Summit News, Winter 2019 by Summit School

NEWS ISSUE 11 | WINTER 2019

AN INTENTIONAL FOCUS ON EMPATHY

DIGITAL CITIZENSHIP

SEVENTH GRADE MYTHOLOGY

A message from the

Head of School Empathy is the highest expression of our humanity. While our youngest students are learning respect, sharing, and caring, our oldest students are grappling with what it means to be present to the needs of our world. In their daily lives at Summit, all of our students are exercising their capacity to participate in the feelings and ideas of others—in short, they are developing empathy. The stories in this issue of Summit News show empathy in action: Fifth grade teacher Amy King shares, “Having the intellectual ability to think about situations beyond themselves, to see those situations through someone else’s eyes and experiences, is powerful. Empathy fosters kindness and community, it helps conflict resolution, and so much more.” Upper School Director Misty Hyman writes, “We are a community—a strong community. We genuinely care for one another and we lead with relationships. And in my new role, I have found that leading with relationships is key to success.” Design Studio teachers Stephane Rogers and Karen House tell us, “Technology will continue to permeate many if not all aspects of our lives. At Summit we want to equip our students with the skills to successfully navigate the online world and hopefully become leaders who positively impact the lives of others.” Technology specialist and radio teacher Henry Heidtmann writes, “7th grade students are taking the persona of the author of these myths and actually having a meaningful conversation, without a script, in a current, modern medium.” To appreciate the value, perspective, circumstances, and beliefs of others is to recognize that we are part of something so much larger than ourselves. And this is central to Summit’s enduring story: a community that is committed to a lifetime of learning.

Onward and Upward,

Michael Ebeling

AN INTENTIONAL FOCUS ON EMPATHY

DIGITAL CITIZENSHIP

UPPER SCHOOL LEADERSHIP

TWO AOGPE FELLOWS AND TRUSTEES

MARIAN MILLAWAY DOUGLAS â&#x20AC;&#x2122;69 AWARD

SEVENTH GRADE MYTHOLOGY

TRANSITIONS AND FAREWELLS

30 YEARS OF SUMMIT SUMMER

STATE OF THE SCHOOL

SUMMIT NEWS ISSUE 11 WINTER 2019 2100 Reynolda Road, Winston-Salem, NC 27106 | 336.722.2777 | summitschool.com Photography: Martin Tucker | Writing: Amy Hughes | Design: One Hero Creative, Inc. | Editor: Nancy Tuohy, Director of Advancement Summit School admits students of any race, religion, color, and national or ethnic origin.

AN INTENTIONAL FOCUS ON EMPATHY “If you can learn a simple trick, Scout, you’ll get along a lot better with all kinds of folks. You never really understand a person until you consider things from his point of view, until you climb inside of his skin and walk around in it.” – Atticus Finch in To Kill A Mockingbird by Harper Lee When fifth grade teacher Stefoni Shaw started at Summit seven years ago, she had no idea that she would be part of building a piece of school community that would do more than any text book to prepare students for the world they are living in. “The school was in the process of aligning our guidance curriculum with Responsive Classroom and shifting the focus to helping students learn to manage their emotions and, quite simply, grow empathy. Empathy is something I have always been passionate about and believe in, as do many of the other faculty members at Summit,” said Shaw. “We incorporated the tenants of a program called Second Step, first into a lesson, then a unit and eventually it became a pervasive theme and part of the culture at the school.” Why is empathy such an important concept for Summit students? For fifth grade teacher Amy King, it comes down to the old adage of you never know what someone is going through until you walk a mile in their shoes. “Having the intellectual ability to think about situations beyond themselves, to see those situations through someone else’s eyes and experiences, is powerful. Empathy fosters kindness and community, it helps with conflict resolution, and so much more,” said King. Empathy has found its way deliberately into some key elements of the curriculum for fifth grade students. As part of their summer reading, students read Wonder by R.J. Palacio, which wraps around the idea of empathy and inspired the Choose Kind movement. As a part of the immigration unit, which is a signature event for the Fifth Grade, students read Inside Out and Back Again by Thanhha Lai, a novel inspired by the author’s experience as a child refugee from Vietnam living in the deep south of the United States. Raegan Dalbo, another member of the fifth grade teaching team, is weaving empathy into social studies and writing assignments.

“Empathy is powerful when you think about social studies because you are asking the students to look at history through different lenses,” said Dalbo. “We are working on persuasive writing, and one of the assignments has students using their power and agency on behalf of others. It is truly a way of asking them to step inside and advocate beyond themselves.” One of the most significant units taught in Fifth Grade is the Immigration Study. As part of this, every student is asked to create an empathy box as their culminating project. Students put themselves in the shoes of someone traveling to America to start a new life in the late 1800’s. They are told that they have the opportunity to bring just five artifacts with them to remember where they came from. The students discover and collect artifacts from around their homes and compose stories about the artifacts and why each one is important to them. These narratives are shared in our hallways as part of Immigration Day, which is an event for parents and special guests. “The Immigration Day event is always a highlight for everyone, but the coolest part of the event is the impact it leaves on the kids,” said Shaw. “The items they gather at home are so

thoughtful and really indicative of the period of time we are researching. You can tell that they really tried to imagine themselves in the place of the immigrants of that time.â&#x20AC;? Empathy is also brought to life through unique experiences for fifth grade students at Summit, like the Big Friends/Little Friends program that pairs each fifth grader with a kindergarten student. The older students have the opportunity to mentor their Little Friends and begin to plant the seeds of empathy and kindness. And many maintain these relationships long after they leave Summit.

Empathy fosters kindness and community, it helps with conflict resolution, and so much more.

The students also make regular visits to Senior Services to engage with seniors who are in different stages of dementia. “The students are so timid on their first visit and need a lot of coaching on how to approach people,” said King. “But as the year progresses, you see their confidence come out, you see their bravery in what would be an uncomfortable situation for others, and they are really having a positive impact on the community.”

“You form this very tender community where everyone belongs and there is a lot of

warmth and love that they carry with them wherever they go.” This year, fifth graders had the opportunity to experience an exhibit by award-winning photojournalist, Martin Tucker, featuring Vietnam veterans from North Carolina [See page 7]. Said Shaw, “Our students had never seen anything like this before. It was a curated, gentle way for our kids to step into the Vietnam War. It was powerful and masterful. These lessons on empathy have an important impact on students at Summit. But a recent article about intentionally building empathy suggests caution.

“I worry about empathy being taught as a skill because it should be something of a core identity and a way of moving through the world,” said Dr. Paul Bloom, professor of psychology and cognitive science at Yale University 1. Dalbo, King and Shaw could not agree more. “On one hand, we are deliberately teaching empathy as a skill and creating empathetic individuals. The beauty is that when it happens on a personal level, it happens organically within the classroom,” said Dalbo. “You form this very tender community where everyone belongs and there is a lot of warmth and love that they carry with them wherever they go.” Added King, “We are fortunate to have the time, grace, and freedom to focus on the whole child, each child, and to teach skills like empathy. What we are doing, however, is simply providing the scaffold, the support system. Eventually we pull the pieces of the scaffold away and our students stand on their own, deeply connected to the world around them.” “Summit has always been more about the thinking than the rote knowledge of things. We want our students not to just rattle off facts, but be able to think about how to apply what they know in the real world in meaningful ways,” said Shaw. “This is happening with empathy. To see something that is so important to me come to bear in a bigger way and to be woven into the culture of the school is amazing.” The work will not stop to find unique and engaging ways to bring empathy into Summit classrooms. King is working to implement lessons from her professional development through Project Zero, part of Harvard’s Graduate School of Education. “That training was life changing for me as an educator,” said King. “We talked about uncovering complexity, thinking deeply, seeing what’s at the heart of things. There is so much opportunity to connect that in creative ways to how we are approaching empathy at Summit.” For their part, Dalbo and Shaw are taking pride in the unexpected moments their students show empathy—not because they have to, but because they choose to. “I recently had a speaker in our classroom with a hearing disability and I unintentionally did not

prepare my students in advance,” said Dalbo. “Because our students have been exposed in meaningful ways to difference and vulnerability, our speaker was received so warmly.” For Shaw, it is not just one moment, but many. “I cannot tell you how many times a student has come into the classroom at the beginning of the year wrapped up in ‘self’ for whatever reason, and they come in and eventually relax because they know they are loved and respected,” said Shaw. “To see those children open up and become the loudest voices in our space to celebrate others? That is when I know empathy exists and has made a difference and it matters.” Make no mistake, however. Empathy is not a theme. It is not a single lesson. And it is most certainly not a passing fad. The lessons, intentional and unintentional, of empathy are found throughout Summit School. And these lessons tie directly back to Louise Futrell’s idea of a dream school and the vision and promises of the School today.

Said Shaw, “Empathy has become a guiding principle without us even knowing it. There is something about the promise of empathy that is woven into everything that we do. It is not an oath or a pledge that you take. It is about trying to raise a child and prepare them for a future we cannot predict.”

Schwartz, Katrina. “Why Intentionally Building Empathy Is More Important Now Than Ever.” KQED, 11 Oct. 2019, www.kqed.org/mindshift/54497/ why-intentionally-building-empathy-is-more-important-now-than-ever.

Vietnam Photographs

from North Carolina Veterans When American soldiers returned home from Vietnam, most put their memories away. Decades later, North Carolina veterans contributed thousands of dusty and faded personal photographs to what started as a class project at the Sawtooth School for Visual Art in Winston-Salem. It evolved into a national traveling exhibition and then a permanent collection of the North Carolina Museum of History called “A Thousand Words: Photographs by Vietnam Veterans.” For many of these men and women, this was their first opportunity to show what they couldn’t say. Summit photography teacher and Vietnamera vet Martin Tucker presents selected glimpses of those unforgettable experiences in the book Vietnam Photographs from North Carolina Veterans. Each year he shares his photographs and the stories behind them with fifth graders.

Digital Citizenship

By Stephane Rogers and Karen House, Design Teachers Whether you know it or not, you’re likely a digital citizen. A digital citizen is anyone that uses a digital device (e.g., computer, smartphone, tablet). It’s hard to escape technology these days! Our students have never known a world without it. At Summit we recognize the importance of teaching our students how to use technology responsibly. Here’s a snapshot of what happens in Lower School. In Design & Technology Studio, Stephane Rogers and Karen House introduce Digital Citizenship in second grade with an emphasis on going places safely. They teach students about visiting websites that are “just right for them”, trusting their gut, being kind online, and not sharing personal information. Cyberbullying is an increasing concern for students, parents, and teachers. The sooner students begin to learn about the DO’s and DON’Ts of communicating online, the better. Third graders discuss the difference between being mean and actually bullying someone and how that translates to the online world. They learn it’s often easier to be mean online than in person and what to do if something makes them feel uncomfortable. After thoughtful class discussion, fourth graders create their own Digital Citizenship Pledge, naming what they will do to be responsible digital citizens. They often list actions such as: • Being kind online • Thinking before posting • Not interacting with strangers • Using age-appropriate websites and apps

Summit fifth graders have a new class in their studio rotation Digital Life Skills. Goals of the class include: • Enhancing digital skills (particularly within Google Suite) as students prepare for Upper School. • Empowering students through Digital Literacy. Upper School Librarian Betsy McNeer contributes to this part of the curriculum. • Further building Digital Citizenship skills. • Laying a foundation for good media balance, digital health, and wellness. Ms. Rogers and Ms. House often use resources from Common Sense Media and highly recommend the site to parents looking for guidance in choosing media and establishing balance and boundaries. Technology will continue to permeate many if not all aspects of our lives. At Summit we want to equip our students with the skills to successfully navigate the online world and hopefully become leaders who will positively impact the lives of others.

Upper School Leadership

Misty Hyman In her role as Director of Upper School, Misty Hyman is presented each and every day with unique challenges and opportunities. She credits the team that surrounds her for making it not only easy to come to work each day, but something that she truly looks forward to. “We are a community—a strong community. We genuinely care for one another and we lead with relationships. And in my new role, I have found that leading with relationships is the key to success.”

“We are there for one another, even when we make mistakes or if we disagree. That’s what community is all about and I want to continue to build on that.”

At the time of the 2012 merger with Summit, Hyman was the Assistant Director of Triad Academy. Hyman received her bachelor’s degree from the University of North Carolina at Greensboro and her master’s from High Point University in 2011. She has completed the AOGPE Associate level coursework and is completing her Associate level practicum for certification through AOGPE. Hyman was named Director of Upper School in December of 2018 and it felt like a very natural transition for her.

Hyman credits Summit School with supporting and furthering her love of teaching and being an educator, especially the ‘whole child’ approach.

“Because I already had relationships with the teachers and many of the students of the Upper School, the foundation was there. That has allowed me to hit the ground running with a focus on bringing clarity, consistency and reliability as a leader who encourages curiosity, out of the box thinking and innovative problem solving within our community.”

When the day is done, you are most likely to find Hyman at home reading and spending time with her husband of six years, Jonathan, and their daughters Addison (5) and Audrey (2).

Hyman is also a staunch supporter and biggest fan of the teachers at Summit. “I am in awe of the quality and expertise of our educators at Summit. I have the unique pleasure and advantage of working every single day with experts in their field,” said Hyman. “They put children first and they genuinely care about our students’ ability to be confident, curious learners. They inspire this in their students and they cultivate this curiosity with one another.” Hyman works each day to support the community she so values—great teachers, students, and families. This includes highlighting all of the things they are doing well, the lightbulb moments when students are making connections, and even the moments when mistakes are being made and they are learning and growing.

“By focusing on each individual child and family, we’re able to support them and encourage them to show up as the best version of themselves. And when they fall and make a mistake, we rally around them and help them to learn and move on. That is really unique today in education.”

“Friday nights are sacred in my house. We do not go anywhere. We stay home and we spend time together. That is very important to me.” Hyman seems to have found the balance between family, community, and her role at Summit School. She seems to have also found a place that reminds her, every day, why she does what she does. “Summit School is a unique environment to learn and grow in—as a student and as a faculty member. This place has truly reinforced my passion as an educator and my desire to serve these children. And in return I have been given so much and learned so much. Most importantly, I have learned grace.” And what is Hyman’s hope for her time at Summit? “My hope is that teachers, parents, and most of all students see that I value who they are and that I am here to support them and help them get the most of their experience at Summit School.”

Summit Boasts

TWO AOGPE

Fellows and Trustees

Fellow than getting my MBA. It has made me a better practitioner and educator.” Malloy, who was recently appointed to the AOGPE Board of Trustees, is not the only Fellow at Triad Academy. Amy Lawrence, who teaches Language Tutorial in the Lower School, is also an AOGPE Fellow and has been a member of the AOGPE Board of Trustees for the last five years. Nearly 100 years ago, Dr. Samuel T. Orton and Ms. Anna Gillingham created a groundbreaking approach to teaching literacy to individuals for whom reading, writing, and spelling did not come easily, such as those with dyslexia. Known today as the Orton-Gillingham Approach, this powerful tool has changed countless lives, not only because it works, but also because of the consistent and methodical way it is applied by well-trained and experienced practitioners. That is thanks in large part to the Academy of Orton-Gillingham Practitioners and Educators (AOGPE). The Academy of Orton Gillingham Practitioners and Educators (AOGPE) is a national organization that works to sustain the foundation of the principles of Orton-Gillingham. They do this through certification, training, research, and raising public awareness. Triad Academy at Summit School is one of just 15 instructional programs that have been officially accredited by the AOGPE in the United States. And it is not an easy process. “You have to meet a number of basic prerequisites before beginning the application process to receive accreditation,” said Carrie Malloy, Division Director of Triad Academy at Summit. “To apply, a certain percentage of your faculty must be credentialed by the AOGPE, and at least one AOGPE Fellow must be on staff. The actual accreditation takes two to three years.” Malloy is an AOGPE Fellow, a process that she said took her over ten years to complete. As the mother of a son who is dyslexic, she said she would do it all over again. “At the end, my application was over 300 pages. It was an amazing process. I am more proud of becoming an AOGPE

“It’s amazing that there are fewer than 200 AOGPE Fellows in the United States and we have two at Triad Academy. We are also accredited as an Associate Training Site and have four additional faculty members who are Fellows-in-Training,” said Lawrence. “I think that speaks to the quality of our school and our reputation within the AOGPE community.” In addition to her work with the Board of Trustees, Lawrence is also chair of the AOGPE National Conference, which is attended by more than 450 professionals each year. It is a lot of work, but Lawrence and the Board of Trustees believe it is critical to the AOGPE’s mission. “The AOGPE is focused on teacher education and expanding its reach by increasing the number of accredited school programs; our conference is one way we can begin to accomplish these goals,” said Lawrence. The AOGPE has struggled with the stringent nature of its accreditation process. Some have suggested that perhaps it should loosen the standards in order to have the OrtonGillingham approach available more broadly. “At what cost?” asked Malloy. “Having more accredited practitioners means nothing if they are learning from a watered-down version of the program. The approach works because we have a strong foundation of people who have the same level of training, standards, and beliefs as they relate to Orton-Gillingham,” added Lawrence. “And I know firsthand because I am dyslexic and had the benefit of an Orton-Gillingham trained therapist. That was the beginning of the journey that brought me where I am today.”

The

Douglas Award

Congratulations Delores Flores de Valgaz

The Marian Millaway Douglas ’69 Award for Faculty Excellence was established in December 2000 with generous funding from Sandra Adams, Ann and Borden Hanes ’60, and Marian ’69 and Jim Douglas in response to the Great Expectations II Capital Campaign for faculty excellence. The endowment agreement reads, “Established by family and friends to honor Mrs. Douglas for her love of and dedication to Summit and to recognize her parents who made a Summit education a priority for their daughter. The fund rewards teachers whose excellence and enthusiasm spark the flame of learning in students.” Any teacher who has taught at Summit for five or more years is eligible for this award. Recipients must demonstrate the following: • Commitment to the teaching profession • High expectations for students • An ability to connect with students • Involvement in the total school program • Energy, excitement, and passion for teaching • Willingness to work with colleagues • Loyalty to the school • A desire to go beyond what is expected Cross-divisional Spanish teacher, Delores Flores de Valgaz, is the 2019 recipient. She has been actively involved in all aspects of Summit School: touching every division as a classroom teacher, advisor, and through curriculum development. One initiative has allowed children in the Triad Division to access second language learning in a multisensory way. Her warmth allows each person she encounters to feel a sense of belonging within our community. Last, but certainly not least, she is kind, joyful, and enters each day with a smile to greet students and colleagues. Head of School Michael Ebeling says, “What comes from the heart speaks to the heart. Delores lives this adage, every day in every class with every student. That’s one of the reasons that Delores’ students love her—and love learning in her class.” Delores leads by example, encouraging all of us to bring authenticity, grace and a willingness to learn and grow to our Summit community. In essence, Delores is the embodiment of the Portrait of a Summit Teacher.

Seventh Grade

Making Mythology

By Lisa Emmerich, 7th Grade Social Studies Teacher 12

Seventh graders spend a lot of their time figuring out how to express their true nature and wrestling with the difference between right and wrong, as well as dealing with friendship issues. As it turns out, so did the gods and goddesses of Ancient Greece—although their dramas played out on Mount Olympus instead of on social media. Ancient world mythology captivates the imaginations of seventh grade students, making it the perfect topic for the grade’s signature experience. “I love studying mythology because the gods can do things that are cool,” said Sawyer Kribbs, a seventh grader. “They have special powers and can do things you can’t do in real life. It’s fun to see what ancient people thought about their abilities.” Mythology is the perfect topic for middle schoolers, said Dack Stackhouse, Triad Language Tutorial teacher. “It taps into the fundamental nature of humanity,” he said. “It involves peer-based dialogue throughout multiple modalities in cross curricular areas. And what stands out to me is just the fact that they’re active and it’s fun and brings students together.” The seventh grade signature experience was redesigned for the 2018-2019 school year in order to give parents a window into their adolescents’ learning at Summit. Last year, seventh graders chose two electives in which to explore world storytelling through a particular medium, such as music, drama, visual art, or technology. For example, some students created original artifacts, including ceramic totem poles that told autobiographical stories or time capsules that told the story of today’s time period. Other students chose to perform on stage, dancing and singing in original interpretations of African folk stories or giving voice to radio dramas, in which they rewrote myths for live staged performances. This year’s event will focus on Greek mythology in particular, giving students the opportunity to discover how the ancient Greeks explained natural phenomena through intriguing stories. Seventh grader Katie Pike-Werle said she feels exuberant about studying Greek mythology. “The different stories are just so cool,” she said. “I have a

history with it. My dad told me the story of Perseus and Medusa when I was six and I’ve been studying it ever since. But I think the stories can be somewhat more adult and we can understand them more now than we did when we were younger.” By studying Greek mythology in studio as well as in academic classes, students have the opportunity to gain a deep understanding and make connections across disciplines and with their own lives. “The opportunity to connect classroom content with the arts gives students an immersive experience,” said Kianna Beachum, Upper School drama teacher. This year’s event will differ from last year’s because students will choose both a performance studio and an artifact-based studio. In Beachum’s mythology studio this year, students will rehearse and perform mini-plays interpreting Greek comedy. Updating ancient stories for a modern audience using contemporary methods helps make the stories more meaningful, said Henry Heidtmann, technology specialist and radio teacher. “It allows the curriculum to come to life through their voice,” said Heidtmann. In Heditmann’s studio this year, students will create recorded interviews of ancient Greek authors. “They’re taking the persona of the author of these myths and actually having a meaningful conversation, without a script, in a current, modern medium. Imagine someone interviewing Euripedes in an NPR station.” Upper School chorus teacher Elaine Phelps will focus on percussion and drumming as her students act out a Greek myth without speaking. Artifact-based studios will include visual arts class, in which students will create masks representing Greek gods and goddesses. In Elizabeth Wild’s ceramics class, students will build a traditional Greek vase, using coils or the pottery wheel and authentic Greek decorative techniques. “So much of the history of ceramics in particular stems from what the Greeks did,” said Wild. “It’s just such an interesting place to for us to trace back the ceramics that we still use today. Greeks were way ahead of their time when it comes to art and it is exciting for the kids to appreciate that the Greeks really looked at it as a fine art, beyond just function. To appreciate that people at a completely different time were really excited about art and cherished these objects.”

In their core classes, student scientists will research the stories behind constellations and then create their own constellation stories. Seventh grade science teacher T.J. Petronzio describes students making connections to science throughout the unit. “We create asterisms,” he said, “which are fictional constellations that connect the stories of historical constellations with students’ own imaginary creations.” In English and Social Studies, students discover how myths reflect and shape cultural beliefs, discovering similarities and differences between age-old myths across cultures and learning to tell old stories in new ways. “I like mythology because you can find out how people explained things in ancient times before science,” said seventh grader Jake Winslow. “It shows their imagination. If you don’t have answers, your mind makes stuff up so you can figure out a way to make sense.” This year’s community event will take place in the afternoon on Friday, February 7. Families will watch student performances and participate in a gallery walk to view student-created artifacts and portfolios showcasing classroom learning.

Students Win Big On National

Last year, ten students took the exam, which focused on the underworld, a Crow myth, and Homer’s The Odyssey as well as general knowledge of Greek myths. Of the ten students, four earned a bronze medal, while one earned a silver medal and two students earned the Athena Gold Award of Excellence National Mythology Exam Gold Medallion. All students winning awards missed fewer than four questions on the test.

Mythology Exam

Charlotte Richter, who earned a gold medallion, said she recommends the exam for students who want to put in the time to truly prepare.

Summit offered seventh graders the opportunity to take the prestigious National Mythology Exam for the first time last year as part of the new grade level signature experience, Making Mythology. The exam offers an academic challenge to students who are particularly interested in Greek and Roman mythology or who love to analyze literature.

“It’s cool to learn about what people thought existed and the lessons that were important to them,” she said. “I enjoyed studying it with friends.”

To prepare for the test, students meet in small study groups to read and analyze dozens of Greek and Roman myths, as well as a myth from another culture. They learn about the unique qualities of the Olympic and lesser gods.

Seventh grader Eva Skoteiniadis looks forward to taking the exam this year. “I like the fact that I can learn more about the gods. I’ve gotten the basics down because I’ve grown up learning, for example, that Zeus is the main guy, god of thunder. But there are all of these little stories that you get into more when you are studying. It’s interesting to see how people have passed down these stories for generations and now we know so much about them.”

“I like mythology because you can find out how people explained things in ancient times before science,” said seventh grader Jake Winslow. “It shows their imagination. If you don’t have answers, your mind makes stuff up so you can figure out a way to make sense.”

TRANSITIONS & FAREWELLS

DEPARTING STAFF As educators in this special community, we share an understanding: Children learn best from those they love and respect and by whom they are loved and respected. We will miss the educators below who left Summit at the end of the school year. In equal measure, we are excited about the opportunities that await them.

MORGAN BONDS Afterschool Program Instructor We will miss Morgan’s energetic spirit. Students enjoyed her willingness to play soccer, basketball, and frisbee.

KEELEY BRIDGES Grade 4 Keely’s steady calm and welcoming personality made her a perfect fit for the students of the Triad Division. She made deep connections with students and fellow faculty alike, sharing her warmth and continuous positive outlook daily.

MELISSA CLELAND Upper School Math Melissa Cleland demonstrated a deep commitment to the life of our Summit community over the past 28 years. She has made time to see her students in a variety of venues and roles, including academics, athletics, social events, and the arts. This kind of commitment and consistent presence have been hallmarks of her time at Summit. When asked what Summit means to her, Melissa responded by saying, “I have cherished my time at Summit. Nurturing students on their journey of academic and social/emotional growth has been my pleasure. I have made faculty friendships that will I know last a lifetime.”

SUZANNE DAVIS ’93 Program Coordinator for Summit’s Center for Excellence and Innovation (CEI) Suzanne was described in this way by a colleague: “Suzanne is that rare combination of extraordinarily organized and wonderfully kind. She attends to the nitty gritty details of planning while gently taking care of those around her.” Thank you, Suzanne, for your tireless support of faculty and staff alike!

JULIA OUGH Afterschool Program Instructor Julia cared deeply about the children she worked with—finding the best in each of them. Julia’s next adventure will be working with Americorps.

KATRINA HARPER Afterschool Program Instructor Katrina took on multiple roles at Summit and we appreciated her hard work.

BEBE KREWSON Grade 4 & Learning Specialist Bebe Krewson devoted herself to Summit children and families for 22 years. During her time, she worked in many different teaching roles. We are so grateful for her many gifts. One colleague says, “She models the curiosity, sense of possibility and joy that we all hope to nurture in our students.” Bebe writes, “It has been an honor to teach at Summit School. I will always be an advocate for Summit. I’m looking forward to being able to give back to the community, travel, and spend more time with family and friends.”

SUSAN HEDGPETH Kindergarten Susan Hedgpeth blessed Summit with her teaching for 30 years. The lives she touched and transformed number in the hundreds. One colleague wrote to her saying, “You love a child exactly how they are on the first day of school and through your gentleness and steadfastness you love them to become even better selves by the last day of school.” Susan writes, “I will never forget the opportunities for professional and personal growth that I have experienced here. I cherish the friendships I have made at Summit and the children I have had the honor to teach. I am the person I am in part because of the magic of this place. I look forward to taking time to smell the roses.”

TARRAH HUNTER Teaching Assistant, Grade 1, & Afterschool Program Instructor

COLLEEN MOIR ’10 Assistant Teacher & Afterschool Program Instructor Colleen says, “I have been so thankful for my time at Summit — I have learned and grown exponentially, and have felt nurtured and joyful all along the way. I feel even more encouraged in moving onward to attend UNCG for a Masters in Counseling, and look forward to continuing to work with students as a guidance counselor.”

MINDY OGBURN Teaching Assistant, Grade 3 Mindy writes, “Thank you all for allowing me to be part of this wonderful school. Summit is full of kind, fun, smart, and talented people! I leave Summit with many wonderful memories.”

After three years teaching at Summit, Tarrah will be attending Wake Forest to earn a Masters in Education. She says, “Thank you to my team, my students and my leaders. I will do my best during my time at Wake Forest with Summit in my heart!”

TRANSITIONS & FAREWELLS

RACHEL RICHARDSON Upper School Math Rachel joined the Triad Academy teaching faculty 10 years ago from the SOAR Semester program in western North Carolina. She shared her ability to scaffold and support children with dyslexia in their math learning.

JULIE SMITH PHALA ROBERTS Teaching Assistant, Grade 3 Phala leaves Summit after four years as an assistant. She says, “I have enjoyed coming to Summit and being a part of the wonderful and talented third grade team.”

SUSANNAH HAYNIE SATTERWHITE ’08 Kindergarten Assistant Susannah is enjoying staying home with Eloise, her new baby. She loved working as a kindergarten assistant for the two years and says, “I am forever grateful to the Summit community and all I have learned. It has been a joy to work alongside such wonderful people.”

SHANNON PYLANT Upper School Science Shannon shared her love and passion for science with her students and colleagues for three years at Summit and for this, we are grateful. We appreciate the passion that she brought to the 6th Grade and to Summit. We wish her the best.

Director of Lower School In a sense, Julie is “going home” as she becomes Head of School at Salem Montessori School (SMS), a school with which she has been deeply involved for many years. In fact, SMS began in her basement! During her eight years as an administrator at Summit, Julie has shared her warm heart and firm resolve, continuously improving every aspect of the Lower School: from classrooms to curriculum; from professional development to parent learning; and from collaboration among faculty to communication with parents. As a leader and colleague, Julie has been “all in, all the time.” She leaves a living legacy of innovation— positioning Summit to be the best we can be now and far into the future. Onward and upward, Julie!

KELLY TIMBERLAKE Math and Language Tutorial

ASHLEY STABOLITIS

Kelly says, “My love for Summit School and its community began almost 40 years ago. Carrie Malloy and I were fortunate to be placed at Summit for our student teaching in the Explorer program under the leadership of Ms. Futrell. Working with her was magical. She instilled in me the importance of being a lifelong learner. In addition, the warmth and love of the Summit community and family enveloped me and made a tremendous impact on me. In 2012, when Triad moved to the Summit campus, I felt I had come back “home” to a loving community and family. Being at Summit allowed me to continue my love of learning that Ms. Futrell had instilled in me. My greatest joy has been having the opportunity to watch numerous children thrive in the special environment that Summit has to offer.”

Geometry and Algebra II Ashley gave her commitment and dedication to Summit School for 18 years. When asked about her time here at Summit, Ashley said, “When I joined the Summit community I was looking for a school where I could teach students more than just math. I hoped Summit would be an environment where I could build deeper and more meaningful relationships with students and their families. And I quickly fell in love with the Summit community, finding exactly what I was looking for. I will cherish most the JOY in my heart and mind that I have found in all of the relationships I have built over the last 18 years. I will always cherish my time teaching at Summit and Summit will continue to be like a second family.” We wish Ashley the best in her future endeavors.

JANICE WEISS Director of Afterschool Janice Weiss has taken on a new challenge as a Bereavement Coordinator at Trellis Supportive Care (formally Hospice). Janice gave her mind, heart and soul to Afterschool for nine years. Janice has a penchant for planning and improving. Both have served us well at Summit.

TARA THOMPKINS Afterschool Program Instructor We are grateful for the short time that Tara joined the Afterschool team.

IN MEMORIAM

ELLEN “BUBBLES” CARBERRY JOHNSON BONNETTE Ellen “Bubbles” Carberry Johnson Bonnette, died Monday, September 30, 2019 in Winston-Salem. Ellen served Summit as a teacher in Junior Kindergarten and Kindergarten from 1986-2005. She was integral in the early years of Summit Summer, Beforeschool and Afterschool. She was known for being an early supporter of recycling and all things environmental. As Jeff Turner, current Director of CoCurricular programs says, “She loved a good mess.” Additionally, Jeff says that she would be proud of the work Summit is doing around inclusion and diversity. Anne Coggan Johnston, former director of early childhood at Summit agrees. “Ellen Bonnette believed strongly in teaching social justice to very young children. One of her most successful lessons involved asking only those students with brown hair to line up first. The children quickly saw the injustice of this, and with that realization, they began to understand discrimination.” Former colleagues describe her as the consummate nice person. They remember her great sense of humor and love of a good prank. She worked a long time with her sidekicks Luli Sanderford and Mildred Paden. Former student Hollis Mickey ’03 says, “Ms. Bonnette taught so many of us how to be kind. She showed us how to be patient with ourselves, and with others, and guided us in understanding stereotypes and biases that are culturally imbued. I have such distinct memories of her teaching about equity around Martin Luther King day. Today, in my work as the director of education at the Anchorage Museum and Alaska, I draw on those early lessons as I work to support equity in teaching and learning in my community. Anchorage has the most diverse census tract in the United States. I am so grateful for her profound teachings; I use those lessons that I learned at age 4 now in my 30s.” Another former student, Patrick Molitoris ’01 says, “My relationship with Ellen has been its own beautiful story arc for the past 30 years. When I was three, my mom and I moved in a few doors down from her. Little did we know how our lives would fuse over the following three decades.

