! 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: