SACS/SAIS Accreditation Main Report by Presbyterian Day School

SAIS/SACS DUAL ACCREDITATION SELF-STUDY 2009-2010

Presbyterian Day School 4025 Poplar Avenue • Memphis, Tennessee 38111-6022

LETTER

DEAR SACS/SAIS TEAM, We are honored and grateful that you have agreed to serve on our SACS/SAIS Accreditation Team, and we are excited for your visit April 20th-22nd. We are eager to share with you our work during the past five years and our vision and plans for the upcoming years. We seek to be a learning organization, always striving to grow and improve, and we know that your visit and report will be an important part of our learning and growth. We have worked hard and accomplished much since 2005, and we have ambitious plans for the future. We hope and think our self-study conveys and captures that. Again, please know of our deep gratitude for your willingness to assist Presbyterian Day School in our on-going efforts to achieve most fully our school mission. Sincerely,

Lee Burns, Headmaster

CONTENTS HISTORY .

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EXECUTIVE SUMMARY .

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Highlighting PDS from 2005-2010

OVERVIEW OF SELF-STUDY . Self-Study Committees .

PROFILE

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Religious Affiliation . . . . . . . . . . . . . . . Student Diversity . . . . . . . . . . . . . . . . . Attrition . . . . . . . . . . . . . . . . . . . . . . . Parent/Guardian Demographics . . . . . . . Seventh Grade Placement . . . . . . . . . . . Organizational and Leadership Structure .

RESPONSE TO PREVIOUS VISIT RECOMMENDATIONS 2005 SACS/SAIS Recommendations .

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ANALYSIS OF COMPLIANCE STANDARDS . Standard 1 . Standard 2 . Standard 3 . Standard 4 . Standard 5 . Standard 6 . Standard 7 .

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CONTINUOUS IMPROVEMENT . Profile . . . Vision . . . Plan . . . . Outcomes

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QUALITY ASSURANCE

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Methods Used . . . . . . . . . Put Into Action . . . . . . . . Communicate Results . . . . Enhance Student Learning .

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HISTORY In 1949, Second Presbyterian Church, one of the oldest churches in Memphis, founded Presbyterian Day School at the church’s new location at Poplar Avenue and Goodlett. An introductory statement sent to church members stated, “We believe that this field (Christian education) offers a real challenge to us and through the medium of this weekday kindergarten, we are preparing to try to use this opportunity for the greatest good to these children, their homes, and to the highest glory of God.” Pastor A.W. Dick and Mr. Robert Hussey played key leadership roles in the opening of PDS. Thirty-five children - boys and girls- enrolled in kindergarten in 1949. In 1951, the Pentacost-Garrison School for boys closed, and many of those families enrolled their boys at PDS, which thus became a large boys only school serving boys in grades kindergarten through the 9th grade. In 1955, PDS helped Memphis University School (MUS) reopen by giving MUS our 7th, 8th and 9th grades, as well as our headmaster, Colonel Ross Lynn. PDS thus became a school for boys in kindergarten through the 6th grade, and PDS and MUS have maintained a close and supportive relationship since then.

Since 1955, PDS has added junior kindergarten (1992) and pre-kindergarten (2005). The student body has grown to over 630, making PDS one of the largest boys’ elementary schools in the country. Major facility expansions have taken place in 1971, 1992, and 2009. The curriculum and teaching methodology have changed to assure that PDS continues to prepare boys to be scholars and leaders in a changing world. Despite these changes, PDS has remained true to its founding and mission and maintained its great traditions, which include the Christmas Pageant, the Speech Contest, Yipes Stripes, the Student-Faculty Basketball Game, and Happy-Grams. Throughout its history, PDS and Second Presbyterian Church have remained close and supportive partners, though they are separate entities, as PDS is an independent school. Over 3,300 boys (and a few girls from the early years) have graduated from PDS, and they have held a number of leadership positions in Memphis and beyond.

EXECUTIVE SUMMARY HIGHLIGHTING PDS 2005-2010 The five-year period of 2005-2010 has been an exciting season in the life of PDS. We have built on our traditions and strengths and been bold in pursuing new initiatives and directions that we believe will benefit boys in the 21st century. We have deeply wrestled with the question of what it means to be well educated in the 21st century. We have increased our commitment to 21st century education, especially to critical and creative thinking skills, and we have sent 60% of our teachers to study at the Harvard Graduate School of Education to provide the professional development they need to facilitate that type of learning in their students. We have expanded our Building Boys, Making Men program that offers boys a godly vision of manhood. We have opened two new large facilities: the Norma T. Wilson Early Childhood Center and the Physical Education Center, as well as new playgrounds and fields. We have established the Martin Institute for Teaching Excellence and the Crain Center for Global Curriculum. We have begun a pre-kindergarten program, a Mandarin program, and added laptop carts and smartboards to all classrooms. It has been a busy and exciting five-year period. While teaching and learning looks different in various ways than it did in 2005, and while boys have additional opportunities and resources, they continue to perform at high levels and to be known, nurtured and loved as PDS strives to glorify God by developing them in wisdom and stature and favor with God and man.

We teach in ways that excite and inspire boys and honor their energy, interests and unique ways of learning and growing. Classrooms are active places of learning, with frequent movement, much small group work, and extensive technology, including laptop carts and smartboards in all classrooms. Our boys consistently and significantly outperform their peers in all subjects in comparison to our nation’s leading independent schools. They develop the skills, mindsets and habits to thrive academically at PDS and at their future schools. Our Building Boys, Making Men program, which we have shared with schools around the world, offers our boys a Biblical vision of what it means to be a godly boy and, one day, a godly man. We are as deliberate about the development of a boy’s character, values and faith as we are his intellectual growth. PDS is located on a 29-acre campus in the heart of East Memphis. The campus and facilities are among the largest and finest for an elementary school in the country. The campus includes $20 million of very recent expansion. PDS alumni constitute a large portion of the leaders in the Memphis community and beyond, including FedEx founder Fred Smith and AutoZone founder J.R. “Pitt” Hyde.

Our academic program is rigorous and the expectations are very high, yet we recognize that individuals learn in unique ways, and we provide significant learning resources, so that we can bring out the best in every boy...and so we can love and celebrate every boy.

THE PAST FIVE YEARS The past five years have been marked by growth, most notably in the areas of curriculum, programs, professional growth and facilities. Notable areas of growth are as follows: • Opened new early childhood center with 16 classrooms, a commons, an admissions suite, conference room, and teacher work room.

• Began and increased use of social media to communicate with parents and schools around the world, including Facebook, Twitter, Diigo and our own Ning site.

• Opened new physical education center with new gymnasium, lifetime fitness center, locker-room and coaches’ offices.

• Increased campus security to a staff of five under the direct supervision of the school.

• Added two new playgrounds. • Added new 100 yard turf field and grass field. • Added Crain Center for Global Curriculum to enhance our boys’ and teachers’ understanding of the world. This includes opportunities for teachers/administrators to travel and share findings with faculty upon return. To date, three teachers have traveled abroad. • Added Mandarin language classes for Grades pre-kindergarten through first grade. • Received funding to establish the Martin Institute for Teaching Excellence, providing world-class training to public and private school teachers of students representing the full range of educational needs . • Redesigned schedule to better meet needs, enabling us to offer additional special elective classes for 6th grade, such as woodworking, cooking, graphic design, etc. • Combined Lower School and Upper School to form Elementary Division.

• Used an online version of ERB with added science component. • One of the school’s institutional goals is for each employee to grow professionally. Every other year, all employees go on a two-day, overnight retreat. • Added spiritual growth days so employees can reflect on and grow in their faith. • Participate in summer reading as a faculty. This past summer, we read the The Global Achievement Gap, The Prodigal God, and Ephesians, and watched 11 videos. • Added a learning specialist in 2006-2007 and another learning specialist in 2009-2010. • Added an Associate Program to assist classroom teachers in Early Childhood with various duties/ responsibilities. The program currently has five associates. • Enhanced the Building Boys, Making Men program that answers the question of what it means to be a man with seven virtues. It includes curricular integration, sixth grade meetings on male teenage issues, student retreats, mentor groups, parent sessions and father-son events.

• Added the position of Dean of Students. • Sent over 50 teachers and administrators to Harvard’s Project Zero, bringing to over 60% the percentage of PDS teachers having attended this world-renowned institute.

• Aggressively invested in the on-going training of our teachers through summer grants, conferences, consultants, reading, visits to schools, or our committees and task forces in addition to attending workshops, seminars, and conferences around the country.