As a younger child in her Junior Kindergarten, Ellen was dedicated to expanding our imaginations, bringing colorful and vibrant activities to our lives on a daily basis. And she always had emergency underpants in her closet—thank goodness for those! “But as I grew up, Ellen made an indelible impression on me—especially as I developed my own sense of humor. She demonstrated a thoughtful and unapologetic irreverence that I found to be not only appealing but also important. That irreverence was one way she conveyed what she believed to be whole, and true, and authentic. I took these cues from her, and I’m so glad that I did because I have grown to be a more compassionate, critical-thinking human as a result. Ellen was an enduringly affirming force in my life, from age 3, to age 33.” We close with these words from Billy Stoltz, long-time member of Summit’s maintenance and transportation staff: “If you could put your mother, grandmother, sister, and favorite aunt altogether, you just might have enough love, compassion, and respect that I have for Ellen. She has always been one of my dearest friends since we met here in the early to mid-eighties. Her love of children never wandered as long as I had known her. Teaching them respect and understanding that we are all different but yet there is that bond that holds us together in union. She never met a stranger and would love to just sit and chat about your life and family as much as she would love to tell you about hers. She was one of a kind and I will miss her dearly.....”

The phrase “lazy days of summer” does not apply to Summit School. In the Summer of 2019, the school celebrated 30 Years of Summit Summer, a program dedicated to offering a wide variety of enriching, challenging and most importantly FUN day camps. And Jeff Turner has been a part of every one of them. “Summit Summer is another fine example of the forward-thinking nature of the school and is one of many programs envisioned by Anne Coggan Johnston who created the program in 1989,” said Turner. Johnston was a teacher and administrator at Summit for 34 years and Turner, who is director of co-curricular programs at Summit, became the director of Summit Summer in 2001. Since its founding, Summit Summer has counted over 20,000 registrations from students across the Piedmont and beyond. In the summer of 2019 alone, 659 students from 94 different schools in seven states enrolled in 87 different camps. For one week at a time, students had the opportunity to experience things like board game design, engineering exploration, drone flying, fishing, improv, LEGO robotics, and much more. And it is the experience that keeps campers coming back, says Turner.

“Most Summit Summer camps are led by Summit teachers who have benefitted from the unique training and professional development opportunities we extend to our faculty. They create exceptional experiences for our campers and are passionate about what they do, and they want to be there. The campers feel this. The parents see this. And our program continues to grow. And it’s exciting to see teachers try new things in the summer that eventually make their way into the classroom,” said Turner. After 30 years, Turner says they are often asked, what’s next? “We love hearing from campers and parents. Based on their feedback, I feel like metalworking is on the horizon – jewelry, welding. And we might bring back chess camp! We get a lot of requests for that,” said Turner. “The one we’re really trying to figure out is a blend of fencing and Star Wars. Now THAT would be fun.” Stay tuned! Registration for Summit Summer 2020 will open on February 1st for current Summit families. Registration will be opened to the general public on February 3rd.

More information will be available leading up to the registration date at www.summitschool.com/summer. 21

State of the School Nancy Tuohy Summit continues to play a significant and meaningful role in the lives of current families, alumni, former parents, grandparents, and the Winston Salem community. A Progressive, independent school is an asset to the growth and evolution of our city of arts and innovation. Even with major corporations in flux, the presence of a forward-thinking foundational education is a draw for families considering a move to Winston-Salem. And our former families continue to demonstrate their love for Summit in many supportive ways. Based on industry benchmarks, our Advancement Office continues to exceed its performance in terms of return on investment in fundraising efforts, fundraising expense

Cindy Kluttz

ratios, and dollars raised per enrolled student. Our community recognizes the treasure we are and ensures its future. Attracting young, innovative families is key to all sustainability efforts. Today’s marketing strategy shifts to a digital and more targeted reach. We reach families on their devices, providing meaningful stories of life at Summit. We host parent learning events that are open to the public. Our current parents engage with one another in small and large volunteer ways. We engage rather than present. If you are not already engaged with Summit on your phone, your computer, or in person, join in the fun! You’ll be glad you’re #allin.

ADVANCEMENT

Summit School maintains a robust enrollment filled with mission-aligned students and families. This year, Summit welcomed 80 new students and 53 new families, including 11 new Eaglets. Enrollment for the 2019-20 school year encompasses 590 students: 255 students in the Upper School, 260 students in the Lower School, and 75 students as a part of the Early Childhood division. Within the Upper and Lower Schools, the Triad Academy division has an enrollment of 92 full-time students. This year, Grade Seven is enrolled to capacity with a wait pool.

of color comprise 20% of the overall student population, and in fact, 29% of the students newly enrolled for the 2019-20 school year are students of color. Twenty-one percent of the students enrolled at Summit receive need-based financial aid; Summit awarded almost $1.5 million in financial aid dollars for the 2019-20 school year. In addition, Summit is proud to educate 117 children of alumni this year, evidence that the inspiring and innovative nature of the student experience is shared among generations of families in Winston-Salem.

The Eaglets class, designed for students who are three years of age, is in its third year of existence, and due to its early success will be Summit’s new point of entry for students entering the Early Childhood division. In fact, the Eaglets class for the 2020-21 school year already boasts 10 applications, further evidence that Summit continues to provide a coveted education in Winston-Salem.

In the pursuit of professional development, Summit’s Admission Director is currently enrolled in the Leadership in Enrollment Management Certificate Program at the University of Southern California’s Rossier School of Education and Center for Enrollment Research, Policy and Practice. This intensive 30-week program will position Summit for continued financial stability well into the future. The course showcases the opportunity to learn from a national network of colleagues both in higher ed and independent schools

Summit enrolls a diverse student population with students enrolled from 24 different zip codes and 14 distinct ethnic backgrounds, striving to pursue inclusivity as an essential facet of the Summit community. Students

ADVANCEMENT

Jeanne Sayers Thanks to the continued generosity and philanthropy of the Summit community, we raised $1,177,733 last fiscal year in support of our mission, programs, faculty, and student experience. The 2019 Summit Gala: Lights, Camera, Auction! was a fabulous celebration that brought nearly 500 Summit community members together for an evening of dinner, dancing, and silent and live auctions. We raised nearly $300,000, a record for the biennial event led by our Parents’ Association.

Ken Shaw Summit Athletics had another successful year but not in the way you might initially think. Yes we won lots of games and students excelled in competition but, more importantly, we dug deeper into becoming better people. I polled the Class of 2019 and found several interesting things. One is core values. The ones they value most highly are grit and effort. We also leaned into what advice they would give incoming sixth graders—the Class of 2023. ‘Work hard’ was at the top of the list. ‘Play as many sports as you can’ was next. In other words, make the most of every opportunity. The Class of 2019 were united in their decision to stay at Summit for 9th Grade. It’s important to live with no regrets and this group certainly did that. One area of focus was to continue to interact with students by grade level. My goal is to meet with each grade at least once per season and not only find out what is going well and what needs attention but also explore questions like, “How do you want to be remembered?”, “What does a great teammate look like?”, “How to overcome a difficult opponent both physically and mentally”, and “What are the staples of a great athletic

DEVELOPMENT Our annual Week of Giving Campaign, in celebration of Founders Day, kicked off this school year’s Summit Fund efforts with record numbers. Three hundred eighty seven (387) donors contributed $191,815, an 8% increase in donors and 5% increase in dollars from last year. We look forward to growing our strong parent (90%) and alumni (12%) participation numbers this year, and thank all members of the Summit community for your enduring support.

ATHLETICS program?” Our students are delightful and their insight is meaningful for positive change. Our coaches are continuing their professional development. We are not only meeting together and learning from one another, we are stepping outside of our community to learn from others as well. I personally visited several other schools (Charlotte Latin, Calhoun, Greenwich Country Day, Friends Seminary, Riverdale School) to learn what is working for them and how it might apply to our work here. We are committed to continuous improvement both personally and collectively. Many of our teams have joined a conference for the 19-20 school year. The Central Carolina Conference was formed along with sister schools Canterbury, Wesleyan, North Davie, South Davie, and Ellis. Our coaches and students are excited at the prospects of competing for both regular season and tournament championships. Student participation continued to rise as we had 94% of Upper School students play at least one sport. We will continue to grow our program and meet student needs in a healthy and safe environment. Go Eagles!

STATE OF SCHOOL

Michael Ebeling The Center for Excellence and Innovation’s (CEI) mission to support teachers’ professional growth in ways that have a direct impact on student learning has been realized in a variety of ways over the past year. The pervasive and robust role of the CEI is reflected in the Lower School, Triad and Upper School sections of this State of the School Report. The following highlights reflect the thriving nature of the professional development, growth, learning and ever-evolving expertise of our Summit teachers: •

This summer saw the third year of our unique curriculum development grants program. Teachers who worked on these grants spent time developing innovative and engaging curriculum, examples of which include the following: Early Childhood teachers further developed a Literacy Resource Room to increase direct instruction of reading in Early Childhood; Triad faculty designed a Dyslexia Self-Awareness and Self-Advocacy curriculum to help students better understand their individual learning profile; Lower School teachers worked with math expert Melissa Rareshide to develop Summit’s own Math Workshop model; Upper School teachers developed a professional development curriculum to deepen and support the integration of writers workshop; and cross-divisional teachers further developed our S(cience) T(echnology) E(ngineering) A(rts) M(athemetics) program throughout the school.

CENTER FOR EXCELLENCE & INNOVATION •

In keeping with Summit’s Strategic Plan initiative to pursue inclusion as an essential facet of our community and under the leadership of our Dream School Initiative team, our entire faculty and staff participated in two formal workshops on both of professional development days as well as small group sessions throughout the year focusing on inclusive classroom and community practices.

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The Triad division provided advanced Orton-Gillingham (Certified level) training to four of our teachers.

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As part of Summit’s strategic initiative to develop faculty leadership, our teachers presented at local, regional, and national conferences, teaching colleagues about innovative approaches in Summit’s curricula and program as well as learning about excellent programs and practices throughout the country, including: Teachers College Reading and Writing Project Institute (through Columbia University), North Carolina Science Teachers Association Annual Conference, National Social Studies Conference, AOGPE Annual Conference.

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We have continued and deepened our school-wide work with Harvard’s Project Zero, an internationally recognized team of researchers who collaborate with our teachers on everything from curriculum design to math differentiation, and from exploring how play impacts student engagement to developing peer observation and feedback strategies.

Carter Sturkie

FINANCE & OPERATIONS

Like most independent day schools, Summit remains “tuition-driven” as 86% of income derives from tuition. The School annually draws 5% of a rolling twelvequarter average from the Endowment Fund. This year, the endowment will provide $730 thousand or 4% of the operating budget’s income. Summit’s Endowment continues to grow through gifts and market appreciation.

financial aid program, which supports 134 students with almost $1.5 million in need-based aid. This financial aid program is funded through restricted endowment funds, the operating budget, and several other annual giving donations specifically targeted towards financial aid. The average grant for families who receive financial aid is in excess of $11,000.

Summit, like other educational institutions, is labor intensive and thus spends the major portion of its budget (65%) on salaries and benefits. The school is committed to attracting, supporting, and retaining an outstanding faculty and staff; therefore, competitive salaries and benefits are critical expenditures.

2018-19 Financial Highlights

In addition, the Board continues to be committed to supporting socio-economic diversity through the

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65% of the budget (or almost $11 million) went towards salaries and benefits.

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Summit’s endowment assets benefited from a strong investment environment, posting a gain of over $700 thousand.

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Bond debt stood at $11.7 million, with ongoing annual debt service of approximately $985,000.

Chris Culp ’82 In the ever changing world of technology Summit works to provide the best for our students. Our main areas of focus are network infrastructure, student safety, and availability of technical resources. We believe that learning and exploration should happen everywhere and anywhere. In 2019-20 we have made the following changes to accomplish these goals: •

Redundant internet feeds to guarantee network uptime.

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Expanded Wi-Fi capacity in every teaching space.

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Increased numbers of Chromebooks in Lower School classrooms.

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Upgraded Firewall with support for redundancy.

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Increased campus security system to 90 cameras covering all entrances.

TECHNOLOGY •

Our school information system Veracross was upgraded to include student behavior tracking, expanded portal access, and ID badge generation for faculty and employee modules.

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This summer we began the process of archiving 20 years of school related media including video from school performances and classwork.

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Screamin’ Eagle Radio, our student-run radio station which broadcasts items of interest to our community each morning continues to experience growth in participation with over a dozen 5th-8th grade students now on the broadcast team.

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Most of our larger shared spaces have been equipped with wireless-based BYOD (bring your own device) receivers for ease of projection with the remainder slated for outfitting this summer.

