBAL EDUCATION • Lower school leading implementation of TRIPs program, with 100% of students taking some kind of educational day trip, and over 50% participating in overnight experiences • Overnight trips have included exploration of whaling on Nantucket, summer outdoor adventure in the White Mountains, fourth grade overnight to Camp Fuller/Nature’s Classroom, and capstone fifth grade civil rights trip to Washington, D.C. • Fifth grade now begins year with a teambuilding trip to Tree Top Adventures • Japanese language instruction included in second grade cultural study unit • URI Confucius Institute providing after-school Chinese Language Instruction

Year-long review of all-school math curriculum enhances differentiated instruction and enrichment

4 | Areté, Spring 2018

New lab assistant helps extend lower school science instruction N–K

Matt Glendinning, Debbie Phipps conduct year-long review of staffing and learning support


WOODMAN FAMILY COMMUNITY & PERFORMANCE CENTER

• Drama teacher and professional actor and playwright Steve Kidd directed 5th grade play The Little Prince • Staged Annie, Kids, Moses Brown’s first-ever lower school musical; 42 children participated with two full casts • Music teacher Chad Putka introduced ukulele instruction and music composition to curriculum, was music director for Annie, Kids; created new holiday sing tradition in Woodman Center with good acoustics, room for everyone—and comfortable seats! • Offered after-school music, drama, and songwriting with professional musician Keith Munslow • Expanded performance opportunities for 3-5th graders in string and wind ensembles led by all-school music faculty Hilary Major and Steve Toro. • All-school Black History Month performance featured 180 student musicians from all divisions

WORLD-CLASS TEACHING/LEADING CURRICULUM • 69% of lower school faculty have advanced degrees

• All faculty received math training by Renzulli Institute for Gifted and Talented Education at University of Connecticut • Bringing Columbia University Teachers’ College experts on campus for the past 4 years expands two-decade program of professional development for writing instruction • Continued excellence of social-emotional learning environment, using leading-edge curricula like Responsive Classroom and Second Step • Only school in R.I. to participate in (and win!) the World Peace Game • New K-2 phonics and 1-5 grade spelling programs

OPEN ACCESS

• All-school scholarship budget has increased 100% in the past ten years • 80% of lower school candidates apply for scholarship • Almost $1 million in scholarship invested each year in lower school • $17,355 average lower school scholarship award

“Increased scholarships mean more access to MB for smart, engaging children who enrich every classroom, every day,” says Hugh Madden ’84, Director of Admission and Financial Aid.

WHAT’S NEXT FOR THE LOWER SCHOOL?

• With extensive program investments and a new Head of Lower School in place, in 2018-19 attention will turn back to the longterm facility needs of elementary education at MB, including: • Re-visiting architectural design process for lower school expansion and renovation with faculty, staff, parents, students, and alumni • Initiating fundraising efforts; project timing dependent on funding progress

Head of School online parent surveys (summer ‘16 and ‘17)

2017

Y-Lab opens!

New full-time N-6 Counselor and Learning Specialist

Math Olympiad and Math clubs introduced

Spring 2018, Areté |

5


STEM in Lower School Dr. Laurie Center, Director of STEM Education WE’VE ALL READ that STEM jobs are

physical and digital worlds. They connect

growing at twice the rate of other occupations,

theoretical considerations with real-world

commanding higher salaries for addressing

results, and practice working through failures

critical challenges of the 21st century. Many

and mishaps to achieve their desired results. Our

high schools have added robotics, advanced

goal is for every lower schooler to experiment

calculus, and programming in response,

with robotics as a way of programming and

and at MB we’re doing that and more! In

influencing the physical world.

lower school, we’ve developed a program in engineering, design, and coding—teaching our

youngest

children

to

brainstorm,

prototype, fail, and iterate—which develops resilience and increases the likelihood that students will continue their engagement in STEM-related classes.

become

schoolers

have

always

loved

woodshop, which uses traditional woodworking to teach the design process and engineering skills with real-world results. The opening of the Y-Lab has dramatically increased this kind of learning in classes at all levels. Collaborating, brainstorming, prototyping—testing theories

STEM education in lower school helps students

Lower

good

digital

citizens,

and making adjustments—are the habits of good

21st-century

problem-solvers.

New

Math Program Multiplies • Full-time math specialist working directly with students, providing increased support for learning differences and accelerated achievement • Updated math curriculum–Investigations III– now in grades K-4 • Pre-primary ‘work trays’ provide personalized literacy and numeracy instruction • 5th grade using 6th grade math curriculum

staying safe online and acting responsibly

STEM classes in grades 3–5 challenge students

• Math Clubs for interested students of all ages

toward others. By introducing first through

to experiment with wheel circumferences,

• Math Olympiad teams in 4th—5th grades

fifth graders to coding, we help them

weights, and ramp angles to hypothesize how

understand how programming works in

far a gliding cart would travel, and then measure

• One teacher in 3rd, 4th, and 5th grade classrooms now specializing in math instruction

a variety of formats. When pre-primary

the results to see how they did.

children play with the Code-a-Pillar, they learn the three fundamental structures of coding—sequencing, repetition, and control statements—the same principles central to AP Computer Science in the upper school.

spherical

robots

that

bridge

When lower school science teacher Elizabeth Grumbach introduces fifth graders to electrical circuits, they discover logic gates, implementing coding principles with physical objects. They then prototype ‘smart homes’ which encourage

In third grade, students program Ozobots, small

• More differentiated instruction in all grades

the

Whoa! This means I learn logic building blocks and programming early!

occupants to save energy. Young learners love building, but without ample opportunity for creative exploration, too many children mistakenly decide they aren’t

Sure, they may find a great STEM job someday—

engineers. We want all MB students to be

but no matter what their eventual field, they’re

comfortable thinking programmatically, testing

building skills that will prime them to lead the

their ideas, and having exciting ‘aha’ moments.

way in tackling the problems of the 21st century.