• Adopted a public school, Berclair Elementary School, providesg the school with books, school supplies, and clothing for the children, provide teacher appreciation luncheons, organized a field day for the school each year and sent sixth graders to read with younger students. • Instituted on a monthly basis, the practice of first through sixth graders foregoing their snack for the kids and families at the Ronald McDonald House. We now deliver over 460 individually wrapped snacks each month.

• Launched a pre-kindergarten program. We offer a full day program, a half day program and a 3 full/2 half day program. • Launched a Capital Campaign that has received over $15.3 million in gifts and pledges from over 300 individuals with the PDS board committing over $9 million to the campaign.

• Provided meaningful community service opportunities for our boys. Students collected shoes to send to the earthquake survivors in Haiti. In just a week and a half, the boys managed to gather, bind and bag nearly 3,000 pairs of shoes, which were sent to the Haitian people via the Nashville-based charity, Soles4Souls.

OVERVIEW OF SELF-STUDY In an effort to assure involvement throughout the school, all faculty members and administrators were placed on a self-study committee. Seven committees were formed based on the seven standards set forth by SACS/SAIS. Each committee addressed the four critical questions as they pertained to their specific standard.

SELF STUDY COMMITTEES STEERING COMMITTEE Kim Bullard Accreditation Coordinator & Commitee Chair

Cheryl Burkart Director of Administrative Support

Lee Burns Headmaster

Braxton Brady Chaplain

Susan Droke Asst. Headmaster for Teaching and Learning

Beverly Kirkscey Director of Auxiliary Programs

Mark Fruitt Principal of the Elementary Division

Lee Rantzow Director of Annual Giving &Public Relations

Ross Spain Dean of Students

Jan Conder Director of Admission & Enrollment

Debbie Isom Head of Early Childhood

Winston Baccus Director of Communications

Steve Hearn Chief Advancement Officer

Linda Douglas Admission Liaison

Jill Kauffman Chief Financial Office

Sandy Kilgore Pre-Kindergarten Teacher

Cathy Kyle Chief Information Officer

Terri Jarratt First Grade Teacher

Dennis Smith Director of Operations & Director of Athletics

Holly Butora Fifth Grade Teacher

VISION & PURPOSE COMMITTEE Beverly Kirkscey Committee Chair Braxton Brady Dwight Creasman Sarah Haygood Beth Diaz Dabney Millar Beth Campbell

Darla Linerode-Henson Holly Butora Anna Pearson Melissa Smith Ting Ting Davis Elizabeth Bell Shari Caruthers Lindsay Lewis

GOVERNANCE & LEADERSHIP COMMITTEE Lee Burns Committee Chair

Alex Thompson Board of Trustees - Governance Committee Chair

John Colcolough Chairman of the Board of Trustees

Bo Braswell Board of Trustees - Chairman of Advancement Committee Chair

Chris Sanders Board of Trustees - Education Committee Chair

Jack Stokes Board of Trustees - Chairman of Endowment Committee Chair

Rusty Linkous Board of Trustees - Facilities Committee Chair

Steve Hearn Chief Advancement Officer

Wyatt Aiken Board of Trustees - Finance Committee Chair

Jill Kauffman Chief Financial Officer

TEACHING & LEARNING COMMITTEE Susan Droke Committee Chair Betty McGreger Claire Hicks Laura Glenn Terri Jarratt Kim Burns Sherry Creasman

Susan Love Kim Trefz Ashley Garner Charlotte Shaw Kim Bullard Jessica Chandler Cindy Brock

DOCUMENTING & USING RESULTS COMMITTEE Mark Fruitt Committee Chair Alice Parker Cyndy Wright Brooke Haley Allison Larson Marie Duncan

Windy May Dee Gibson Lynell Hecht Shelley Umberson Teresa Scott Emily May Carolyn Perry

RESOURCES & SUPPORT SYSTEMS COMMITTEE Debbie Isom Committee Chair Ross Spain Nina Haley Lou Martin Palmer Smith Abbie Fowler

Peggy Riggins Liz Parks Dawn Southerland Nancy Gentry Russ Norment Deborah Smith Emily Kamm

STAKEHOLDER COMMUNICATION & RELATIONSHIPS COMMITTEE Winston Baccus Committee Chair Lee Rantzow Cynthia Cross Jan Conder Dale Hill Cynthia Graham

Linda Douglas Elizabeth Wafler Teresa Yarwood Bill McMath Kelli Anderson Merideth Arnold Holly Yarbrough

COMMITMENT TO CONTINUOUS IMPROVEMENT COMMITTEE Cathy Kyle Committee Chair Sharon McCall Courtney Humphreys Jean Nabers

Darilyn Christenbury Sandy Kilgore Traci Stewart Tosha Thomas Lyndsey Kelley Lori Johnson

PROFILE RELIGIOUS AFFILIATION PDS is a school predominantly composed of students whose parents claim a Protestant background. However, as reflected in the Intent and Purpose Statement, the school does not seek to limit itself to students of this religious heritage. The school views itself as a ministry of Second Presbyterian Church to boys and families in the Memphis area by providing a challenging academic program in a distinctly Christian environment. What appears below is the religious affiliation breakdown for the school for the 2009-2010 academic year. *No affiliation either indicates no church was specified or the form was not completed. PRESBYTERIAN EPISCOPAL METHODIST ROMAN CATHOLIC NON-DENOMINATIONAL BAPTIST *NO AFFILIATION DISCIPLES OF CHRIST

42% (262 Students) 18% (114 Students) 12% (76 Students) 9% (55 Students) 5% (34 Students) 4% (27 Students) 6% (43 Students) 1% (7 Students)

HINDU MUSLIM CHURCH OF CHRIST CHURCH OF GOD IN CHRIST JEWISH ASSEMBLY OF GOD GREEK ORTHODOX CHRISTIAN SCIENCE

.6% (4 Students) .6% (4 Students) .5% (3 Students) .3% (2 Students) .3% (2 Students) .2% (1 Student) .2% (1 Student) .2% (1 Student)

STUDENT DIVERSITY In selecting students and building an overall class characterized by academic excellence and diversity, the school will consider several factors. To evaluate a student’s potential for academic excellence, the school will use ageappropriate testing, an interview, and confidential reports by current teachers/administrators (if available). PDS believes that the Bible teaches that the diversity of people and their backgrounds helps to reveal the splendor and power of God, that His love overcomes all differences, and that He calls us into common fellowship and community. We therefore intentionally seek out and serve boys and families of all racial, ethnic, religious and socioeconomic backgrounds and strive to build an inclusive school community in which every boy feels like he fits.

2005-2006 AFRICAN-AMERICAN . . . . . . . LATINO/HISPANIC . . . . . . . . ASIAN AMERICAN . . . . . . . . . NATIVE AMERICAN . . . . . . . . MIDDLE EASTERN AMERICAN MULTIRACIAL . . . . . . . . . . . . TOTAL NON-WHITES . . . . . . . CAUCASIAN. . . . . . . . . . . . . . INTERNATIONAL . . . . . . . . . .

2008-2009 20 3 . . 5 . . 0 . . 16 . . 7 . . 51 . 528 . . 0

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2006-2007 AFRICAN-AMERICAN . . . . . . . LATINO/HISPANIC . . . . . . . . ASIAN AMERICAN . . . . . . . . . NATIVE AMERICAN . . . . . . . . MIDDLE EASTERN AMERICAN MULTIRACIAL . . . . . . . . . . . . TOTAL NON-WHITES . . . . . . . CAUCASIAN. . . . . . . . . . . . . . INTERNATIONAL . . . . . . . . . .

35 4 . 19 . . 0 . . 10 . 12 . . 80 . 529 . . 0

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2009-2010 24 3 . 10 . . 0 . . 11 . . 7 . . 55 . 555 . . 0

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2007-2008 AFRICAN-AMERICAN . . . . . . . LATINO/HISPANIC . . . . . . . . ASIAN AMERICAN . . . . . . . . . NATIVE AMERICAN . . . . . . . . MIDDLE EASTERN AMERICAN MULTIRACIAL . . . . . . . . . . . . TOTAL NON-WHITES . . . . . . . CAUCASIAN. . . . . . . . . . . . . . INTERNATIONAL . . . . . . . . . .

AFRICAN-AMERICAN . . . . . . . LATINO/HISPANIC . . . . . . . . ASIAN AMERICAN . . . . . . . . . NATIVE AMERICAN . . . . . . . . MIDDLE EASTERN AMERICAN MULTIRACIAL . . . . . . . . . . . . TOTAL NON-WHITES . . . . . . . CAUCASIAN. . . . . . . . . . . . . . INTERNATIONAL . . . . . . . . . .

29 4 . 14 . . 0 . . 11 . 11 . . 69 . 548 . . 0

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38 4 . 17 . . 0 . . .5 . 14 . . 78 . 559 . . 0

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ATTRITION The number of students and families who decide to leave the school from one year to the next is typically low, representing over the past three years an average of 28 students per yearâ&#x20AC;&#x201D;or approximately 5% of the total student population. Parents report a variety of reasons for deciding to leave the school, the most frequent of which is moving out of town: 27 of 84 (32%) departures in the last three years, followed by an undue financial burden on the family 23 of 84 (27%) and consolidation of siblings at one school or starting middle school at another school 15 of 84 (18%). The tables on the following pages document more specifically the numbers and reasons for attrition over the past three years at the school.

2006-2007

2008-2009 total 23 students

total 31 students

1(family situation) 1(did not move to Memphis) JUNIOR KINDERGARTEN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0 SENIOR KINDERGARTEN . . . . . . . 1(did not move to Memphis) 1(lived too far away), 1(moved out of town) FIRST GRADE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0 SECOND GRADE . . . . . . . . . . . . . 2(financial), 1(another school) 1(moved out of town) THIRD GRADE . . . . . . . . . . . . . . . . . . . . . . . . . . 2(not right fit) FOURTH GRADE. . . . . . . . . . . . . . . . . 2(financial), 1(academic) 1(did not move to Memphis), 1(moved out of town) FIFTH GRADE . . . . . . 1(moved out of town), 2(another school) SIXTH GRADE . . . . . . . . . . . . . . . . 4(middle school elsewhere)

PRE-KINDERGARTEN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0 JUNIOR KINDERGARTEN . . . . . . . . . . . . 1(moved out of town) SENIOR KINDERGARTEN . . . . . . . . . . . . . . . . 2(another school) 1(lived too far away), 1(moved out of town) FIRST GRADE . . . . . . . . . . 3(moved out of town), 1(financial) SECOND GRADE . . . . . . . . . . 3(moved out of town), 3(financial) 1(lived too far away) THIRD GRADE . . . . . . . . . . 1(moved out of town), 1(financial) 1(another school) FOURTH GRADE. . . . . . . . . . . . 3(another school), 2(financial) 1(living in London for a year) FIFTH GRADE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1(academic) SIXTH GRADE . . . . . . . . . . . . . . . . 2(middle school elsewhere) 1(moved out of town), 2(financial)

PRE-KINDERGARTEN .

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2007-2008 total 28 students 0 5(moved out of town) 1(financial) SENIOR KINDERGARTEN . . . . . . . . . . . . . . . . . . . . . 2(financial) 1(no reason given), 1(moved out of town) FIRST GRADE . . . . . . . . . . 1(financial), 1(moved out of town) 1(another school) SECOND GRADE . . . . . . . . . . 2(financial), 1(moved out of town) THIRD GRADE . . . . . . . . . . 3(moved out of town), 1(financial) 2(not the right fit), 1(logistic problem) FOURTH GRADE. . . . . . . . . . . . . . . . . . . . . . . . . . . . 1(financial) FIFTH GRADE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2(financial) SIXTH GRADE . . . . . 1(middle school elsewhere), 1(academic)

PRE-KINDERGARTEN . . . . JUNIOR KINDERGARTEN

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PARENT/GUARDIAN DEMOGRAPHICS For the 2009-10 school year, out of the 35 zip codes represented, 67% of PDS families live in the area of the city called East Memphis. The breakdown of this 67% by zip code is: 29% in the 38117 zip code, 20% in the 38111 zip code, 11% in the 38120 zip code, and 7% in the 38119 zip code. The next most significant section of the parent population (13%) resides in the Germantown/Collierville zip codes: 38138 (6%), 38139 (4%), and 38017 (3%). Also, 3% of the PDS families live further east of the Germantown/Collierville area. Another 3% live in northern Mississippi and Arkansas.

Memphis, Tennessee

38111

38117

38120 38138 38119

Arkansas

38017

Mississippi

38017

SEVENTH GRADE PLACEMENT The school has long enjoyed a very productive and close relationship with Memphis University School (MUS), a seventh through twelfth grade, all-boys, college preparatory school also with roots at the Second Presbyterian Church. However, over the past eight to ten years, the Memphis educational marketplace has become more and more competitive for PDS students with several private schools (Evangelical Christian School, Briarcrest Christian School, Lausanne Collegiate School, St. Dominic School for Boys, and St. George’s Indpendent School) competing for students along with a vibrant honors program (called the “optional” program) at a local public high school (White Station). The table below reflects the placement information for our graduating classes over the past three years.

GRADUATING CLASS OF 2006-2007

GRADUATING CLASS OF 2008-2009

MUS . . . . . . . . . ST. GEORGE’S . . ECS . . . . . . . . . ST. DOMINIC . . . WHITE STATION

MUS . . . . . . . . . . . . . . ST. GEORGE’S . . . . . . . BRIARCREST . . . . . . . HARDING . . . . . . . . . . WHITE STATION . . . . . RIVERDALE (COUNTY)

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89% (62 students) 4% (3 students) . . 3% (2 students) . . . 1% (1 student) . . . 1% (1 student)

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89% (58 students) 3% (3 students) . . 2% (1 students) . . . 2% (1 student) . . 2% (1 students) . . . 2% (1 student)

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GRADUATING CLASS OF 2007-2008 MUS . . . . . . . . . . . . . . ST. DOMINIC . . . . . . . WHITE STATION . . . . . HOMESCHOOL . . . . . . . ST. GEORGE’S . . . . . . . MOVED OUT OF TOWN

82% (61 students) 5% (4 students) . . 3% (2 students) . . 3% (2 students) . . . 1% (1 student) . . 5% (4 students)

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ORGANIZATIONAL AND LEADERSHIP STRUCTURE Ultimate authority and leadership for the operation and management of the school resides with the Headmaster, though he vests leadership, authority, and decision-making in a number of individuals. The Headmaster seeks to build a school of shared-decision making and empower others to exercise creative leadership consistent with broad school principles and philosophy. Every employee, in fact, is a leader and should think of himself or herself as such.

ADMINISTRATIVE TEAM The Administrative Team consists of senior administrators who oversee divisions or departments within the school. Susan Droke Assistant Headmaster for Teaching and Learning

Cathy Kyle Chief Information Officer

Debbie Isom Early Childhood Head

Jill Kauffman Chief Financial Officer

Mark Fruitt Principal of the Elementary Division

Dennis Smith Director of Operations & Director of Athletics

Steve Hearn Chief Advancement Officer

Cheryl Burkart Director of Administrative Support

FACULTY LEADERS Faculty members hold a variety of leadership roles. For 2009-2010, they are: Claire Hicks Social Studies Department Chair for Early Childhood

Tosha Thomas Lead Teacher for Junior Kindergarten

Teresa Scott Math Department Chair for Early Childhood

Lyndsey Kelley Lead Teacher for Senior Kindergarten

Lori Johnson Language Arts Department Chair for Early Childhood

Sarah Haygood Lead Teacher for First Grade

Beth Diaz Math Department Chair for Elementary Division

Sharon McCall Lead Teacher for Second Grade

Jean Nabers Social Studies Department Chair for Elementary Division

Sherry Cresman Reading Department Chair for Elementary Division & Lead Teacher for Third Grade

Alice Parker Director of Academic Support Kim Trefz English Department Chair for Elementary Division Kim Bullard Science Department Chair for Early Childhood and Elementary Division Sandy Kilgore Lead Teacher for Pre-Kindergarten 18

Susan Love Lead Teacher for Fourth Grade Holly Butora Lead Teacher for Fifth Grade Ashley Garner Lead Teacher for Sixth Grade

CABINET The Cabinet, comprised of individuals from different parts of the school, meets periodically to discuss broad school issues. If needed, additional information can be found in our faculty handbook. Lee Burns Chair, Headmaster

Steve Hearn Chief Advancement Officer

Susan Droke Assistant Headmaster for Teaching and Learning

Winston Baccus Director of Communication

Debbie Isom Early Childhood Head

Jill Kauffman Chief Financial Officer

Mark Fruitt Principal of the Elementary Division

Cathy Kyle Chief Information Officer

Ross Spain Dean of Students

Dennis Smith Director of Operations & Director of Athletics

Jan Conder Director of Adminission & Enrollment

Cheryl Burkhart Director of Administrative Support

Linda Douglas Admission Liaison

Sandy Kilgore Teacher

Lee Rantzow Director of Annual Giving & Public Relations

Terri Jarratt Teacher

Beverly Kirksey Auxiliary Programs Director

Holly Butora Teacher

Braxton Brady Chaplain

RESPONSE TO PREVIOUS VISIT RECOMENDATIONS 2005 SACS/SAIS RECOMMENDATIONS COMMUNICATION Recommendations • Review school processes for new parent orientation (example: explaining everyday math), especially for new parents in lower and upper schools.

• Due to new initiatives over the past five years, the school would benefit from ongoing communication and education of parents regarding the goals for such changes and their importance in relation to the students.

• Clarify the roles and responsibilities of the Headmaster’s Cabinet. Our Response • We have created knowledge-based questions on our website for parent communication. There is a bank of frequently asked questions pertaining to school issues as well as an option for parents to submit a question and select what type of feedback they wish to receive. Please see the PDS website. • For the 2009-2010 school year, we have created Facebook groups by grade level. We have encouraged both teachers and parents to use this as a communication platform for school-related concerns/issues as well as social networking for playdates, etc. • For the 2009-2010 school year, we created a curriculum guide for grades one through six as a resource to parents. • In the spring of each school year, Debbie Isom (Early Childhood Head) leads an orientation session for pre-kindergarten and junior kindergarten parents.

• For several years now, we have implemented a “buddy program” for new PDS boys. There is a buddy party prior to the first day of each school year. The parents of the current PDS student serve as a resource to the parents of the new PDS student. • Headmaster Lee Burns has created a blog, which is updated quite frequently. • We have set up a calling post system, which allows an administrator to record an important message for parents in case of an emergency. The system will dial every contact number we have for all parents and guardians. • We have been very intentional about ensuring that the Headmaster’s Cabinet has a good representation of various PDS employees.

PLANNING Recommendations • Add staff to the admissions office to promote the research and networking necessary to plan for increased diversity, to respond to the changing demographics of the school population, and to support administrative needs in the admissions office.

• A media center preferably should be centrally located as a convenient resource for all students and a focal point of the school. • Clarify the school’s goals for diversity and its meaning.

• Consider cultivating a formal alumni group for future support of the school in fundraising, admissions, and preserving institutional memory.

• Build developmentally appropriate playgrounds for each division of the school, which should be conveniently located to maximize safety and travel time.

• Early childhood needs a developmentally appropriate education building that includes large classrooms for centers, an indoor common play area, and convenient access to outside playgrounds.

• An analysis of the safety and effectiveness of the carpool lines and plans should be done and resulting recommendations implemented.

• Additional space should be allocated for more science labs and art rooms.

Our Response • In 2007, we added an Admission Liason (Linda Douglas) to seek bright current senior kindergarten boys from public schools whose families would not and financially could not seek an independent school education for their sons. In 2007, we tested 12 such applicants and issued five contracts. In 2008, we tested 14 applicants and issued five contracts. In 2009, we tested 13 applicants and issued five contracts. These students receive tuition grants. • In 2008-2009, we set up a Diversity Task Force that created a statement in regard to racial, ethnic, religious, and socioeconomic diversity among our PDS community. • First through sixth grades now have a designated playground of their own to use during recess time. • In August 2009, our early childhood facility was completed offering four pre-kindergarten classrooms, four junior kindergarten classrooms, four senior kindergarten classrooms, additional art, music, bible and world languages classrooms, a fullsize turf football field, and a four square court.

• The cafeteria needs to be much larger to accommodate the daily schedule and class sizes. There is a need for improved food service which focuses on healthy choices.

• Our next phase of renovation will see the addition of a new media center, lunchroom, science lab, art classroom, music wing, and learning center. • Carpool is very streamlined due to the additional square footage and early childhood entrances. We have five full-time security guards on staff to aid in morning and afternoon carpool as well as security issues. • In 2008-2009, we added Cynthia Cross to our staff as Director of Alumni, Special Events and Parent Association Liaison. • In 2008-2009, we hired Rachel Berry as Director of Food Services. Rachel has a Bachelors of Science with emphasis in Community Health Education. She plans balanced meals for the boys. • Plans are in place for a new expanded lunchroom to be completed in 2011 (funding permitting).

STAFF DEVELOPMENT Recommendations • Design a process to evaluate the cost effectiveness of the generous professional development program and a process by which participants are held accountable for implementing new methods of instruction as a result of these experiences. Our Response • Teachers who attend professional seminars or the like are required to share at a full faculty meeting as well as apply learning to his/her classroom and incorporate in professional goal for the upcoming year. • To date, approximately 60% of our faculty and staff have attended Project Zero training at Harvard. • Teachers are encouraged to submit proposals to travel abroad over summer vacation. Those who travel are required to “tweet” on their learning and experience while away. Once they return, they present to the Administrative Team and later to the whole faculty. During the summer of 2009, we sent three individuals to New Zealand and Australia. One teacher will travel to Poland during the summer of 2010. • In 2007-2008, we held a faculty inservice on learning styles presented by Harvey Silver.

• The administration should implement a plan to utilize faculty input to further develop inservice programs.

• In recent years, “boy specialists” visited PDS and made observations as well as recommendations. In 2009, two administrators from The Buckley School, one of the most prestigious schools in New York City, spent two days at PDS as part of efforts by both PDS and Buckley to exchange ideas and best practices about educating boys in the 21st century. • Teachers may seek opportunities for graduate course work to be paid for by PDS. • Inservice is posted on the Ning prior to the school year, providing the teachers with opportunities for feedback. • Teachers seek opportunities for professional growth through webinars, online courses, and Harvard Online.

CURRICULUM AND INSTRUCTION Recommendations • Train teachers to use ERB scores more effectively in order to positively impact instruction.

• Wellness, health, and a lifetime approach to wellness should be deliberately integrated into the upper school physical education program.

• Continue to track achievement of graduates for developing curriculum, while maintaining researchbased approach to a developmental curriculum.

• Consider exploring a developmentally appropriate physical education curriculum designed specifically for early childhood and lower school that will include activities, such as incorporating rhythms, patterns, and the development of different muscle groups; integration in curriculum areas, including the study of letters and numbers; and integration of health well-being and lifetime fitness.

• Continue to focus on research regarding preadolescent and adolescent development, especially in light of concerns for transition to seventh grade. • A physical education teacher specifically trained in early childhood development is recommended at this level. Our Response • In 2008 and 2009, the Assistant Head for Teaching and Learning attended the ERB conference in New York and met with an ERB consultant to review our scores. • The Assistant Head for Teaching and Learning meets with each grade level during the summer to discuss and analyze ERB scores for previous and upcoming students. Looking at the grade as a whole, individual scores, and paying particular attention to stanines of 1,2, or 3, we make curricular accommodations to meet the students’ needs. • In 2009-2010, we added a Director of Academic Support, serving as the first and primary contact for teachers when seeking additional academic support for a student. • PDS employs two elementary learning specialists and a Study Skills and Learning Styles Coach to support boys and teachers. The Director of Academic Support refers boys to these teachers. • We set up curriculum study groups that are research based. • PDS has continued to track former graduates as they move on to other schools, reviewing in particular how many students earn academic honor roll status and other academic and leadership roles.

• Susan Droke has moved into a new role as Assistant Headmaster for Teaching and Learning. • Mark Fruitt has moved into a new position as Principal of Elementary Division. • Ross Spain has joined PDS this year as the Dean of Students (a new position). • We have put in place a male mentoring program for each sixth grade boy. • We sent all of our coaches in 2006-2007 to observe physical education at other area schools. • We have dedicated two of our coaches to early childhood physical education and lifetime fitness. • We offer team building activities in physical education that are designed to coincide with our Building Boys, Making Men program for upper grades. • In August 2009, we completed and opened a stateof-the-art lifetime fitness and physical education facility which includes a climbing wall, obstacles course, and fitness monitors.

SCHOOL CLIMATE Recommendations • Although morale is high, it might be time to refine, strengthen, and consolidate all the change and initiatives implemented in the last few years before further changes are added. • Continue to focus on building community within the school. Our Response • To build relationships as a faculty, we have the annual Jamboree, the annual Christmas Party, monthly luncheons sponsored by our Parent’s Association, and held several overnight retreats for all employees.

• Continue communication and education of parents about the depth of vision for PDS and the school’s seriousness about it. • More clearly define the roles in the Headmaster’s Cabinet.

• We have merged our upper and lower school into a unified team referred to as the Elementary Division. • We added Department Chairs in 2009-2010 as a way to offer teachers more leadership roles.

• Each grade level, pre-kindergarten through six, has a specified planning day to meet with their respective division heads to work on curricular issues.

• We have a Building Boys, Making Men speaker series for parents that is offered once a quarter.

• We have branched out in many new and innovative ways to communicate schoolwide and otherwise via blogs, blast emails, Facebook pages and discussion forums.

• We offer perks to boost teacher morale. These perks include a coffee bar, manicures, car washes, a faculty nursery, luncheons, etc.

ANALYSIS OF COMPLIANCE STANDARDS The bulleted items for all seven standards in this section can be found in the SACS/SAIS Appendices.

STANDARD 1 VISION & PURPOSE The school establishes and communicates a shared purpose and direction for improving the performance of students and the effectiveness of the school. 1.1 Establishes in collaboration with its stakeholders a mission for the school that guides all planning and decision-making. • Statement of Mission and Broad Vision 1.2 Identifies goals to advance the mission of the school and ensures the mission is congruent with principles of academic scholarship: permitting and encouraging freedom of inquiry, diversity of viewpoints, and independent, critical thinking. • Institutional Goals • PDS of the 21st Century • World Class Education

1.3 Ensures the beliefs and mission guide the instruction and curriculum throughout the school and reflect research and best practices concerning teaching and learning. • The World of the 21st Century • Educational Principles 1.4 Regularly reviews its mission and revises when appropriate. • Statement of Mission and Broad Vision 1.5 Provides evidence that no form of bias or prejudice is allowed or practiced within the mission scope of the school in order to promote an equitable, just, and inclusive community that inspires students to respect and value diversity. • Philosophy of Community

STANDARD 2 GOVERNANCE & LEADERSHIP The school provides a governance, leadership, and organizational structure that promote student performance and school effectiveness. 2.1 Operates within the jurisdiction of a governance structure or civil authority and, when necessary, has a charter, license, or permit to operate within that jurisdiction. • Amended and Restated Charter of Presbyterian Day School

2.2 Assures that the governance structure provides for the continuity of mission. • Job Description – PDS Trustee • Job Description – Committee Chairs

2.3 Complies with all applicable statutes and governmental regulations. • Statutes and Governmental Regulations 2.4 Maintains access to legal counsel who can advise or obtain necessary information about the legal requirements and obligations that exist in the state, federal, or other jurisdictions in which it operates. • PDS Legal Counsel 2.5 Assures that the governance structure clearly defines roles and responsibilities for board members and the head of school, and provides procedures for board and head orientation and evaluation. • Amended and Restated Bylaws of Presbyterian Day School

2.6 Assures that the governance structure supports and models inclusive decision-making methods. • Presbyterian Day School Board of Trustees Minutes April 29, 2008 2.7 Establishes by its governing process policies to ensure no conflict of interest between business, professional or parental roles and duties to the school. • Amended and Restated Bylaws of Presbyterian Day School (Article VII) 2.8 Has a governance structure that hires one employee, the administrative head of school. • Amended and Restated Bylaws of Presbyterian Day School (Article IV)

2.9 Establishes policies and procedures that recognize and preserve the executive, administrative, and leadership prerogatives of the head of the school. • Amended and Restated Bylaws of Presbyterian Day School (Article IV) 2.10 Assures that the governance structure does not interfere with the day-to-day operations of the school. • Amended and Restated Bylaws of Presbyterian Day School (Article II) 2.11 Assures that the governance structure establishes comprehensive monitoring of overall school policies. • Amended and Restated Bylaws of Presbyterian Day School (Article III) 2.12 Assures that the administrative head of the school allocates and aligns the human, instructional, financial, and physical resources in support of the vision, mission, and beliefs of the school. The school head shall have responsibility for the expenditure of all funds raised in the name of the school by booster clubs and other related organizations of students, parents, alumni, or supporters. • Amended and Restated Bylaws of Presbyterian Day School (Article IV)

2.14 Analyzes student performance and school effectiveness. • Education Committee 2.15 Assures that debt service or lines of credit are managed in such ways as to ensure that fiscal responsibility remains under the control of the governing authority. • Financial Records 2.16 Assures that the school is not in, nor in prospect of moving into, financial reorganization under the protection of bankruptcy. • Item 2.16 2.17 Assures that the governance structure provides adequate risk management policies for the protection of the school. • Evidence of Property Insurance 2.18 Provides adequate documentation of insurance or equivalent resources to protect its financial stability and administrative operations from protracted proceedings and claims for damage. • Certificate of Liability Insurance 2.19 Maintains a plan to fund a maintenance reserve. • Maintenance Reserve

2.13 Assures that the governance structure provides for stability in transitions of leadership. • Transitions of Leadership

STANDARD 3 TEACHING & LEARNING The school provides research based curriculum and instructional methods that facilitate achievement for all students. 3.1 Develops and aligns the curriculum and instructional design with the school’s mission and expectations for student performance across subject areas and grade levels. • The World of the 21st Century • PDS of the 21st Century 3.2 Implements curriculum based on clearly defined expectations for student learning. • Appendix I: Curriculum Overview 3.3 Assures that the curriculum relies on sound learning principles and provides a balance of educational experiences, including academic, fine arts, and physical education based on knowledge of human growth and development. • Division Philosophy (Early Childhood and Elementary Division) 3.4 Assures that the curriculum promotes the active involvement of students in the learning process, including opportunities to explore application of higher order thinking skills and to investigate new approaches in applying learning. • Sixth Grade Science/History • Mrs. Nabers’ Critical Issues Blog • Claim/Support (Walker Lee and Sherman Tabor) • Is War Ever Justified paper by Sherman Tabor 3.5 Offers a curriculum that challenges each student to excel, reflects a commitment to equity, and demonstrates an appreciation of diversity. • Appendix I: Curriculum Overview

3.6 Promotes the use of relevant data and research in making curriculum, instructional, and organizational decisions. • Lifelong Learning • PDS Faculty Members Attend Project Zero at Harvard 3.7 Provides for articulation and alignment between and among all levels of schools. • Division Philosophy (Early Childhood and Elementary Division) 3.8 Assures that there are written curriculum guides and support materials that serve as a basis for implementing the curriculum. • Appendix I: Curriculum Overview 3.9 Instructional time is allocated and protected to support student learning. • Appendix II: Sample Schedule 3.10 Plans an academic calendar with a minimum of 175 days (or more if required by state law) during which students and teachers engage in teaching/ learning activities (Note: For half-day kindergarten programs, one-half day is equivalent to one full day in meeting the 175-day standard). • Appendix III: School Calendar 3.11 Provides comprehensive information and media services that support the curricular and instructional programs and the mission of the school. • Media Services

3.12 Assures that, in schools without a central library, students have access to all resources necessary to accomplish developmental learning goals. N/A

3.14 Assures that all students and staff members have regular and ready access to instructional technology and a comprehensive materials collection that support the curricular and instructional program. â&#x20AC;˘ Media Services

3.13 Assures that the school has a policy and procedure for responding to challenged materials. â&#x20AC;˘ Challenged Materials

STANDARD 4 DOCUMENTING & USING RESULTS The school enacts a comprehensive assessment system that monitors, documents, and uses results to improve student performance and school effectiveness.

4.1 Provides a comprehensive system for assessing student progress based on clearly defined student results for learning. • Appendix I: Curriculum Overview • Plan of Studies

4.3 Conducts a systematic analysis of instructional and organizational effectiveness and uses the results to improve student performance. • Student Performance • 5th Grade Planning Day (Analyze ERB scores)

4.2 Uses assessment data for making decisions for continuous improvement of teaching and learning processes. • Assessment Data • Boys Required/Recommended for Tutoring • Star Reading Testing

4.4. Maintains a secure, accurate, and complete student record system in accordance with state and federal regulations. • Student Record System

STANDARD 5 RESOURCES & SUPPORT SYSTEMS The school has the resources and services necessary to support its mission and purpose and to ensure achievement for all students. 5.1 Assures that administrative, instructional and support staff are qualified and competent to perform the duties assigned to them in the school in order to meet the needs of the total school program and the students enrolled. • Appendix IV: Job Descriptions • Employment Opportunities 5.2 Provides written policies covering recruitment, employment, assignment, evaluation, and termination of service of all school personnel. • Teacher Contract of Employment • Appendix V: Section Four: NonAcademic Policies and Procedures 5.3 Assures that there is an effective orientation program for faculty and staff new to the school. • New Teacher Orientation 5.4 Assures that all staff participates in a continuous program of professional development. • Professional Development Record 2005-2009 5.5 Implements an evaluation system that provides for the professional growth of all personnel. • PDS Professional Assessment 5.6 Provides counseling services that meet the needs of students. • Academic Support Protocol for Students in Grades 1-6

5.7 Assures that students whose needs cannot be met in school are referred to appropriate agencies for assistance. • Academic Support Protocol for Students in Grades 1-6 • Student of Concern 5.8 Establishes written procedures for termination of any student. • Discipline Plan/Procedures 5.9 Has a written crisis management plan. • Crisis Plan 5.10 Provides documentation of ongoing health and safety inspections that verifies an environment that is safe, healthy, and orderly. • Appendix VI: Health and Safety Inspections 5.11 Maintains the accounts of the school in accordance with generally accepted accounting principles (GAAP), audited annually by an independent licensed accountant. The report of the annual audit is onsite and available to the accreditation visiting team. • Audit Statement 5.12 Budgets sufficient resources to support its educational programs and plans for improvement. • Statement of Financial Budget

STANDARD 6 STAKEHOLDER COMMUNICATION & RELATIONSHIPS The school fosters effective communications and relationships with and among its stakeholders. 6.1 Fosters collaboration with community stakeholders to support student learning. • Collaboration with Community Stakeholders

6.7 Accepts students for whom there is a reasonable expectation of success from the program. • Admission Policy

6.2 Assures that communications among and between school staff, stakeholders, and alumni are clear and effective. • Headmaster’s Blog • Appendix VII: PDS Spirit

6.8 Bases financial aid and scholarships upon established and published criteria. • Tuition and Tuition Assistance

6.3 Uses the knowledge and skills of parents to enhance the work of the school. • Schedule of Parent Meetings • PDS Parents’ Association 6.4 Assures that there is evidence of communication with appropriate agencies, such as public health, mental health, physicians, and other professionals. • Protecting Your Child from the Flu this School Year 6.5 Assures that the school’s advertising and promotional materials reflect accurate information about the school’s programs and accomplishments. • Viewbook and Admissions Materials (available during visit) 6.6 Assures that there is a well-defined, published admission process including criteria upon which admission decisions are made, and that professional ethics are strictly observed in the admissions process. • Admission Policy

6.9 Conducts follow-up studies of graduates and other former students, using the resulting data to improve the school. • Exit Survey – 6th Grade Parents • Appendix VIII: SurveyMonkey.com • Appendix IX: Presbyterian Day School – 2008 Employee Opinion Survey 6.10 Emphasizes elements of citizenship and conduct that include honesty, integrity, trustworthiness, responsibility, citizenship, self-discipline, and respect for others. • Appendix X: Building Boys, Making Men: Guiding the Journey to Manhood 6.11 Assures that guidelines for student conduct, attendance, and dress are written and communicated to all students, parents, and members of the staff. • Dress Regulations • Attendance and Tardies • Discipline Plan/Procedures

STANDARD 7 COMMITMENT TO CONTINUOUS IMPROVEMENT The school establishes, implements, and monitors a continuous process of improvement that focuses on student performance. 7.1 Assures that a strategic plan aligned with the vision, mission, and beliefs of the school is developed and implemented to guide improvement efforts. • A World Class Education Implementation Timeline for Curriculum and Programs

7.3 Evaluates the effectiveness and impact of its continuous process of improvement, and takes action to correct any identified areas of noncompliance with standards, addressing recommendations for improvement. • 2005 SACS/SAIS Recommendations

7.2 Engages in a continuous process of improvement that is documented by a self study every five years explaining four essential actions: Describe the current school environment, student profile, performance indices, and organizational effectiveness (Profile); Explain the vision and purpose the school wants to pursue (Vision); Indicate how the school plans to move from where it is to where it wants to go (Plan); Explain how the school will show the results of its plan and its effect on future improvement (Results). • Self Study

CONTINUOUS IMPROVEMENT PROFILE WHERE IS THE SCHOOL TODAY? At PDS we are building a school where boys can grow not simply smarter but wiser, where they can grow not simply stronger but more tender, where they can learn not simply to lead, but where they can learn to serve. We are building a school that gives them an eternal perspective on a transitory world. We are building a school that answers clearly for our boys the confusing question of what it means to be a man. We are building a school that, as PDS has always done, prepares its graduates exceptionally well for the schools and world they are entering. We are building a school whose boys will smile and whose graduates will serve. We are building a school that celebrates boys, with all of their exuberance and energy and the unique ways they learn and develop. We are building a school of life-long learners, among both our boys and adults. And we are building a community: a community with a common vision and shared values, a community of encouragers, a community of deep unity and fierce loyalty.

Communication The PDS website is the hub of communication for teachers, current parents and prospective parents. The school makes every attempt to communicate its mission, academic and character goals, educational philosophy, etc., to parents through the website so that they have the opportunity to understand why we do what we do. • The parent handbook is now posted on the website. • Daily/weekly class news and homework is posted on the website by the teachers. • All school news is communicated through the website. • Parents receive e-mail newsletters which are also posted on the website. • The PDS Spirit magazine, which is published bi-annually, is sent to current families, alumni, grandparents, former parents, and board members and is also available online for viewing. • The Headmaster’s blog is posted on the website. • The parent education section of the website has been added as a resource to our parents. 34

• The knowledge-based questions section of the website allows parents to submit questions for administrators to answer on the website. • Upper grade math teachers use ScreenFlow to create and post a screencast on their class page that explains each new concept or skill taught in math class. • Parents have access to student grades through PowerSchool. A link to PowerSchool and a parent information packet is available on the website. • PDS faculty may login to the website in order to gain access to the intranet portion of the website which contains information and links for the faculty only (faculty handbook, webmail, faculty contact info, curriculum mapping, PowerSchool, etc.)

New social media and web 2.0 tools allow teachers to extend the four walls of their classroom far beyond Memphis. These tools allow our teachers to not only effectively communicate with PDS families, but to also communicate with teachers and students around the world. • PDS has created Facebook groups.

• Teachers use Twitter to from other educators around the world.

• Teachers use blogs, wikis and VoiceThreads to communicate, share, request information, expertise and advice with colleagues and classes around the world.

• Classes use Skype to communicate and collaborate with students around the world.

• One teacher is currently piloting a teacher hotline using Skype and EtherPad. The students can contact her during a certain time frame at night to ask questions.

• The PDS Ning, our private social networking site, allows the PDS faculty to come together to share ideas internally about the educational principles that guide PDS.

It can sometimes be confusing and stressful to be a new parent at a school. PDS communicates with new families in several ways in order to ensure a smooth transition into the PDS community. • Early Childhood and Elementary New Parent Information Meetings are held in the spring.

• PowerSchool meetings in August are held to explain PowerSchool to new parents.

• Back to School Parent Meetings are held each August.

• New students and families are assigned a buddy family to answer questions and help with the transition into a new school.

• Grade Level Parent Luncheons for senior kindergarten through sixth grades are held throughout the school year.

PDS has also increased communication with alumni. • An alumni webpage and Facebook group has been created.

• An Alumni Reception for high school seniors is held each May.

• An annual alumni luncheon is now held each spring and the Distinguished Alumnus Award is presented at this luncheon.

• An Annual Alumni Holiday Hoops Tournament has been added. • Alumni section added to the PDS website.

• An Alumni Board has been established.

Communication at PDS is also accomplished in the following ways: • Cabinet meetings allow representatives from each part of the school to share information and problem solve. • CallingPost is used to call parents with emergency announcements. • Parent Teacher Conferences are scheduled for all students twice a year and three times a year for early childhood students.

• At each Board of Trustees meeting, an area of the school is highlighted and specific information about that area is shared. Teachers who have just returned from Project Zero share their experiences with the Board. • Every new Board of Trustee member spends a half-day at PDS visiting classrooms and talking to teachers in order to gain a deeper understanding of a typical day at PDS.

Vision and Planning With the mission statement of PDS as our foundation, documents such as The World of the 21st century, PDS of the 21st Century, and A World Class Education help to guide the vision and planning process at PDS. • Administrative planning retreats are held at the end of the school year.

• Each spring, all day grade level planning retreats are held for each grade prekindergarten through six.

• The Teaching and Learning Committee, the curricular vision committee for the school, holds two all day off-campus retreats each year. Curricular changes implemented as a result of these conferences include: adding Mandarin as a second world language, completely redesigning the social studies program from prekindergarten through sixth grade, offering electives for the sixth grade boys during their special area class period, redesigning the first through sixth grade schedule to allow for more time in core subjects and creating a new report card for PDS.