STATE OF SCHOOL

Bekah Sidden

LOWER SCHOOL

Exceptional Educators

Inspiring Learning

The teaching faculty in the Lower School has immersed itself in continuous improvement, growth, and development of curriculum across content areas. Teachers spent time over the summer reviewing the current curriculum and developing ways to use new and updated curriculum to enrich the student experience. This is most visible in the continued implementation of Writers’ Workshop as teachers continue to translate their learning into practice in the classroom while being mentored by expert teachers. In addition, teachers are working together to pilot an innovative approach to math differentiation and enrichment in the classroom through a workshop model. Every teacher in the Lower School is participating in a learning cohort that enables them to continue their learning throughout the school year and ensure continuity and consistency across grade levels. We continue to create and benefit from the opportunities for faculty leadership. Through intentional professional development, teachers are gaining expertise to be shared within the Lower School by serving as mentors for colleagues and presenting at local and national conferences.

Project Zero out of the Harvard School of Education is a team of education researchers exploring best practice for education. In the Lower School we continue our work with the Cultures of Thinking and Teaching for Understanding. In conjunction with Project Zero researcher, Mark Church, we are committed to teaching in a way that promotes critical thinking and developing independent learners. New to the Lower School, we are engaging with another project from Project Zero, Pedagogy of Play. Teachers in the Lower School and across divisions at Summit will partner with researcher, Ben Mardell, to explore how play impacts learning and student engagement. This partnership will enable our teachers to be coached by leaders in the field. It is an expression of leaning into our promise of educators who educate the whole child. This studentcentered approach to education allows educators to meet students where they are developmentally and in doing so increase engagement, understanding, and enrich the student experience.

Carrie Malloy The Writing Revolution (TWR) is an evidence-based method of teaching writing that can be adapted to various subjects and grade levels. TWR transforms struggling writers into strong communicators by teaching specific techniques that correspond with the needs of each student and provides them with direct feedback. TWR also helps with reading comprehension, organizational and study skills, verbal expression and analytical capabilities. Fluency Lab Incorporation was piloted in select grades during the 2018-2019 school year with much success and added to this year’s curriculum for all students in Grades Three through Seven. The lab features a customized approach whereby students spend twenty minutes daily focused on building reading, math fact, or paragraph writing skills based on their individual needs and skill level. Dyslexia Self-Awareness and Self-Advocacy Program The curriculum is being piloted in our lower school morning meetings and focuses on helping students better understand the challenges and talents often associated with dyslexia. Designed to “demystify dyslexia,” the curriculum provides students with tools

TRIAD ACADEMY DIVISION to understand their own learning profile, communicate with others about their learning needs, and teaches them how to ask for help when they need it. Faculty Credentialing As one of fifteen schools in the country that is accredited by the Academy of Orton-Gillingham Practitioners and Educators, Triad Academy faculty continue to work toward their next level of credentialing. This year four faculty members will be applying for Associate Level accreditation, bringing the total number of credentialed faculty to 22 out of 28 faculty. Parent/Community Education As the research continues to demonstrate the importance of early diagnosis and intensive remediation of dyslexia, the Triad division has made a concerted effort to provide educational tools to help teachers, parents and professionals identify language based learning differences in children sooner. To help identify children at a younger age, one of our faculty members provides Orton-Gillingham instruction to a small group of kindergartners two times per week. Please see the parent learning website to see educational events offered to the Summit and greater Winston-Salem community.

Misty Hyman Math Curriculum Development As part of our continuous improvement model, math curriculum is being refined to ensure that skills are introduced and reviewed in each class using a structured scope and sequence. Strategies for differentiation and enrichment are being explored to develop best practices for education. Math teachers observe and collaborate with one another and with teachers from other schools and organizations. Developing confidence and competence with mathematical concepts will serve our students well into high school and beyond. Supporting Exceptional Educators The Cultures of Thinking and Teaching for Understanding models support our student’s love of learning. Using Project Zero’s research, sponsored by Harvard School of Education, teachers from all three divisions work together to develop pedagogy and best practices in education. Mark Church from Project Zero coaches faculty leaders in developing peer observation and feedback strategies for collaborating with one to develop teaching practices. Our teachers focus on inspiring curious learners to think critically and develop intellectual independence. The Cultures of Thinking and Teaching for Understanding models support a genuine appreciation for educating the whole child.

UPPER SCHOOL Upper School Science faculty, along with teachers from other divisions are working closely with Ben Mardell, project director of the Pedagogy of Play. Teachers are developing an individualized research question on how play can have a positive impact on student engagement and deepen learning, recall, and synthesis of information. Several Language Arts teachers attended the Teachers College Reading and Writing Project Institute through Columbia University to deepen their understanding of written language instruction across content areas and inclusive teaching practices in writing. This represents best practices in the field of education and is in collaboration with other educators in the broader community. Community and Collaboration We have a strong community of educators. By putting students first and operating at their highest point of contribution, teachers provide the best instruction and support possible. Deepening relationships between the Lower School and Triad Academy faculty streamlines the transition into the Upper School. Prioritizing developing faculty leaders allows us to lean on our strengths of our community and develop effective support systems in order to provide the best learning environment for our students.

Jeff Turner

CO-CURRICULAR PROGRAMS

Afterschool

Afternoon Academy Spring and Fall 2019

NEW! The Summit Afterschool Program has a new director, several new staff and new spaces. We are happy to have Wendy Rice as the new Director of Summit Afterschool. She has worn many hats in her 8 years at Summit, from serving in the kitchen of the Dining Room for Young Children, to teaching with Susan Hedgpeth in Kindergarten, to working as an Assistant Director of Summit Summer. Afterschool has been using new spaces including the middle Kindergarten room. Six new instructors have joined 4 returning staff. They are a delightful, vibrant group! They love taking care of our children.

Number of Classes: 62

Summit Summer 2019 Number of Camps: 87 Total Registrations: 1,365 Unique Camps: 719 Non-Summit Campers: 58% Schools of Campers: 94 Zip Codes of Campers: 45

Total Registrations: 452 Unique Students: 314 Non-Summit Students: 10% Schools of Students: 7 Private Music Students: 95 Innovation and Entrepreneurship Several Co-Curricular camps and classes, including Starter Uppers and IQ: The Innovation Quarter, have laid the groundwork for an exciting new Studio class being offered in 9th Grade this year. The course is called Innovation and Entrepreneurship I. Chris Culp, Jeff Turner and Michael Ebeling are leading the class. Partnerships with Winston Starts and the Wake Forest Center for Entrepreneurship are infusing the class with real world entrepreneurs. Our 9th Grade program has already begun the process of starting a non-profit bike sharing program. Winston-Salem’s entrepreneurial spirit is stronger than ever and Summit is part of that growth and energy.

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SAVE THE DATE

Lunch with Henry Winkler MARCH 25, 2020

S i x P r o m i s e s of S u m m i t

Scholarship

at Its Best

A Fertile Learning Environment

A Sturdy

Confidence

Intellectual

independence

S t a t e of the A r t

Facilities

Educators Who Engage the Whole Child