From the Head of School
A LETTER FROM THE HEAD OF SCHOOL Dr. Meera Viswanathan Amelia Earhart once commented, “The most difficult thing is the decision to act, the rest is merely tenacity.” Chances are, since you’re reading this, that you are contemplating taking action and applying to a new school. There are many factors you’ll want to consider: character, size, location, ethos, but nothing is more important than ‘fit’ — understanding the academic, cultural and social context in which you will flourish and realize your potential. One question every girl should ask is why she should be interested in an all-girls’ education. The reason is simple: you will be center stage — everything at our school is designed for girls to make the most of every opportunity. As a former long-time university professor, I can assure you that I could almost always tell which of my female students had had the benefit of an all-girls secondary education. While all of my students were exemplary, the women students who had attended an all-girls school stood out for their poise, their confidence, and their inability to defer to anyone as a result of gender. In fact, that is what brought me to Walker’s — I am thrilled to be head of school here, where every girl comes first. And I can assure you that this education is superb preparation for interacting in a world of both men and women. Our grounding values of respect, a love of learning, courage, confidence, conviction and integrity provide a solid framework for personal, ethical and social growth. At The Ethel Walker School, we seek to foster and cherish the joyful development of girls into young women so that they may emerge in their full potentiality as astute thinkers and doers in the world. A Walker’s education serves not only as extraordinary preparation for college, but for life itself in this century of constant change. Our graduates, whatever field they pursue, are societal engineers, reworking and rewiring the very mechanisms of our society and our world. At Walker’s we have a wonderful setting, a rigorous and innovative curriculum, a beautiful campus, and dynamic cutting-edge classes. Our greatest asset at Walker’s is human: the commitment of students, faculty, and staff to enhance learning and development. Our proud legacy, birthed by our founder Ethel Walker, adamantly championed the essential nature of a first-rate education for girls. It is a legacy perpetuated by generations of alumnae, and today the Centennial Center is further proof of its relevance and success. Our ethos of warm receptivity to new ideas and people as well as enduring and deep friendships over time emerges out of Ethel Walker’s philosophy of education. Accordingly, a nurturing environment is a celebrated hallmark of the school. This interval between childhood and adulthood may often be fraught with difficulty, and the pressures are always enormous. This is why we have created an environment where girls can be themselves, discover their true passions and purpose, and achieve their best performance in every aspect of life. We welcome your interest in our school and look forward to giving you a warm Walker’s welcome when you arrive for a campus visit! Cheers and best wishes,
Dr. Meera Viswanathan
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WELCOME TO WALKER’S People who know Walker’s will tell you that when girls first arrive here, they fall in love with the all-girls environment, the serene beauty of our campus, and the power of learning in our classrooms that elevates academic performance and produces lifelong relationships. But in truth, other schools may have similar attributes. So, as you consider different schools, consider the following: Over time, Walker’s has developed a strong reputation in three areas: the spirit of our all-girls community, the individual attention we focus on our students, and the overall quality of student life.* To illustrate these points, we offer you this viewbook. To get to know Walker’s better, we extend an open invitation to talk to our strongest spokespersons – the students and faculty of Walker’s.
* SDR Research
THE NEW CENTENNIAL CENTER Seamless integration The Centennial Center is where every aspect of life at Walker’s comes together: athletics, academics, creativity, and the everyday social life we share. It’s more than a first-rate facility filled with natural light and panoramic views of the campus. It’s a statement about fulfilling what the school and its supporters are capable of when we work together.
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Welcome to Walker’s
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Integrity means every aspect of a girl’s life is integrated, thriving and in balance.
THE WALKER’S ETHOS Walker’s is guided by the principle and pursuit of integrity. By this we mean that we are a school where every aspect of a girl’s life – academic, athletic, social, and personal well-being – comes together.
We’re not teaching you to take a test... we’re teaching you how to think. – Elisa Cardona, Faculty
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LEARNING AT WALKER’S HONORS BIOCHEMISTRY: THE REALITIES OF STUDYING ANTIBIOTIC RESISTANCE STARTING WITH THE ROLE OF RESEARCH
HARD CHOICES, UNINTENDED RESULTS
Two girls stand before a screen in Beaver Brook Room
“We really don’t do any lecturing,” says Dr. Piela. “This
312, narrating a Powerpoint presentation on Human
class is research and discussion-based. We start with an
DNA Modification.
understanding of what scientific research entails and then
Their assignment was to select a hot topic in scientific research,
students actually go into the lab and conduct primary,
and now they’re explaining the advanced biotechnology
hands-on research.”
that they have begun to study. According to co-teachers Dr.
With chairs now arranged in a semi-circle, Dr. Sheldon
Suzanne Piela and Dr. Julia Sheldon, “presentation of data is a
asks the class, “It’s 1960. You have a choice to spend
fundamental skill in the world of scientific research.”
government funding on one of two areas: either diabetes
The girls continue giving their classmates a briefing on
research, or studying how bacteria protect themselves.
the topic: the role of geneticist George Church in genomic sequencing and editing, and the use of CRISPR (clustered
answers. Just ideas.” This triggers responses.
regularly interspaced short palindromic repeats), a
“I’d spend it on diabetes research,” says one girl. “My
breakthrough genome-editing and targeting tool.
mom has it.”
They finish with a tough topic: the ethics of DNA
“Good. We all tend to support research when it affects us
modification, including the boundaries of medical power, the
directly,” replies Dr. Sheldon.
use of animals and humans to test new therapies – and the
Another voice joins in. “I’d say bacteria research, because
critical importance of research to drive discovery and policy.
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Which do you choose?” She adds, “No right or wrong
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so many diseases are related to it.”
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“Interesting,” says Dr. Sheldon. “Now, here’s what really
PR communications.” The whiteboard fills up with the
happened. The government studied how bacteria and
collective output of a class that is now becoming a research
microbes protect themselves. But in the course of their
team. Their next challenge: learning the grant-writing
study, they also learned how to derive human insulin from
process to help fund the research they will perform during
bacteria. It shows how research can lead to discoveries –
the semester.
and how research is an investment in ourselves.”
MAKING A MEANINGFUL CONTRIBUTION
WHERE DO WE GET THE MONEY?
As the year progresses, students of Honors BioChem will
“Research takes money,” says Dr. Piela to the class.
complete a research project that involves collecting soil
“Without it, we’re done before we even get started. So
samples, isolating bacteria, determining metabolites, doing
where do we get it?”
extensive lab work, and potentially discovering the source
Voices start to overlap: “The government…private
of new antibiotics.
foundations…families…investors…schools…taxes…online
“They’ll contribute to a real-world issue,” says Dr. Sheldon.
fundraising tools like GoFundMe and Kickstarter.” “Great,” she says, writing down all suggestions on the whiteboard. “You have to be creative. Now, tell me what researchers need to do their job. Besides money.” “Determination…communication…teamwork...,” are the first few responses, followed by, “time….project design…
“But ultimately, we want them to know science as a process. It’s about trial and error.” “These girls will also learn about the struggles of women in this field,” adds Dr. Piela. “They’ll learn how to advocate for their work, how to handle resistance, and how to be effective.”
Note: Honors Biochemistry runs in partnership with a program called The Small World Initiative™ (SWI). Formulated at Yale University in 2012 by Jo Handelsman, SWI is an innovative program that encourages students to pursue careers in science through hands-on experience and real-world laboratory and field research. Walker’s is one of five schools worldwide participating in the SWI program.
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ACADEMICS Across every area of instruction, we place a strong emphasis on doing. Education at Walker’s is accompanied by direct action, experimentation, and improvisation. The effects are immediate and lasting. Walker’s girls become the intellectual leaders and stewards of their own education. The curriculum at Walker’s combines the traditional areas of liberal arts studies – science, math, history, English, world languages, and the arts – with electives that are relevant to the world today. The faculty, including both exciting new educators and well-tenured teachers, animate the coursework with discussion-based exploration and project-based learning.
The way the teachers teach, and how they accommodate the lesson to fit your style of learning is one of the best things about Walker’s. – Bejay, Class of 2022
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We place a strong emphasis on doing.
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HONORS GEOMETRY & THE LANGUAGE OF EUCLID JUMPING INTO GEOMETRY WITH BOTH FEET
THE ANATOMY OF ANGLES
It’s 8:30 Monday morning as nine girls take their seats
Honors Geometry is for girls with a strong math
in Beaver Brook Room 217 for a long block of Honors
background who are eager to think – and it shows. The
Geometry. There’s a bustle of activity as backpacks and
class is a moderated discussion, with hands flying up and
notebooks and textbooks spill out. Girls are in sandals,
voices going back-and-forth, all orchestrated by the fast and
sneakers, and ponytails, relaxed and chatting.
humorous teaching of Mr. C.
Their teacher, sitting at his desk in khaki shorts and a
“Let’s dive in. Give me a geometric definition of an angle.”
Madras shirt, is Darrell Carrington, also known as Mr. C.
A hand goes up. “Two rays that are connected.”
He is something of a Walker’s legend whose 35-year tenure has earned him a reputation as a teacher who never tires of teaching. “I’ve actually been here 100 years,” he says. “I think I may have taught Ethel Walker herself.”
“Bubbalicious,” he responds. [Note: Mr. C uses this phrase to affirm a correct answer, along with an occasional “Boom shacka lacka lacka lacka.”] “But how are they connected?” he asks. “By a point,” says another girl. “What point?” he says. “What’s that common endpoint called? Anyone? Okay, it’s called a vertex.” Notes are scribbled, and Mr. C charges forward.
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DIALOGUES AND MATHEMATICAL DARING
THE POWER OF FUN
“When we talk about the angle addition postulate, what
As the topics turn to congruent angles, adjacent angles,
are we talking about?”
bisectors, and sample SAT questions, the pace of teaching
After a pause, a few voices answer back with the right
in Honors Geometry stays brisk, daring the students to
answer: “Combining two angles to make a bigger one.”
keep up, and daring them to risk making mistakes.
“Wow. You guys are smart.” He draws a diagram on
When class is over – 80 minutes goes by in a flash – the
the whiteboard. “How would you use the angle addition
girls push their chairs in and shoulder their backpacks.
postulate to describe this picture?”
Several say “thank you” on the way out.
A pause, then a tentative voice: “Um. Angle QCR + Angle
“I often ask this question on the first day of class: ‘How
RCP = Angle QCP. No, wait, I’m wrong.” But a classmate jumps in to support the answer first given, “No, no. You’re right. You’re right.” “She’s exactly right,” says Mr. C. “Trust your instincts, you guys. The worst thing that can happen is you’ll be wrong. Now try this one.” He draws another diagram and asks for someone to use the postulate. Again, hands reach for the ceiling.
many people here hate math?’” says Mr. C. “Sometimes it’s 70% of the class. So I tell them, that’s about to change. Because if we’re not having fun, what’s the point?” It’s still early in the semester. Terms and techniques are being learned. But in the weeks ahead, these students will move into work on advanced proofs. “I promise you they’ll know how to do it because they’ll have the background,” says Mr. C. “They’re building it right now.”
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LEARNING AT WALKER’S THE WIRECATS: OUR FIRST ROBOTICS TEAM IT STARTED WITH A GROUP OF GIRLS WHO APPROACHED A PHYSICS TEACHER AT WALKER’S AND SAID, “WE WANT TO BUILD A ROBOT.” Today they are called the Wirecats, and they compete internationally in FIRST Robotics Competition, which gives high school girls an international stage for exhibiting their skill in engineering. FIRST says its Robotics combines “the excitement of sport with the rigors of science and technology.” Teams have strict rules, limited resources, and industrial-strength competitors. The Wirecats’ challenge is to build a robot that will compete in a game designed by the competition organizers. Teams can form alliances and share resources, even while competing against each other. This accomplishes two of FIRST’s goals: Higher levels of engineering team performance, and a new type of professionalism that emphasizes collective success. The Wirecats won their state district event in their second season and the first all-girls team to win a New England district event.
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LACUNA: A DEEP DIVE INTO FOCUSED PROJECTS
RECENT LACUNA CLASSES
Lacuna exemplifies a key belief at Walker’s – that there is
• Let’s Talk About Race, Baby
tremendous value in allowing a girl’s mind to expand on its
• Draw It Like It’s Hot:
own, driven by intellectual curiosity and the intrinsic need to experience learning at a deeper level. It’s a chance for girls to immerse themselves in hands-on,
• Building and Racing Soapbox Derby Cars
Storytelling and Illustration • 3-Minute Terror Films
challenging learning during two one-week sessions in winter
• CO2 Propelled Cars
and spring in nearly 40 projects outside our core curriculum.
• Creating “Math”sterpieces:
Past projects include film production, canoe construction, and creating a car that runs on CO2. Students showcase their finished work in Ferguson Theater.
The Math of Art • Sports Medicine • A Woman’s Place is in the House, Senate and Oval Office: Women in the Legislative Process • Museumpalooza
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LEARNING AT WALKER’S HONORS WORLD LIT: KALEIDOSCOPIC THINKING ESTABLISHING THE FLOW OF THOUGHT AND LANGUAGE
Multiple other readings follow, setting the tone and tempo for
Co-teacher Elyssa Michael writes a word on the whiteboard:
SO LONG A LETTER BY MARIAMA BÂ
AUTUMN. “Let’s start writing,” she says. The 12 sophomore girls put pen to paper for five minutes, rendering in verse or prose their associations with autumn. They lean into their notebooks, writing in bursts, ruminating and reflecting. Then it’s time to go around the room.
So Long a Letter is the story of Ramatoulaye Fall, a Senegalese widow writing a long, reflective letter to a friend while in seclusion following the death of her husband. The Noma Award-winning book explores her inner beliefs about her Muslim faith, her husband’s polygamy, the conventions of
“Who will start us off?” says Meera Viswanathan, the new
marriage, and her identity and role as an educated woman.
head of school known to students and staff as “Ms. Vis.”
“We can think of seasons and think in terms of life,” says
Now in her first year at Walker’s, she is co-teaching to immerse herself in classrooms, the curriculum, and everyday life.
Ms. Vis, connecting the writing exercise to the novel being discussed. “What season is our character in?” “Spring,”
A girl leaning forward in her chair volunteers to read.
says one girl. “She’s ready to move forward.” Other voices
“Wait,” says Ms. Vis. “Before we read out loud, what do
agree. “She’s just sitting there, sad and alone, realizing that
we remember?” She gets a group response: “Go slow and
she wants more from life….she definitely doesn’t want to be
project,” say the voices.
dependent again.” Ms. Michael jumps in. “Right. It’s like
The poem is then read by its author, slowly and clearly. (“Perfect pumpkins…Corn mazes…A calming in the air.”) 14
a free exchange of ideas about a very interesting novel.
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an enforced isolation. What about the bath she takes? What does it represent?”
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“A renewal?” says one student.
LITERATURE AS DIVERSITY AND EMPATHY
“Good. What else?”
Honors World Lit does not have conceptual boundaries in
A different voice: “Cleansing.”
terms of the focus of its content. This semester will include
“Yes.” Ms. Vis steps in. “Water is really interesting,” she says. “It’s a powerful symbol in all religions, but maybe especially significant in those religions that emerged in the desert – Judaism, Christianity and Islam. We need to remember that all these three religions regard Abraham as a patriarch of their faith and recount the story of his wife Sarah and her handmaiden Hagar/Hajar, both of whom bear a son by Abraham.” She continues, “In the Islamic faith tradition, there’s a holy spring near Mecca that Muslims journey to as part of the Hajj that was created by
a range of works such as Kafka’s Metamorphosis, Ibsen’s A Doll’s House, and Markandaya’s Nectar in a Sieve, among others. “If there’s a common theme, it’s the diversity of the human experience,” explains Ms. Michael. “We read to develop empathy,” she says. “For one thing, it makes us better people, but it makes better students because we learn to apply our understanding to different cultures.” Ms. Vis adds, “The act of reading literature and talking about it openly takes a girl’s single, unified world and makes it a kaleidoscope, with everything detailed in a
God for the benefit of mother and son to slake their thirst.
thousand colors and shapes.”
Water is renewal and life itself.”
“And, just like a kaleidoscope,” says Ms. Michael, “you
“And survival,” adds a student, which triggers another
can take things apart, look at them differently, and
upsurge of hands. And this is how the class proceeds,
everything meshes back together.”
in spontaneous but guided discussion of the book and the central characters’ values, beliefs, hopes and fears.
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The Arts
ARTS CREATIVITY, COLLABORATION, AND RISK
The arts create connections and build community.
In programs for dance, theater, music, and visual arts, girls at Walker’s discover their artistic potential and experience the exhilaration of creative expression. They also develop artistic discipline. This includes improving individual technique, and preparing for opportunities to perform and exhibit their work. Under the direction of faculty deeply immersed in their professional fields, girls learn that studying the arts means engaging with classmates and the community as much as engaging their own inner reservoir of talent and inspiration.
LEARNING AT WALKER’S
VISUAL ARTS CLASSES AT WALKER’S • Drawing • Painting • Printmaking • Sculpture • Ceramics • 3D design • Textile arts • Digital photography
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One day, a student went outdoors and sat listening to birds for 10 minutes, writing down what she heard in musical notes. It made her hear music in a completely new way. She came in and told me ‘This is how I will begin my second symphony.’ – Laurie MacAlpine, Faculty
PERFORMING ARTS CLASSES AT WALKER’S Dance • Modern, ballet/pointe, jazz, tap, and cultural dance forms • Improvisation and composition • Master classes with guest artists • Dance Workshop (varsity level company) • Dance Ensemble (intermediate level company) Music • Choir • Gospel choir • Grapes (a cappella) • Chamber ensembles • African drumming • Group keyboard • Group voice (Voce Felice) • Harmonious bells • Orchestra • Private lessons in voice or any instrument Theater • Acting techniques • Acting values • Playwriting
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INTERNATIONAL INFLUENCES Our connections to the world unfold on several fronts. In classrooms, clubs, and celebrations, Walker’s girls from around the world encounter and learn from each other every day. But beyond our campus, we offer girls the chance to travel and experience international cultures through programs including: Study Abroad. A recent study abroad program to explore biodiversity and environmental conservation in Costa Rica. Elective Courses. An elective history course included one semester of study and a two-week trip to South Africa where girls met Desmond Tutu. Exchange Programs. Walker’s has active exchange programs with St. Catherine’s School in Australia and Dollar Academy in Scotland. Spring Break Trips. Trips are offered every spring to places such as the Mariposa Center for Girls in the Dominican Republic, the Great Wall in China and Rome, Italy.
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College Matriculation
A SNAPSHOT OF COLLEGE MATRICULATION (2011-2016) American University
Marist College
Bates College
Michigan State University
Boston College
Mount Holyoke College
Boston University
New York University
Brandeis University
Northeastern University
University of Colorado at Boulder
Brown University
Northwestern University
University of Connecticut
Carnegie Mellon University
University of Michigan
Colby College
Pennsylvania State University
Connecticut College
Pitzer College
Cornell University
Providence College
Dartmouth College
Rensselaer Polytechnic Institute
Dickinson College Elon University
Savannah College of Art and Design
Emory University
Scripps College
Fordham University
Skidmore College
Franklin and Marshall College
Smith College
Furman University
Southern Methodist University
Hamilton College
St. Lawrence University
Harvard University
The George Washington University
Hobart and William Smith Colleges
Trinity College
University of California, Berkeley University of California, San Diego
University of Notre Dame University of Rochester University of Southern California University of St. Andrews (Scotland) University of Virginia Vanderbilt University Villanova University Washington University in St. Louis Wellesley College Wesleyan University Worcester Polytechnic Institute
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LEARNING AT WALKER’S SOCIAL JUSTICE SEMINAR THE COMPLEXITY – AND IMPACT – OF IDENTITY SEEKING THE TRUTH ABOUT HUMANITY Elisa Cardona, director of social justice and inclusion and instructor for the freshman Social Justice Seminar, has a saying: “What happens in class, stays in class. But the
which many adults would hesitate to discuss openly. But these freshmen girls, under the guidance of Ms. Cardona, seem eager to have the conversation.
learning always goes forward.”
UNDERSTANDING “ISMS”
It’s a policy intended to accomplish two things. One,
“Sound off as a one, a two, or a three,” she calls out.
to honor the sanctity of the classroom as a place where trust is an essential principle. Two, to serve the overall goal of the Social Justice Seminar, which is to get girls to recognize the role of human identity in our lives, and freely discuss its realities. Today, the topics will range from “categories of otherness” to dominant and subordinate groups, and the delineation
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between race and ethnicity. These are big subjects, ones
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The girls reply and form three discussion groups. For 15 minutes they discuss and debate issues posed by Beverly Daniel Tatum in The Complexity of Identity: “Who Am I?”. “What identities do we notice the most? What identities do we notice the least? List the characteristics of dominant groups. List the characteristics of subordinate groups.”
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JUSTICE LEAGUE: ADDRESSING INEQUALITIES One of the largest student organizations at Walker’s is called Justice League. Its purpose is to raise awareness of issues of inequality in our society and the world. Classism and racism, for example, are confronted and discussed, as is economic oppression. On MLK Day, Justice League members lead workshops on topics such as systemic racism in the criminal justice system and reversing the stigma against “disabled” people. It has become a meaningful forum for confronting the truths of society openly and constructively, and it has definitely been embraced by girls here at Walker’s.
The discussion that follows leads to an examination of
co-curricular teaching at Wesleyan – seeks to connect the
“isms” and the practice of pre-judging individuals based on
girls’ literal understanding of prejudice to their personal
a single characteristic.
experience, and the class discussion opens wider.
“What do we call it when you judge people on the basis of
“Guys have told me, ‘You’re good at soccer – for a girl.’
age?” Ms Cardona asks.
and it drives me crazy,” says one girl. There’s a strong
“Ageism,” say the girls. “What about gender?” she asks.
chorus of support. “Okay,” says Ms. Cardona, “there
“Sexism,” answers the group. And the discussion continues, exploring classism, ableism, religious oppression, and then, as a response to all of the above,
could be some sexism in that remark. Now what about age?” “You can’t vote until you’re 18,” volunteers another girl.
activism – contributing a principled voice and actions to
“But you can go to war.”
these topics at school, at work, and at the dinner table.
“Right,” says Ms. Cardona. “Different institutions – church, government, the military and so forth – have
THE FRAMEWORK OF PERSONAL EXPERIENCES
different ways of treating subordinate groups.”
Ms. Cardona – whose experience as a Latina educator
teaching you to take a test in this seminar. We’re teaching
includes a Bachelor’s at Smith College, a Master’s in Social
you to think.”
And, after a pause, she adds, “Remember, we’re not
Justice Education from UMass/Amherst, and eight years of
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LEADING AT WALKER’S
ATHLETICS Student-athletes at Walker’s compete in the Founders League, an association of schools including Choate Rosemary Hall, Hotchkiss, Kent, Kingswood-Oxford, Loomis-Chaffee, Miss Porter’s, Taft, and Westminster. In recent years, Walker’s girls have experienced a transformation of their athletic facilities including a new turf field for field hockey and lacrosse, softball and soccer fields, and the Centennial Center, which has an eight-lane pool, a double gym for volleyball and basketball and four squash courts. Each girl competes with passion, determination and a pride in the Walker’s name.
Every day Walker’s girls have an opportunity to do something great at the Centennial Center. An opportunity for the dancer to choreograph a performance all by herself. An opportunity for the swimmer to beat her personal record with a purple and yellow W on her cap. An opportunity for volleyball and basketball players to leave it all on the court. An opportunity to build lifelong friendships for every student and every adult, and every member of this community. – Mia, Class of 2018
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Athletics
Many say that the process of achieving a goal includes hard work and then somewhere along the line catching a lucky break. I don’t believe that. I believe that hard work alone earns opportunity. – John Monagan, Athletic Director
WALKER’S WILDCATS! FALL
SPRING
Cross Country
Golf
Field Hockey
Lacrosse
Soccer
Softball
Volleyball
Tennis
Dance
Dance
Riding
Riding
WINTER
FITNESS
Basketball Squash
Outdoor Adventure (rock climbing, hiking, biking and paddling)
Swimming
Personal Fitness
Dance
CrossFit®
Riding
Yoga
Skiing
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LEADING AT WALKER’S
The barn has given the Walker’s equestrian team a stronger presence in the community. It’s an amazing place, which leads to a higher level of performance for both the horse and the rider. – Laurel, Class of 2018
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Riding
RIDING OUR EQUESTRIAN CENTER Located on our 175-acre campus, the Frank O.H. Williams Barn and Henderson Riding Ring is a state-of-the-art equestrian training facility. It has capacity for up to 65 horses. There are work areas for vets and farriers, two heated wash stalls, and three tack rooms. The Henderson Riding Ring is a lighted indoor arena with dust-free footing and a viewing gallery. The multi-purpose outdoor riding ring is 175’ x 350’. There’s easy access to winding trails and extensive turnouts. It’s a remarkable facility with great energy.
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I was looking for a school where I could grow in riding and grow in academics. Walker’s is the perfect place to do that. – Emma, Class of 2019
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RIDING
• Opportunities to compete at both the local and national level as well as IEA • Hosting site for fall and spring
Our staff is composed of accomplished professionals with
USEF-rated competitions and
decades of training experience, and they make our hunter-jumper-
evening shows
equitation program among the best in the country. They work directly with our girls to help them succeed competitively in the program and academically in the classroom. It’s also worth noting that we offer instruction on equine science so students have the opportunity to combine academic study with hands-on learning. The hunter-jumper-equitation program at Walker’s is nationallyrecognized. Students from across the country attend Walker’s for the opportunity to ride in this program.
Riding
THE STAFF
KEY PROGRAM FEATURES:
• Fall competition in the Medal, Maclay, and USEF Finals, as well as, the New England Equitation Finals • National competition in the Winter Equestrian Festival in Wellington, Florida • After Wellington, Saratoga, Saugerties Series and local competitions fill up the calendar. • Riders can compete throughout the summer at Lake Placid, Vermont, and the Hamptons along with local shows. • Lessons are offered three times a week and lesson packages can be discussed with the director. • Ground school is held every Wednesday. • Students are also encouraged to do a free ride (hack) on the days they are not taking lessons.
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Power structures are made of people and you learn how to work within them. – Idabelle, Class of 2017
My freshman year I never could think of myself as a leader. Being at Walker’s has given me the confidence and a wonderful opportunity to be a part of and lead such an amazing equestrian team. – Grace, Class of 2018
Leadership teaches compassion, patience and endurance. If done right, it can fuel confidence in the leader and those being led. – Keeley, Class of 2018
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Leading at Walker’s
LEADING AT WALKER’S THE BIG 7: LEADERSHIP & ACCOUNTABILITY
WALKER’S STUDENT GOVERNMENT IS STRUCTURED AROUND SEVEN PEER-ELECTED POSITIONS As part of the electoral process, each candidate running for a position on the Big 7 makes a speech to the student body. For some, it’s the first time they have to stand up before a large group of people, command the room, and make a point. Then, once the students vote, the hard work of governing begins. The Big 7 at Walker’s are girls who want to be out in front, taking responsibility, and guiding decisions. They get significant experience in peer-to-peer leadership, and make big strides in their understanding of what it means to represent constituencies.
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LEADING IN THE COMMUNITY
INVESTMENT PORTFOLIOS, MIGRATION PATTERNS, AND UNIVERSITY PARTNERS
WALL STREET, BE ADVISED and SPREADING OUR WINGS A team of Walker’s girls (the only all-girls team from an independent private school) placed 4th of 26 teams in ColbySawyer College’s High School Investment Competition. Competing teams each create a $100,000 virtual portfolio to manage for six months, and the highest rate of return wins cash for both their team and their school. Walker’s team, “The Wildcats of Wall Street,” posted a 7.83% return on investment. Meanwhile, in partnership with Cornell University, Walker’s students have also been working in the field of ornithology, identifying birds and feeding data into Cornell’s database via a custom app called Merlin. The crowdsourcing project connects girls to a national research study of species behavior and migration patterns.
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Leading in the Community
DANCING FOR THE JOY OF IT
Upperclasswomen at Walker’s complete academic service projects in which they get to investigate an area of special interest. At Walker’s, self-directed study often produces some of the most remarkable and impactful work that girls do. For Garet ’18, this led to a remarkable experience that connected her love of dance to children with Down syndrome. Working with Cheri Soule, director of Walker’s dance program (and the mother of two sons with Down syndrome), they started a creative movement class for children ages three through seven who have special needs. The class incorporates guided and free form movement, and teaches coordinated action, communication, and confidence. More to the point for Garet and Ms. Soule, it “spreads the joy of dance around to our community.” The lesson for Walker’s girls: You can pursue your passion here and make it more meaningful than you ever imagined possible.
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LIFE AT WALKER’S FOUR TRADITIONS THAT MAKE US WHO WE ARE
MOUNTAIN DAY: Every fall, every girl at Walker’s drops everything she’s doing and joins in a group hike to nearby Talcott Mountain. The hike is fun, the view of our campus from Heublein Tower is beautiful, and the picnic
SUNS & DIALS SPIRIT CLUBS: The sundial is a Walker’s icon, linked to our original motto: Nullas Horas Nisi Aureas or “Nothing but golden hours.” Every Walker’s student is designated either a “Sun” or a “Dial.” Each spring, on Dogswood Day, every Sun and Dial attends a day of field games, relay races, dance-offs, food, and fun. The final event: A tug of war, with the winning
on campus afterward is delicious. It’s a day of shared exercise, shared perspective, and lots of selfies.
HOLIDAY RIDE: In December, Walker’s girls (riders and non-riders alike) dress up for Holiday Ride at the barn. Horses are lit up with holiday lights, music plays, hot chocolate is served, and school leaders join in – often on horseback themselves. It’s how we join together before
team’s flag flying at the top of our flagpole for the year to
the holidays to celebrate and relax.
come. Suns and Dials Spirit Clubs create friendships that
D.E.A.R. MILK LUNCH: Once a week, faculty and
form fast and last a lifetime.
students Drop Everything And Read. Milk and cookies accompany books read for pleasure during this onehour gathering of students with faculty advisors. There’s
Nullas Horas Nisi Aureas Nothing but golden hours
only one rule – the book you choose cannot be part of a school assignment.
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LIVING AT WALKER’S
LIFE ON CAMPUS Our three dorms feel like home for a number of reasons. It’s the security of live-in faculty dorm parents. It’s fireplaces and friendship. Movie marathons, karaoke, game nights and shopping trips and the smell of brownies in the dorm kitchens all add to the sense of shared space and shared experience. For the more than 60% of girls who live on campus, dorm life plays a huge role in defining the Walker’s experience, while social spaces – including a cafeteria that serves delicious, healthy food – enable day students and boarders to share daily life.
The Walker’s residential community has changed from a clean, crisp shell into a warm place that I have grown to call my home away from home. For every parent who sends their daughter to live here at Walker’s, this sense of home is all you ask for. – Emily, Class of 2017
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Living at Walker’s
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WALKER’S MIDDLE SCHOOL A SENSE OF WONDER: “Wonder” – the ability to be fascinated – allows intellectual development to reach new levels. The Middle School curriculum preserves the “Wow” factor that keeps minds open and engaged.
POSSIBILITIES: “What if…” is one of the most valuable questions we teach girls to ask. It means they are rethinking what is possible. By teaching traditional content areas in non-traditional ways, we dare students to imagine.