• Innovation grants are available for teachers who present a proposal for a new and innovative program at PDS. • Departmental teams meet quarterly to examine and discuss each subject area. These vertical teams allow for cross-grade conversations and planning. • Each summer, a group of teachers are paid to review indepth one curricular area throughout the entire school, and to make any proposed changes. Past summer study groups have studied the areas of social studies and assessment.

Staff Development PDS invests a significant portion of our budget to professional development. We believe professional development for teachers is one of the most effective ways to affect change in the classroom in order to align our teaching and learning with the needs of the 21st century learner. • 60% of PDS teachers have attended Project Zero at Harvard.

• Three PDS faculty members have served on international action research teams through the IBSC.

• Teachers attend many local and national conferences.

• Through the Crain Center, PDS faculty may apply for travel abroad opportunities.

• Teachers are compensated for graduate level courses. • Teachers participate in book discussion groups. • Each faculty meeting has a professional development component. • Each teacher chooses an individual professional development goal each year that allows him/ her the opportunity to grow professionally. • PDS teachers and administrators network with other independent school educators through organizations such as MAIS, TAIS, NAIS, ESHA, IBSC, etc.

• Leaders in their respective fields are brought to PDS to speak to teachers. (Pat Bassett, Harry Silver, etc.) • A “boy audit” of boy friendly instruction and practices is completed each year. Mary Gautier from Upper Canada College in Toronto and Greg O’Melia from The Buckely School in New York are two educators who have visited PDS for this purpose. • Teachers attend graduate level courses, webinars and online couses.

Curriculum and Instruction The focus of PDS in recent years has shifted from teaching to learning. We believe that learning is a consequence of thinking and we strive to design a curriculum that will shape, motivate, guide and inspire every single boy at PDS to tap into that impulse urging him to be a critical thinking, compassionate, well-rounded and Christ-centered servant leader of the world around him. We strive to teach in a way that seeks to maximize learning for every boy. We believe that all boys can learn and have differing intelligences and learning styles, such that our teaching should intentionally incorporate this diversity and thus be flexible and versatile. • Study skills instruction is now being integrated into the regular classroom in grades one through six to help improve student learning and performance.

• Students who have been absent for an extended period of time can Skype into a class to monitor a lecture or meet with a group to complete a project.

• As a one-to-one laptop school, teachers explore ways to differentiate the curriculum through the use of technology.

• Math teachers in the upper grades are posting explanations of new content and skills in a screencast.

• Senior kindergarten students now participate in small reading groups during the second semester in order to provide differentiated instruction for various reading levels that exist at this early age.

• A smart recorder can be used to tape classes so that students can go back and review the material covered in class.

• An advanced sixth grade math class was established beginning in the 2008-2009 school year.

• Learning Styles Inventories are administered to all teachers and all students in grades four through six.

The world in which we live is and will be increasingly interconnected. At PDS we have begun the process of orienting our curriculum to have a more global focus. • Two world languages, Mandarin and Spanish, are taught at PDS.

Christmas Cards Around the World, World Math Day, the Monster Project and others.

• Our classes Skype with classes around the globe.

• Teachers can apply for travel abroad grants through the Crain Center.

• Students participate in projects such as

Assessment should be varied, authentic and promote learning instead of just measuring it. We believe that multiple forms of assessment will not only provide us with tangible evidence to hold us accountable for student learning, but it will keep us on the “right track” insofar as our teaching and learning are concerned. • A new report card has been designed and is being piloted during the 2009-2010 school year. • Teachers increasingly use authentic performances of understanding to assess growth and learning.

• The eCTP, the online version of the CTP4 test created by ERB, was administered to all second through sixth graders this year and provided us with more timely diagnostic information on each student.

School Climate PDS seeks opportunities to build a sense of tradition and community through various events including: • The Building Boys, Making Men program offers our boys a Biblical vision of what it means to be a godly boy and, one day, a godly man. • Retreats for fifth and sixth grade boys are held at Victory Ranch each year.

• Sixth grade boys and dads participate in the annual St. Louis trip. • Every March the Student/Faculty basketball game is held. • Faculty retreats are held every other year.

• Ministers from different area churches lead the devotion each month at full faculty meetings. • Faculty members are allowed to take one spiritual renewal day each year.

• The Christmas Pageant is held annually. • Annual EC Mother’s Day event • Grade level father/son events

• The boys participate in service projects including: Ronald McDonald House(give up your snack day), Haiti Earthquake, Soles4Souls, Hurricane Katrina Donate a Day, Angel Tree Project, Lester Easter Egg Hunt, Union Mission, and Recycling Project. • Second graders participate in Yipes Stripes.

• PDS Science Fair • Weekly chapels • Annual book fair • Annual Grandparents’ Day

VISION PDS has a very clear mission and vision. Over the next five years, PDS will deliver a world-class education to boys. As a world-class educational institution serving boys during their most formative years, PDS will be a dynamic and innovative educational leader. Our vision for boys, faculty, facilities and finances are listed below.

PDS BOYS • Will be prepared for scholastic success, servant leadership and responsible global citizenship in the 21st century. • Will be meeting or exceeding rigorous academic standards of their peers in the United States and industrialized countries whose students tend to perform well on international tests and hold skilled jobs in the 21st century.

• Will be offered a godly vision of manhood. • Will be developing the impulse and practice of serving others. • Will be learning from talented classmates whose backgrounds more closely resemble the increasingly diverse world which our boys will lead.

PDS FACULTY • Will be highly trained in teaching critical and creative thinking skills in a boy-specialized manner that recognizes the different ways in which each student learns.

• Will possess a deep passion and commitment for nurturing and mentoring boys in a Christian community.

• Will be compensated in a manner that attracts and retains the very best.

PDS FACILITIES • Will allow for excellence in every curricular area, and balance among overall programs.

PDS PHILANTHROPIC SUPPORT, ENDOWMENT AND FINANCES • Will allow the school to have the strength and flexibility to study and add programs and seize strategic opportunities as they present themselves.

PLAN To achieve the aforementioned vision, PDS adopts the following plan.

CRITICAL AND CREATIVE THINKING SKILLS The predominant long-term focus of the academic program at PDS will be on the development of critical and creative thinking skills, such that, during the sixth grade year: • At least 50% of a sixth grader’s work involves research, analysis, synthesis, connecting ideas, and/ or responding to questions without simple answers. • At least 50% of a sixth grader’s assessments are projects or performance tasks.

• At least 50% of a sixth grader’s work is done collaboratively and/or in small groups. • At least 50% of a sixth grader’s work is done utilizing technology.

PERSONALIZED INSTRUCTION While maintaining our commitment to rigorous academic instruction, teaching will be conducted in a personalized manner that respects that there are many paths to learning. As evidence of our commitment to differentiated instruction: • Continue to provide all teachers with training in differentiated instruction • Learning style inventories will have been administered to students in grades four-six.

• Continue to monitor to insure that we have appropriate resources and personnel allocated for increased use of technological applications for differentiated instructions. • We will investigate the use of technology to personalize instruction.

• Staff, including learning specialists, will be sufficient in number to work with students in small groups in core subjects.

BOY SPECIALIZATION The curriculum and teaching methodology will be boy-specific and boy-friendly. • PDS will continue to invite at least one national expert on boys to visit PDS every year.

• Faculty members or administrators will publish at least three books and/or profesional articles on boys

• A PDS committee on boys will engage in annual research and conversation about how boys uniquely learn and develop.

• PDS will host a large conference on raising and educating boys

• At least five teachers or administrators will be selected to make presentations at the International Boys’ School Conference.

GLOBAL PERSPECTIVE The total curriculum of the school will have a significant global perspective, such that graduates leave PDS with: • Proficiency in at least one foreign language among two foreign languages offered • Having been in contact or interaction with a student(s) from a foreign country through a formal relationship PDS has established with a school abroad • A knowledge of the key facts about China, India, the Middle East, Africa and Europe, and the basic challenges and opportunities facing those parts of the world.

• Older students will have a knowledge of the key beliefs of the major world religions, without compromising the school’s commitment to its Christian foundation. • A sense of the key global issues that Americans are facing. • The opportunity to participate in Model United Nations or a similar program that engages students in global problem-solving exercises.

TECHNOLOGY PDS will utilize cutting edge technologies in an integrated manner when they add value to the learning process. • PDS will have developed and implemented a new technology plan. • PDS will utilize video-conferencing to connect with schools around the world and to take students on virtual field trips.

