SUMMER SABBATICALS

Wesleyan’s Summer Sabbatical Grant exists to challenge faculty members to pursue a lifetime of learning. The grant is intended to enrich teachers professionally by equipping them to further the mission of Wesleyan School through study, volunteer work, Christian missions, research, or other scholarly activities.

The grant was designed as a strategy to support and serve excellent faculty who have demonstrated service and loyalty to the Wesleyan community.

Summer sabbaticals give teachers an opportunity to explore their passions, while immersing themselves in a professional growth experience that is unique to them as an individual.

Summer sabbaticals also benefit students and enhance the overall classroom experience. “Upon returning from summer sabbaticals, teachers enjoy sharing their experiences with colleagues and students who benefit from hearing firsthand how the recipients of the grants have stepped outside of their comfort zone to challenge themselves to grow personally, professionally, and spiritually,” explains RAMONA BLANKENSHIP, associate head of school. “The lessons learned during the summer sabbatical are often integrated into the teachers’ lessons, which enriches the overall experience in the classroom.”

During the summer of 2022, three faculty members, Meagan Brooker, Laura Jensen, and Ashley Stainback, embarked on trips after receiving a Summer Sabbatical Grant.

Meagan Brooker

During June, MEAGAN BROOKER,

high school visual arts teacher,

spent 14 days touring and studying plein air painting, or painting on site, in Italy, France, and Spain.

Brooker immersed herself in European culture while learning more about her craft. She took a painting class in Florence focused on landscapes, a watercolor class in Cinque Terre, and an 18-hour experiential painting course in Provence. In Spain, Brooker studied Antoni Gaudi’s architecture and faith. Throughout the trip, Brooker logged her experience in her sketch book. “I filled a sketchbook with lesson ideas, helpful advice, and small moments that may turn out to be quite impactful in how I see the world, art, and culture. I feel renewed in my perspective and approach to art, which I hope in turn to impart to my students,” Brooker shared upon her return.

She stated that the sabbatical left her feeling excited to bring revived positivity and hope to the classroom this year that will help her students to understand that:

• everyone is unique, and that is God’s beautiful design; • perfection is not as important as process and exploration; • it’s important to spend time doing what you love!

Read more about Meagan’s sabbatical here.

Laura Jensen

Another Summer Sabbatical Grant recipient, LAURA JENSEN, pre-first teacher, spent her summer climbing Mount Kilimanjaro.

Jensen partnered with Beyond Adventures, a travel company committed to “taking you to the crossroads of adventure and rest — where distractions fade, time slows, and you feel most alive.”

Before beginning the climb, Jensen went on a safari to Tarangire National Park. “In pre-first we explore countries by learning about the animals, geography, people, and culture,” explained Jensen after returning from her trip. “We kick off the year with Tanzania. Now, my understanding and perspective is so much richer. I can share my personal experiences with my class, instead of just relying on books and the experiences of others.”

After arriving in Arusha, Tanzania, Jensen’s climb began at the base of Mount Kilimanjaro at the Machame Gate, 6,000 feet above sea level. After six days of climbing, the adventure culminated in what is coined “the longest day,” a day of nearly 4,000 feet of elevation change capped with a sunrise ascent to Uhuru Peak, 19,341 feet above sea level.

“I knew that an experience like this would change me forever,” shared Jensen. “I will always be able to confidently tell my students that when we rely on God’s strength and the community around us, we can do hard things.”

Read more about Laura’s sabbatical here.

Ashley Stainback

Another grant recipient, ASHLEY STAINBACK, high school math teacher, deepened her love for math through an 11-day European highlights tour.

The tour allowed Stainback’s appreciation for math to grow as she studied the architectural design of buildings created by early architects, whom Stainback believes were also mathematicians and artists.

“Where my husband saw the design from a structural perspective, I saw it from a mathematical perspective. I wanted to create the equations that represent an arch or a circle. I wanted to model the spoked road design in terms of angles and potentially the unit circle,” Stainback explained while reflecting on her tour. Stainback returned from her trip feeling excited to tell her students about her experience and inspired to continue encouraging them to see the beauty of math in the world around them.

“I cannot wait to take some time and research the dimensions of many of the buildings, arches, etc. that we saw and begin the process of working them into my curriculum,” shared Stainback. “Maybe some of my students will see the brilliance in the designs and be inspired.”

Read more about Ashley’s sabbatical here.