PREPAREDNESS: Walker’s Middle School sets the tone and the trajectory for an amazing experience in Upper School, where girls take their education higher, farther, and deeper.
WARM COMMUNITY: The sense of solidarity and sisterhood is ultimately what makes the Middle School so effective as a place of learning. In an environment free from the pressures and preoccupations that often exist in co-ed schools, girls can be themselves.
Academic writing means knowing how to substantiate an opinion by citing examples, using quotes, and making a contribution to a group discussion. Once girls learn the confidence to speak and express themselves at Walker’s, the confidence to write will follow. – Justin Eichenlaub, Faculty
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Walker’s Middle School
A LEARNING ENVIRONMENT THAT’S RIGHT FOR GIRLS
REACHING BEYOND ACADEMICS
Girls in their adolescent years build confidence and
Math, science, history, English, creative arts, and world
capabilities when they feel connected to larger ideas. It
languages (Chinese, Spanish, or Latin) are the core of the
catalyzes their thinking and their strengths, individually
Middle School curriculum. Hands-on learning is used
and collectively. The principles we seek to establish in the
extensively to build engagement and enhance skills. But
Middle School are based on four main ideas including a
alongside academics, we teach wellness, study skills, and
sense of wonder, possibility, and preparedness within a
community service to instill a sense of confidence and
warm, supportive community.
personal balance.
AN INTEGRAL PART OF THE WALKER’S COMMUNITY Walker’s Middle School is located next door to the Upper School, so girls from both schools spend time together every day. They participate in school traditions and meetings, and form friendships. These things emerge naturally from the shared sense of a single, caring community, but the Middle School is its own
Teaching and learning occur free from the pressures that can exist in larger, co-ed schools.
learning environment.
Walker’s Middle School is a day program for students in grades six through eight. As the only all-girls middle school in central Connecticut, we attract families from as far away as the New Haven area, Litchfield County and the Glastonbury/Hebron area. WALKER’S
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THE FIRST LOVE OF LITERATURE REACHING FOR MORE THAN A GRADE “The idea,” says Dr. Justin Eichenlaub, an English teacher at
with a free write. Just take a few minutes to write down your thoughts about the book we’re reading.”
Walker’s, “is not only to teach girls to be ‘good at school.’
In a bustle of motion, the girls break out pen and pencil kits,
Lots of girls can be good at school. We want them to learn
highlighters, and the familiar black-and-white scholastic
how to love reading and writing.”
notebooks that slowly fill with each girl’s words.
For the 6th grade girls assembled in this 8:25 a.m. long
“Start nice and easy,” says Dr. Eichenlaub as the girls begin,
block, building a lifelong relationship with language and
tentatively, to render thought into language. “Don’t overthink
literature is both an independent and interdependent effort.
it, just ground yourself in your responses.”
They rely on solitary reflection, rigorous questions, and interaction with each other to advance ideas and opinions
DWELLING IN THE CITY OF EMBER
about what they read.
The novel under review is City of Ember, the first in a series of
“We’re in it together,” says their teacher. “Freedom of
four, post-apocalyptic science fiction works by Jeanne DuPrau.
expression means no roadmap.”
The City of Ember is surrounded by limitless darkness in all directions, and the electricity is beginning to fail - unless
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A LABORATORY FOR THE STUDY OF LITERATURE
its protagonists can find a way to save the city from being
“We’re going to be up and moving around today,” says Dr.
Today, four stations are set up at different desks, each with a
Eichenlaub, “but first take out your novels and let’s start
written discussion guideline. Girls pair off in teams and spend
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swallowed by the void. Reviewers call it a cliffhanger.
Walker’s Middle School
15 minutes writing down their responses. When groups switch
“Stay with that,” says Dr. E. “What kinds of jobs could you
stations to address a new set of questions, they can read the
do if you had to work?”
responses already written, but they have to author their own. As they settle into their tasks, Dr. Eichenlaub roams from station to station, pressing for answers that go deeper and wider.
“I’d be a chef in a restaurant,” says a confident voice. But another voice quickly challenges: “I’m not sure I’d trust a 12-year old to cook my food,” she says. “Your steak might be totally raw.” There’s an outburst of spontaneous laughter
“Give me details,” he says. “Put yourself in the book.
before the discussion continues, and without noticing it, the
Imagine what it would be like. I want to see your thinking.”
girls continue to bridge the solitary experience of reading to the collective experience of sharing ideas.
THE HARKNESS TABLE RULES When all four stations have been visited by all four teams,
WRITING AT WALKER’S MIDDLE SCHOOL
the young minds meet. “Come on, guys, let’s slide these
“The core of writing – the effective use of language – hasn’t
tables together in an oval,” says Dr. E, and the girls set up
changed,” says Dr. Eichenlaub, who earned his Ph.D. in
the room for a group discussion.