• PDS will utilize a media center for research, video-conferencing and production, and emerging distance learning opportunities. • PDS will utilize Web 2.0 tools and social media tools to enhance learning for boys and faculty.

ART AND MUSIC PDS will be balanced among its academic, artistic and athletic programs by adding significantly to our art and music programs, including the creation of: • An expanded orchestra.

• Performing arts.

• An art program expanded to include sculpture and other media.

• An artist-in-residence, musician-inresidence, and writer-in-residence.

CURRICULUM The curriculum will be analyzed on a regular basis—and changes will be made—to assure that it is aligned with the skills and knowledge boys will need to thrive in a changing and complex world. • Each summer, a group of teachers will be paid for one month to review in depth one curricular area throughout the entire school, and to make any proposed changes.

• The Teaching and Learning Committee will continue to serve as the curricular think tank for PDS.

OUTCOMES As measured by rigorous exit goals at each grade level each school year, at least 95% of all boys have demonstrated at least a year’s academic growth and are ready to thrive at the next grade level at PDS. Among all grade levels that administer standardized tests, PDS boys will have a median score higher than the average score of our country’s independent schools in every category in every grade. Among subjects that we can benchmark our boys against student performance in other industrialized countries recognized for their academic achievements, PDS 6th graders will, on average, exceed the performance of those peers in each subject. At least 90% of the graduates will be accepted to the secondary school of their choice. Among surveys of recent graduates and their parents, the vast majority will indicate that they are thriving academically, spiritually, socially and emotionally.

VISION OF MANHOOD Graduates will leave with a vision of manhood as demonstrated by: • The production of a significant and personalized project that answers the question of what it means to be a man. • Having completed a sixth grade seminar about the meaning of manhood.

• Having learned about the virtues of manhood as presented in the school-wide Building Boys, Making Men program.

LEADERSHIP SKILLS PDS boys will graduate with poise, confidence and the skill and propensity to lead based on serving others. As evidence, they will: • Have participated, as fifth and sixth graders, in annual leadership and teamwork retreats.

• Have been given a variety of leadership opportunities at PDS.

• Have engaged in a service learning program/ curriculum in the upper grades.

• Have been educated about the needs of the Memphis community, as well as the impact of service, partnerships and philanthropy in Memphis.

• Have made regular public speaking presentations in their classrooms and in chapel.

• Have each participated in meaningful and significant service, both at PDS and in the Memphis community.

CHARACTER AND VALUES PDS boys will graduate with good morals, character and values anchored in the Christian faith, and with the opportunity to have developed a faith in God. As evidence of facilitating those opportunities: • PDS will have woven its character education program—Building Boys, Making Men— into numerous parts of the school.

• Surveys of sixth graders will demonstrate that the vast majority of them believe that a relationship with God is important to them.

• Graduates at PDS for nine years will have studied the Bible for nine years and attended over 500 chapel services.

ENJOYING BOYHOOD PDS boys at all grade levels will be known, nurtured and loved, and they will be happy boys enjoying their magical moments of boyhood. As evidence of this: • At least 90% of parents, and at least 90% our boys, will report on surveys that they are known, nurtured and loved at PDS and enjoying their boyhood.

FACULTY AND STAFF • 90% of all teachers will have advanced degrees. • We will have successfully recruited faculty and staff of diverse backgrounds, and several more men will have joined the PDS community as teachers. We will have successfully recruited outstanding teachers from beyond Memphis. • As compared to NAIS schools, we will invest, as a percentage of our budget, more in professional development than 90% of NAIS schools. • Every teacher will attend Project Zero at Harvard at least once every three summers. • A growing number of teachers will be involved in an action-research project. • As compared to our peer schools in the South, our average faculty compensation will be in the top 80%. • Among our teachers who receive an evaluation among our top third, each one of them will be compensated at a level greater than what he or she could be earning at any public school in the area.

• Benefit packages will be customized to meet the varying needs of the faculty and staff, depending on the particular needs of employees in several different demographic groups. • Discounting for age-based retirements and pregnancies, our annual teacher retention will be over 90%. Discounting for age-based retirements and pregnancies, our annual teacher retention of our teachers earning evaluations among our top third will be 95%. • At least 10 teachers or administrators will have either presented their work at a national or international conference; published a book; or written curriculum that is being used by other schools. • At least five teachers or administrators will have had an educational article published in an educational journal. • Our teachers will have developed relationships and connections with educators around the world. • Through the Martin Institute, PDS will offer a total of at least 10 days of training per year to other educators in Memphis and around the country. We will especially focus on working with new educational leaders from the public schools in Memphis.

ENROLLMENT • Our enrollment will be at full capacity in each grade, with 60 boys in pre-kindergarten and 72 boys in each grade, junior kindergarten through sixth, for a total of 636 boys. • Our annual attrition will be 4% or less. • We will meet 100% of the demonstrated tuition assistance for each qualified family.

• At least 20% of our boys will be from a background that is socio-economically, racially, ethnically, or religiously diverse. • We will continue to provide appropriate support for boys and families from disadvantaged or diverse backgrounds to maximize the chances of their thriving at PDS.

ENDOWMENT, FINANCES AND PHILANTHROPY Our endowment, finances and philanthropic support will be of sufficient magnitude such that: • We are meeting 100% of the demonstrated financial need of qualified families.

• We have the financial strength and flexibility to study and add programs as necessary in a changing world.

• We are compensating teachers at a salary at least equivalent to what they would earn in the public schools in our region and among the top 80% of independent schools of our type in the South.

• 85% of all current families are making gifts to the annual fund. • We are securing annual gifts of at least $1 million.

• We are operating on a balanced budget.

FACILITIES Our facilities will allow for excellence in every curricular area, as well as to provide balance among all curricular areas, and they will include: • Sufficient science labs so that all science can be taught in a lab.

• A media center that serves as the hub of learning and of all books, technological, media and production resources.

• Sufficient music space to allow for an orchestra and band.

•A learning and reading center in which teachers work with boys in small groups or on an individual basis.

• Sufficient art space to allow for various media to be taught.

BENCHMARKS As part of charting our progress, we will develop a peer group of approximately 10 leading schools around the country with whom we will engage in on-going dialogue about programs and philosophy, and if they are willing, share data. We will also use customized data from NAIS reports to benchmark ourselves. Our benchmarks will include the following categories: • Percentage of budget devoted to professional development

• Endowment per teacher

• Percentage of teachers with advanced degrees

• Percentage of budget devoted to instruction and programs

• Faculty Compensation

• Student standardized testing

• Faculty Retention

• Hours per student of community service and service learning

• Endowment per student • Philanthropic support 47

QUALITY ASSURANCE Recognizing that meaningful school improvement is indeed a continuous process, Presbyterian Day School is committed to ongoing reflection, collaboration, analysis of pertinent student achievement data, and growth. The ideas, means, and methods noted below are some of the ways we anticipate making progress in the future and ensuring that we successfully meet the challenge of educating the heart, soul, mind and body.

METHODS USED • Annual surveys of constituent groups (faculty, staff, parents, students, alumni).

• Frequent visits to classrooms by administrators and peer teachers.

• Observations and evaluations of teachers by division principals.

• Annual revisions to the Curriculum Guide as well as subject and/or course goals and objectives.

• Evaluation of the Head of School by the Board of Trustees.

PUT INTO ACTION • Weekly administrative team meetings. • Division, department/vertical team, Curriculum Team, and full-faculty meetings.

• Appointment of and support for division-level curriculum chairs. • Quarterly Board meetings.

COMMUNICATE RESULTS • PDS Express, the school’s electronic newsletter. • PDS Spirit, the school’s news magazine which is published both electronically and in print.

• School publications such as the Viewbook and the Curriculum Guide. • Social media

• The PDS website

ENHANCE STUDENT LEARNING • PDS website (which received a major “face-lift” in the summer of 2009)

• Administrative meetings • Professional growth budget

• Teacher web pages

OUR MISSION

P R E S B Y T E R I A N D AY S C H O O L STRIVES TO GLORIFY GOD BY DEVELOPING BOYS I N W I S D O M A N D S TAT U R E A N D I N FA V O R W I T H G O D A N D M E N 1 C O R I N T H I A N S 1 0 : 3 1 & LU K E 2 : 5 2

Presbyterian Day School ˜ SINCE 1949 ˜ 4025 Poplar Avenue • Memphis, Tennessee 38111-6622 901 842-4600 • www.pdsmemphis.org