Three Divisions, One School

NEW DIVISION HEADS WORK COLLABORATIVELY TO UNITE SCHOOL

BY HEAD OF UPPER SCHOOL SARAH BAKER, HEAD OF MIDDLE SCHOOL TIM WEYMOUTH AND HEAD OF LOWER SCHOOL AMY BICKHART

Walking a visitor from the front 17th Street door of Tower Hill’s main school building to the du Pont Theatre is a frequent mission for division heads and a happy reminder of one of the most remarkable physical features of the school: the location of three divisions, with students aged 3 through 18, in one building. The trip from reception to the theater wends its way first through the hallways of the Lower School, bulletin boards decked out with seasonal displays, the uplifting jingle of teachers’ voices ringing out above the hum of their students’. Just past the third grade classrooms, at most hours of the day, travelers must step aside to let pass a gaggle of Middle School students, books and pencil cases balanced precariously, clamoring down the stairs and off toward THE Hub. And it is a mere few steps farther down this hall that—just out of earshot of the little voices drifting down from the Lower School music room—the biggest kids on campus, the Upper Schoolers, visit with their college counselors, socialize with one another and slide into classrooms at the figurative bell.

As is so often the case, the architecture tells an important story. It speaks to the journey that is a Tower Hill education. It reminds us that the little ones are watching—and reminds us how quickly they grow. But, for us, as we each begin our first years in divisional leadership at Tower Hill, it encourages us daily to continue as we have begun: to see ourselves not as three leaders of three respective divisions but as a team charged with leading one school. We take on this effort not only in our own work as a Division Head team, but also in encouraging our teachers to work with others across the school and in bringing our students into valuable exchanges with their younger and older peers. What follows is an exploration of some of the fruits of these labors this year, a reflection on the fulfilling work of working together.

COLLABORATIVE ADMINISTRATIVE LEADERSHIP

From day one, we as Division Heads made a decision to move forward with intention, modeling a “one for all and all for one” mindset. This direction, encouraged by both our Head and Associate Head of School, has resulted in a flow of ideas and collaboration that helps to unify the school. We are able to convey important all-school vision and expectations shared by our Head of School with us as Division Heads and the Administrative Council. Although our titles reflect that our work is directed toward our specific divisions, we cannot dismiss the importance that each of our actions has on each of our successes. We share hallways and classrooms, conference rooms and theaters, faculty and schedules; therefore, in order to forward the goals of all, the blinders must be removed so that we can see the entire landscape. And what a beautiful vista it is!

As circumstances arise, we are able to reach out to one another, administrative colleagues and our faculty to assist and problem solve. For instance, Upper School found a need to tweak its schedule, which in turn had a domino effect on the other two divisions. Recognizing the necessity to make a change for improved student learning, solutions were found that bettered the experience for the Upper School. What made this change so successful was that the Lower and Middle School had a seat at the table. As school leaders, we committed to one another to stand with and support the needs of all faculty and students regardless of division.

Overall, the goal is to deliver a trio of coordinated voices with common messages for our divisions. Each week through Weathervane articles and divisional

weekly updates, communication, whether received by a third grade teacher, Middle School parent or Upper School faculty member, relays consistent messaging and relevant information to the reader. Evidence as to the result of shared messaging throughout the school is offered by a cross-divisional faculty member:

I’ve truly appreciated the consistency of message between the division heads as they build cohesion between the divisions. While the message is appropriately tailored to the specific nature of each division, Amy, Tim and Sarah craft the big agenda items together so the entire school community is on the same page. I’ve also appreciated their flexibility with the complexities of my cross-divisional schedule; they make it clear what events are most important to attend and work together to ensure my professional responsibilities are manageable.

Being able to remove walls opens up a plethora of opportunities for faculty and students alike. Having spent last year closed off from one another, the inner feeling is a desire to reconnect as one. Faculty are ready, students are ready and the work has been exciting and inspiring to see cross-divisional connections once again.

TEACHERS TEACHING TEACHERS

THE Collaboratory (Tower Hill Educators’ Collaboratory) is a prime example of cross-divisional collaboration, thanks to the creative and thoughtful leadership of our colleague Andrea Glowatz, Dean of Teaching and Learning. The Student Support Team, led by Glowatz, plans and executes this all-school professional development event during our faculty meetings at the end of the summer. Our teachers are a tremendous resource, and hence we have an afternoon of teacher-led seminars with “teachers leading teachers.” According to Glowatz, the term “collaboratory” suggests a room without walls. Thus, our mission is to tear down those proverbial walls and bring faculty and staff members together to examine topics that are critically relevant to those working with students of all ages. THE Collaboratory has enabled teachers in all three divisions to become more aware of (and more appreciative of!) the work of colleagues in every other division and department of the school.

Such an approach continues during the school year. Rather than having a top-down leadership structure, we have a collaborative and innovative attitude and remain aware of national trends. Recently, this led to English and history teachers collaborating on refreshing the curricula, aligning units and resources used in the classroom. We do not want to teach and learn in silos. Our work between teachers leads to deeper understanding where students can more clearly draw conclusions and see connections.

STUDENTS LEADING STUDENTS

The Language Department adeptly combines students and curricula from the three divisions in many ways. Our Día de los Muertos altar and ofrenda at THE Hub this year was a collaboration between THE Hub director, members of the Art Department and members of the Language Department. In early December, eighth grade Spanish and Mandarin students sang in Lower School classrooms. The Spanish classes sang parranda music, a Puerto Rican version of caroling, while playing traditional maracas and güiros. Mandarin students sang tunes with which the Lower School students were familiar. In addition, junior and senior students in the Spanish Culture and Conversation class wrote libritos— illustrated mini-stories. Many chose to write about family stories, pet adoptions and sports. Later in the year, the older linguists will visit Lower School Spanish students to share their books. During Chinese New Year, the Middle School students brought their dance, music and yo-yo skills to the entire school community.

Another organic example occurred in Matt Jackson’s Modern Black History class. The students were asked to do a final project on a topic of their choosing. One of the Upper School students chose to write a children’s book on the subject of redlining. She did it at an age appropriate level for first grade and read the book to Lower School students.

This article itself was made in our usual collaborative fashion. A lengthy email thread and rapid fire texting yielded a productive brainstorming session, a shared document, some weekend inspiration and, eventually, the distillation that is this writing. In the end, we worked toward demonstrating here, in this piece, the “one voice” style in which we try to lead. New to our roles this year, we look forward to years ahead to refine our own individual practices in the best way— with help, guidance and genuine camaraderie from our peers.

Opposite: 1. Upper Schoolers demonstrate a chemistry experiment for Lower Schoolers in THE Hub. 2. A Middle School student demonstrates a volleyball technique for a fourth grader as part of the Fourth Grade Stay Day program. 3. An Upper Schooler greets a Lower Schooler at drop-off. 4. Madi Donlon ’22 reads a book she wrote to first graders. 5. An Upper School student demonstrates a robotics lesson for a Middle Schooler. 6. A Middle Schooler and Lower Schooler have fun in the Experiential Outdoor Classroom.

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SCIENCE SHOW

SIXTH GRADERS TEACH PRE-K STUDENTS ABOUT DENSITY

BY MARY HOBBS TAYLOR ’09, MIDDLE SCHOOL SCIENCE TEACHER

The topic of density can sometimes be a boring one. It is difficult to visualize the concept of how much matter is packed into a given space. Copying definitions of mass, volume and density into a notebook and doing practice problems using the formula is not very exciting. In sixth grade, we decided to spice it up!

Throughout the unit, students were shown several demonstrations about various aspects of density. Some involved classic examples of density, like why different objects sink or float in water, and others involved “discrepant events,” which happen when the outcome of the demonstration is surprising or somewhat “magical.” Students wrote about and diagrammed the demonstrations in their notebooks, and they brainstormed explanations about how they might work. One of the best ways to reinforce a concept is to teach it to others, and we knew we were lucky enough to have a captive preschool audience available within a minute’s walk from our classroom. We decided to organize a Science Show during which the sixth grade students could not only reinforce the concepts learned in the classroom, but they could also practice their writing and theatrical skills by creating and performing scripts.

The sixth grade students chose from the following list of density demonstrations: • Float or Sink Challenge – various objects sinking/ floating in water • Density Column – stacking liquids based on densities • Rising Ping Pong Ball – magically turn a golf ball into a ping pong ball

• Mystery Bead Bottle – beads in a bottle that behave unexpectedly • Ping Pong Levitator – ping pong ball appears to hover in mid-air • Fresh Card Trick – card defies gravity when flipped upside down • Garbage Bag Hug – shrink wrap a student using the effects of air pressure

After making their choices, they wrote their scripts. When writing their scripts, students were encouraged to create easy-to-understand explanations and try to incorporate fun ways for the preschoolers to participate. Here are some examples:

Becket: Our first material will be a tennis ball.

(Becket holds up item)

Jayden: Raise your hand if you think that the object will float in the water.

(kids respond accordingly)

Becket: Now raise your hand if you think it will sink.

(kids respond again)

Becket: OK, let’s see if it floats or sinks. 3… 2… 1…

(drops item into water)

Jayden: The reason why the tennis ball floated

Becket: is because it is less dense than water, and it is hollow inside.

Bella: Time to pour in vegetable oil! Now this time if you think it will mix, rub your tummy. If you think it won’t mix, tap your head!

(audience makes prediction)

(Bella pours in material)

Chase: Did you get it right? Give yourself a pat on the back if you did! On the day of the performance, the sixth graders pushed their demonstration cart, filled with supplies for their different activities, to the stage of the Experiential Outdoor Classroom. As the preschool audience arrived, the excitement could be felt on both sides of the stage. The sixth graders performed with enthusiasm and professionalism, and the preschoolers watched with curiosity and engagement. The Science Show was a great success, as it gave the sixth graders an opportunity to reinforce concepts learned in the classroom, and it gave preschoolers the chance to learn a thing or two about density!

Middle School history teacher and varsity wrestling coach Greg Spear demonstrates a wrestling technique.

FOURTH GRADE STAY DAY

NEW PROGRAM BUILDS COMMUNITY BETWEEN MIDDLE AND LOWER SCHOOLERS

BY GREG SPEAR, MIDDLE SCHOOL HISTORY TEACHER AND VARSITY WRESTLING COACH

Tower Hill sports encompass a tradition of winning athletics centered on the values of community and open opportunity. As students walk through the locker room area and tunnel to the Field House, they frequently stop and pause to see the pictures of our alumni athletes who represented the Green and White before them. Our annual Field Day champions intramural competition throughout our Lower and Middle Schools, incorporating both divisions in a friendly competition that celebrates effort and integrity in athletics.

This year, we added a new program to build on that community spirit between our Lower and Middle Schoolers. Our fourth grade students were given the opportunity to stay for Middle School practices in the fall and winter seasons to learn from our Middle School athletes. Throughout the year, we help our seventh and eighth graders grow into future leaders, and this serves as a great chance for them to practice mentoring their fourth grade counterparts. On the Stay Day, fourth graders rotate between each of our Middle School sport offerings for that season. The coaches stand back and facilitate as our Middle School athletes share the skills they have learned throughout the season thus far. This program builds on the essential elements of our Middle School sports program. While these seventh and eighth graders are the bedrock of our Upper School athletic successes, the purpose of Middle School sports is to try something new and develop relationships within the Tower Hill community. Many students try a new sport for the first time in seventh grade and are supported by Middle School coaching staff equipped to serve a range of experiences with their sport. Our athletic programs in the Middle School can support the advanced athlete but also focus on inviting all students to be a part of our illustrious athletic tradition. We see the Stay Day as an extension of Multa Bene Facta; students are trying something new to do it well, not perfectly. There will always be room for growth, and this is the first step on that path toward mastery. As our Lower School students move from sport to sport, their enthusiasm for doing their absolute best and trying something new is truly inspiring. We are looking forward to our Stay Day in the spring and to see these young Hillers matriculate up through the Middle and Upper School athletic programs!

PHYSICAL EDUCATION

GYM TEACHERS INCORPORATE CLASSROOM LESSONS INTO PE CURRICULUM

BY CHRIS AITKEN, PHYSICAL EDUCATION DEPARTMENT CHAIR

Physical education is an integral part of Tower Hill’s curriculum—particularly in the Lower School—and contributes to the well-being of students through activities designed to meet their physical and recreational needs.

At Tower Hill, the three main goals of physical education are social development, physical development, and mental and emotional development. But in true Multa Bene Facta fashion, there are multiple ways we incorporate classroom curricula into PE as well.

Here are just a few examples of the ways in which classroom lessons have been incorporated into PE: • From very early on our Tower Tot students will have reinforcements in letter recognition and colors by some of the games that we play. The equipment we use serves as a functional tool first; however, when we ask questions and play games that ask the students to identify colors/letters or to count certain objects, we are reinforcing what they have learned in the classroom. • We touch upon character education concepts in our pre-K and kindergarten classes, where ideas of playing cooperatively together and being a good friend are key. We take these concepts and use them during games where we need to be able to share equipment, take turns, listen to one another and be able to express our emotions. • Our first and second graders begin to learn about

STEM concepts through building a variety of objects in class. We create hula huts, which are stacked hula hoops that create a “house,” and we incorporate holiday activities with creating and building snowmen, Thanksgiving turkeys and other holiday objects just by using our PE equipment. • In third and fourth grade we use math concepts to calculate scores and to track our laps that we run during our track days. We also touch upon problem solving skills and collaboration through a very popular activity we call “cross the river.” It is a game where you need to get your whole team across the gym floor by using scooters, mats, poly spots and ropes. • We also do a great job of introducing the students to non-traditional and international sports games and activities. We cover everything from cricket to a Grandparents’ and Friends’ Day tradition of Tinikling, where the second graders use rhythm and dance techniques to jump over beating bamboo sticks.

The benefit of bringing classroom curriculum into the gymnasium or out on the field is that it simply reinforces ideas and concepts presented in class, and it allows some of our students to see the information presented in a different way. Many students benefit from learning things through activity, and our PE class is a great place to see some concepts or teachings in an alternate fashion.

These activities also help our students become more engaged. We certainly see a heightened level of excitement when we can connect a game or activity to something that they are learning in the classroom. We tend to see more students answering questions, and they tend to be more engaged as they are playing the game.

The homeroom teachers also see the benefit and are very excited to hear about when we can reinforce ideas from the classroom into physical activity.

One of the benefits of our PE curriculum is that it is very fluid. We are able to see our students every day for PE, which isn’t common at most schools. We can adjust our activities in class seamlessly if a teacher approaches us to help the students understand a concept through active means, which benefits everyone.

FLOATING GARDENS

“TINKER TERM” PROJECT CULTIVATES PROBLEM SOLVING SKILLS

BY AMY SCHREI, DIRECTOR OF COMMUNICATIONS AND MARKETING

Tinker Term is a direct outcome of Tower Hill’s new Learning for Life initiative, an interdisciplinary program that cultivates critical thinking and problem solving skills through experiential learning and application. More specifically, Learning for Life projects offer opportunities for our teachers to create extended learning timeframes that incorporate student agency and partnership with schoolwide programs such as Global Studies, Social Justice and Environmental Stewardship.

The Tinker Term program is part of the Lower School curriculum led by science teacher Nancy Tate and librarian Megan McCrery. The aim of the program is for students to work in collaborative small groups to identify school-based or community problems and generate a range of solutions. Students will research, design, develop and prototype a solution, taking it through real-life testing and multiple iterations to achieve a viable working model. Combining fundamentals of STEM and makerspace, Tinker Term provides an opportunity for Lower School students to take a “deep dive” through the exploration of real life problems of Wilmington (school or community-based) and of the world (broader issues affecting global citizens). When students learn within the context of an authentic, problem based design challenge, the experience builds engagement, helps students clearly see the impact of their learning and provides a genuine connection between skills and application.

Fourth graders have been working on floating gardens, a project inspired by flood ridden communities in Bangladesh. In Bangladesh, millions of people are experiencing the effects of climate change; the rainy season has grown increasingly longer and farm land suffers catastrophic flooding. Hunger and poverty result when those affected can no longer grow crops to feed their families and sell at

market. The challenge presented to students: design a system for growing crops on flooded land, and work together to create, test, improve and retest tangible solutions.

At the beginning of the project students were visited by two new residents of Wilmington who shared experiences from their home country of Bangladesh. Students were fascinated to learn that in some parts of Bangladesh, children go to school on long boats— floating schools—as well as utilize floating libraries and playgrounds.

Over several weeks students worked in small teams to prototype and test their designs and worked toward presenting their final solutions. They directly guided their own learning by taking intellectual risks, building resilience and solving problems along the way. Students used local materials and collaborated to test and improve their garden designs with the goal of growing crops on flooded land.

In total, nine floating garden models were designed and constructed by teams of fourth graders, using the same basic materials. Students covered bamboo poles or wood branches with a burlap layer, then heaped on dried grasses, their substitute for the traditional Bangladeshi water hyacinth. Last came a layer of soil and some seed. Many teams fastened the burlap to the poles by sewing or lashing it in place using jute twine taped to a wood skewer. One team added a model chicken coop, as they had learned this was sometimes done on the floating gardens in Bangladesh.

After several trials, three models remained, and they were left in a flooded raised garden bed and covered with plastic sheeting to simulate a cold frame. On returning to school Jan. 4, students discovered that all three floating garden models had sprouting seeds! Students recorded predictions about the success of their floating garden models, and they were happy to see the positive outcome. The remaining teams are planning improvements to the next model they will build.

Experiential learning like this Tinker Term project allows students to gain age appropriate practical experience with critical thinking, design thinking, collaboration and creativity—all skills that will be in great demand as they continue their education and eventually become global citizens pursuing jobs in the future.