Class of ’50

Highlights of Other LS Program Growth • Technology teacher now extends program to N-K • 1:1 iPad Program in 5th grade • Subject-specific expertise in math and English in 3th, 4th, and 5th grade teaching teams

Even though lower school has changed a lot, don’t worry—we are still teaching the same values that have made MB special for over 200 years!

Matt and Debbie host parent forums to inform Lower School Head search

6 | Areté, Spring 2018

OJ Martí named new Head of Lower School

Social-emotional Learning Task Force; adopt Second Step curriculum


A View from the Top AS FIFTH GRADER Sophie H. ’25 enters the final weeks of her lower school career, she took time to reflect on the teaching that has shaped her MB experience so far. Areté: Are there particular teachers or lessons that have been memorable for you? Sophie: My first grade teachers made me feel really comfortable so I would have a good first

LS science

year. They used a lot of books, like Flat Stanley,

teacher Elizabeth

that made reading really fun. [In fifth grade,]

Grumbach brings

Ana Weiner makes things interesting—she

hands-on science

tells us stuff, but we also watch videos and

to students.

do research on our own. I just studied Iqbal Masih, who worked to end child slavery in

Teaching Questions, Not Answers

Pakistan. Now I’m studying nonfiction with Carolyn, and writing about Mikaela Schiffrin,

Erik Wilker, Director of Administrative and Strategic Affairs

Lindsey Vonn, and Chloe Kim.

THE HEART OF any great school is great

What is light, and how could we make sure all kids

Areté: Are there any things that have been

teaching. At MB we are fortunate to have so

have the light they need? Second graders study

particularly challenging?

many teachers who invest tremendous care into

the sun, shadows, and the mechanics of solar

their craft, their subjects, and their students.

panels—and then build and sell solar lights

Lower

Elizabeth

to raise funds for children in the developing

Grumbach delivers transformative lessons to

world. In her classroom, introductory science

elementary students, and in addition to science

isn’t about replicating others’ discoveries; it’s

fundamentals, she focuses on strengthening

about developing the tools and confidence to

students’ global awareness, creative problem

explore the world on one’s own.

school

science

teacher

solving, and ethical leadership skills.

Playing with Purpose

Breaking it Down

Especially in science, the best learning

Sophie: Multiplying fractions was confusing at first, because you think the number should be getting bigger. But Lance showed us that if you multiply by one, things stay the same, so multiplying things by less than one has to make them less. Also, the notes from class make the homework pretty easy. Areté: What are your relationships with teachers like?

Elizabeth uses these concepts to scaffold her

happens by trying things yourself. Children

unit plans, each of which has an academic and

need to be challenged at the right level—and

Sophie: Really good. Ana always says, “All my

a real-world component, so that students learn

with the right topic—and then set loose to

jellyfish are like my kids. You can come see me

the fundamentals of disciplines like chemistry

tinker and improvise. Much like everyday play,

if there’s ever anything going on with you or

or ecology as well as their relevance to the

good science builds imagination, empathy,

you’re having trouble with something”

modern world. She helps students practice

collaboration, and action. Wondering what they

observation, inferential thinking, deductive

can do to address the impact of climate change

reasoning, and logical planning in ways that

in R.I., our fifth graders learn to ask questions,

Sophie: Just that the teachers are

cultivate resilience, curiosity, and joy. “Science

hypothesise, and design experimental models.

always helping you learn, and

should provide lots of ‘wow moments,’” she says.

They document, fail (sometimes hilariously),

they make it really fun. They use

then reformulate plans to see what happens

jokes—especially Lance—and

next. “One of my proudest moments as a

videos and projects, all kinds

teacher,” says Elizabeth, “was watching our fifth

of stuff, to break things up.

Questioning Lower

schoolers

are

curious

about

everything, and Elizabeth harnesses that energy by posing open-ended questions. Why do they put salt on the road when it snows? Preprimary students answer by experimenting with water, temperature, and salt and then applying their knowledge to snow storms.

2018

Investigations III math curriculum introduced

graders present their findings at a conference on project-based learning at Providence College last year. And their letters to civic leaders about

Areté: Is there anything you’d like to add?

Areté: So, do you feel ready for sixth grade?

the threat of climate change is proof positive

Sophie: My parents say

that science can be both playful and rigorous at

I am, because I’m so

the same time.”

organized. We’ll see.

First-ever lower school musical, Annie, Kids

Re-structured Literacy Specialist to include on-site Orton-Gillingham instruction

Spring 2018, Areté |

7


A PUBLICATION FROM HEAD OF SCHOOL MATT GLENDINNING

s r e n r a e L e l t t i L r o f s Spring 2018 Big Step OUR PLAN IN ACTION

NEW HEAD OF LOWER SCHOOL

STUDENT SUPPORT TEAM

Moses Brown School

GROWING BY LEAPS AND BOUNDS

250 Lloyd Avenue, Providence RI 02906

What’s Inside:


Turn static files into dynamic content formats.

Create a flipbook
Issuu converts static files into: digital portfolios, online yearbooks, online catalogs, digital photo albums and more. Sign up and create your flipbook.