16 minute read
New Chapters for Old Friends
New Chapters Old Friends for
Ken Aldridge, Rick Morrison, Cynthia Stan Mellow, Javier Ergueta, and Mike Benner.
This year’s retirees have an incredible 106 years of combined service! They were honored at a reception on the last day of faculty/staff meetings, and we hope to see them on campus very soon.
Cynthia Stan Mellow | 44 years
After 44 years of incredible and invaluable service to the Friends community, Cynthia Stan Mellow decided to graduate with the Class of 2022.
In the summer of 1978, Cynthia found a “want” ad for an independent school seeking an art instructor. The ad made no indication of the school seeking the instructor, nor did it provide a contact name for the school. It simply indicated a phone number to call during business hours. The independent school was looking for an art instructor who was “proficient in basic drawing and painting techniques and some knowledge of crafts-jewelry-ceramics, etc. preferred”. That school was Wilmington Friends.
Since her time at Friends, Cynthia’s students have come to know that she is beyond “proficient” in the teaching of visual arts. When totaled, over 5,200 students learned the visual arts through Cynthia’s creativity, humor, and steady encouragement to push artificial boundaries. Regardless of the medium of instruction, Cynthia has encouraged her students to understand that there is a dynamic equilibrium and interplay between art and life. Students experience the joy in “reading between the lines” and discover newfound opportunities when coloring outside the lines.
In one of Cynthia’s favorite books, 101 Things to Learn in Art School, the 44th lesson is about the human brain and pattern recognition. In this lesson, the student is pushed to understand the connection between the known and the potential to create something new from that understanding. Cynthia’s motto “this is art” encourages both the creator and the receiver to make meaning of something new. In
Cynthia Stan Mellow saved the original “want” ad that led to her position at WFS!
doing so, students engage in dynamic dialogue through Cynthia’s teaching. And so, we should come to understand a new perspective on “graduation.” Cynthia shared that she considers her teaching and her commitment to arts education, as her "greatest work of art."
Cynthia and her husband, Emil, are the parents of four WFS alums: Alex ’01, Jacqueline ’03, Phoenix ’08, and Kelsey ’10.
Rick Morrison | 35 years
Arriving in the summer of 1987, Rick Morrison has been a steady and reassuring presence at WFS. Rick led with grace, composure, and confidence. Detail-oriented and proactive in his planning, Rick’s contributions to our school community have been immeasurable. Always ready with a warm “hello,” he is a friend to students, current parents, graduates, colleagues, former parents, and trustees.
As anyone who has been to campus knows, Rick’s leadership is reflected in the buildings, classrooms, and spaces that are immaculate each morning. Rick and his staff carry out daily, behind-the-scenes work that helps everyone else be the best that they can be, and we will always be grateful for his contributions to WFS.
As our campus has grown since 1987, so have Rick’s connections to our community members. At any of our events, but especially at Homecoming and Commencement, visitors to campus would seek him out to catch up with him for a good conversation and laugh. When asked about his plans for life after WFS, Rick says he will spend time with family and do as much fishing as possible.
Javier Ergueta | 20 years
During his 20 years at Friends, Javier Ergueta has consistently raised the bar of intellectual engagement and critical thinking in the upper school.
Javier has taught many history courses during his tenure at the School, including designing a brand new course for WFS, Global Politics, for the fall of 2020. Javier did nothing halfway. He had significant materials housed online for student learning, whether in a “Diigo” bookmarking site, a quiz bank site (Quia), or on our school learning platform. Javier read widely and voraciously, both to develop his own learning and in support of student growth.
Javier was passionate as well about the Theory of Knowledge course, a cornerstone of the International Baccalaureate diploma program. He has introduced hundreds of students to new ways of thinking critically about knowledge sources and creation. Junior “TOK” students regularly can talk about the important boundary between skepticism and gullibility, thanks to his discussions. His lessons on how we learn and what is considered truth in different disciplines have shaped the WFS TOK program.
Javier also advised the Model Organization of American States club and organized the World Affairs debates. He supported the Quiz Bowl club and an annual competition for local schools. Since his sabbatical in 2018-19, Javier has raised the climate change alarm in the WFS community and engaged students in climate change activism. In retirement he plans to devote more time to this critical agenda.