English Literature at Stanford. “The way we teach it has
“So what questions were the most interesting?” he begins. Hands shoot up, but he advises them,” You don’t
changed. For example, I teach grammar in the context of how it works in each student’s writing, not from a book.
need to raise your hands, just jump in and try not to
“And I believe,” he continues, “that they need to learn
interrupt too much.”
academic writing. That means how to substantiate an
“The question about work,” says one girl. “I can’t believe how 12-year olds have to go to work in the city.” “Yeah,” adds another. “Can you imagine?”
opinion by citing examples, using quotations, and making a contribution to a group discussion. Because once they learn the confidence to speak and express themselves, the confidence to write will follow.” WALKER’S
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THE FUTURE OF STEM TAKES ROOT LOOKING AT THE LANDSCAPE OF SCIENCE At a glance, room BF16 seems similar to many middle school Science classrooms. Covering the walls there are posters of the solar system and
life by engaging it,” says Ms. Greshin. “Not just by reading. Not with lectures. The girls look at how bees behave, they perform research and learn about symbiotic relationships.” She pauses, then adds, “And they get to make beeswax candles, too.”
the Earth’s crust and core. Student drawings of rocks such as gneiss, shale, basalt, scoria, and quartzite are taped up behind the teacher’s desk. Eight 6th grade girls take their seats and take out their notebooks….but this is where the similarities end, and where Middle School science taught by Julie Greshin begins.
IT BEGINS WITH BEES “There should be freedom of exploration for these girls,” she says. “Because they’re still curious and ready to have fun. You can do so much.” She describes the breadth of content that girls explore in 6th grade Science, starting with the study of bees. Students observe them directly at the Walker’s apiary, under the supervision of a professional beekeeper. “They learn to study
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SKYSCRAPERS & PARACHUTES Standing on a display table in BF16 are several miniature structures made of straws, paper clips, and tape, evidence of the class’s work on creating model skyscrapers to study design, tension, torsion, and the force of gravity. Their next project is to construct a parachute. “This is the science of falling objects,” says Ms Greshin. “This is where they start to understand gravity, physics, and concepts like drag and rate of descent.” “OK everybody,” she calls out. “To really see how parachutes perform, let’s watch this video from the MIT Skydiving Club. Someone get the lights.”
extends its lifespan. (“You can’t send an astronaut into
4-minute segment is screened that shows MIT students
space with nothing but beef jerky,” she advises the
jumping from a plane, and talking about the physics of
class.) Girls access educational content from NASA and
falling back to Earth.
use Skype to connect with experts. In another project,
When it’s done, there’s open Q & A between teacher and students about drag vs gravity, and its impact on
Walker’s Middle School
All heads turn at the mention of skydiving, and a
they experiment with the effects of different filtration media to create potable water.
parachute design. Then a girl says, “Can you send me the
Then, toward the end of the year, they will work with
link to that video?” Julie Greshin obliges, and says “I’ll
local organizations, such as a Simsbury community
send it to everyone right now,” as she sits at her computer.
farm and the Farmington River Watershed Association, to study their immediate environment. “This is citizen
THE WONDERS OF WATER & “CITIZEN SCIENCE” Hands-on projects set the tone and the tempo in 6th grade Science. In weeks ahead the class will be exposed to a series of deep dives into different areas of study, all connected by one element: Water. “Think about it,” says Ms Greshin. “Water is such a cool and unusual substance. It can help us understand how the world works…chemistry, biology, oceanography…you name it.” In one project called “7 Days in Space,” students
science,” she says. “Working locally brings everything we’ve learned back home and they’ll realize they’re making a difference.”
SHARING THE LOVE OF SCIENCE Julie Greshin originally studied Geology. She’s also a selftaught astronomer who teaches Math as well. Her belief about teaching – and learning – is that it’s best to leave behind preconceptions of how science has been taught in the past and focus on sharing passion and igniting curiosity. “When teachers teach what they love,” she says, “then everyone succeeds.”
explore how dehydrating food reduces its weight and
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LEADING AT WALKER’S HORIZONS: THE FIRST ALL-GIRLS CHAPTER OF THE NATIONAL ACADEMIC PROGRAM
Horizons at The Ethel Walker School offers our students an invaluable opportunity to mentor young girls and establish life-long relationships. Each summer, girls from Hartford public schools come to campus for a six-week summer program beginning in kindergarten through their eighth grade year. With Walker’s girls alongside to guide them, Horizons girls spend their summer immersed in academics, the arts, sports and social
HORIZONS NATIONAL IS AN AWARDWINNING, TUITION-FREE, ACADEMIC AND ENRICHMENT PROGRAM SERVING LOWINCOME, PUBLIC ELEMENTARY SCHOOL STUDENTS ON THE CAMPUSES OF INDEPENDENT SCHOOLS, COLLEGES, AND UNIVERSITIES ACROSS THE COUNTRY.
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activities. They also learn to swim. The impact of the Horizons program is proven. Participation narrows the achievement gap that occurs for many underserved students during the summer months. Participation boosts reading gains and it teaches the girls the confidence to jump into the deep end of the pool. For our students, their participation in the program unlocks the power of girl-to-girl relationships.
TAKE A WALK WITH US. Meet our students. Enjoy a meal and a conversation. Sit in on a class. Stroll the campus. Pet a horse. Tend to bees in our apiary. Relax in the Centennial Center. Begin your story at Walker’s.
admissions@ethelwalker.org • (860) 408-4200 ethelwalker.org
The Ethel Walker School is an independent, college preparatory, boarding and day school for girls in grades six through twelve. Since 1911, The Ethel Walker School has excelled at preparing students to make a difference in the world. Members of this diverse community are dedicated to scholarship, the arts, athletics, wellness, and service. The satisfaction of achievement and joy of friendship are fundamental principles as the School empowers girls to lead with integrity, respect, confidence, courage, conviction and a love of learning.
230 Bushy Hill Road, Simsbury, CT 06070 ethelwalker.org • (860) 408-4200 48
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