Javier and his wife, Petra, are the parents of three WFS alums, Emilio ’16, Cecilia ’18, and Pier-Paolo ’22.
Mike Benner | 7 years
When he arrived at Friends in 2015, Mike initiated many conversations around scope and sequence across all three divisions. We relied upon his expertise and passion for teaching and learning to help focus our professional development opportunities and planning. Mike believes that schools best serve students and teachers when they excel in the following areas: learner-centered, knowledge-centered, community-centered, and assessment-centered. Mike has helped steward and facilitate the Pennsylvania Association of Independent Schools (PAIS) visit; our 5-year PAIS/Association of Maryland and DC Schools (AIMS) self-study; an IB 10-year self-study; our membership renewal process for Friends Council on Education; and the production of the School’s version of its own Faith in Practice.
In his application to Friends, Mike used the following quote from Doug Reeves, “Only an educational system based on equity, shared values, and unremitting commitment to excellence will cause an intersection between the interests of educational leaders and needs of our world.”
That quote reflects Mike’s approach to education, and it certainly showed in all of his endeavours. As Head of School Ken Aldridge said, “When you work with Mike, you come to know it’s the community that’s important, even when he’s clerking a group or leading a discussion. We are aware that Mike has a masterful perspective on pedagogy, and he uses that skillset to know others and has the right approach provide support and guidance to others at all times. That’s Mike.”
Nurse Stephanie
After being an integral part of the community for 15 years, Nurse Stephanie Gramiak is moving on. From loose teeth, to stomach aches, to broken bones (and much more!), Stephanie has been there for our youngest community members, her medical expertise and incredible warmth helping heal them on a daily basis. Stephanie was key in tackling the challenges of the COVID pandemic, providing insight and guidance, and helping families, faculty, and staff with a wide variety of questions and concerns. Stephanie, thank you, and you will be missed!
Stephanie and her husband Doug are the parents of two graduates, Carter ’21 and Margo ’22.
Former WFS upper school math teacher Erica Childs will serve in the newly-formed senior administrative position of Director of Equity, Justice, Community, and Engagement. Her leadership and organizational skills have greatly benefited our community, most notably through our READ (Read and Educate ourselves on Anti-Racism and Diversity) sessions over the past two years. She has a vision for growing and deepening our diversity, equity, and inclusion work and will use the recommendations provided in the Cultural Assessment report from Brown-Gary Associates as a basis for DEI planning going forward.
New Assistant Head for Academics
Eddie Gallagher has been appointed as our next Assistant Head of School for Academics. Eddie was formerly the Interim Head of School at AIM Academy in Conshohocken, Pennsylvania. He brings a wide range of experiences to his work at Friends and holds a doctorate in educational leadership and organization from the University of Pennsylvania.
Shifting Gears
Coach Bob Tattersall is ready for fall football! This year, he has decided to shift gears and serve as the Quakers’ Assistant coach, and Rob Tattersall ’91 will step into the Head Coach position. Rob has been assisting Coach T for several years, helping lead WFS to an overall record of 38-12 over the past five seasons. In 54 seasons at the helm, Coach T amassed 341 victories, 29 conference titles, nine DIAA State Tournament appearances, seven undefeated regular seasons, and one State championship title in 1984.
Congratulations!
Director of Business Operations and Benefits Lesley Tryon '71 was awarded the National Business Officers Association's Professional Achievement Award! The award recognizes the invaluable contributions made by independent school business, finance, and operations staff who distinguish themselves every day and make exceptional contributions to their schools and the independent school community. The National Business Officers Association represents more than 1,500 member schools from the U.S., Canada, Mexico, and 23 other countries around the globe.
MIddle school Chinese teacher Jianglin Shi was named to the Taoli-Chinese Language Educators in the Mid-Atlantic board of directors.
Director of College Guidance Kathleen Martin was recently named Counselor of the Year by the Potomac & Chesapeake Association for College Admission Counseling. This prestigious award was created to recognize PCACAC members who go above and beyond in their work with students. Some of the selection criteria includes impact on constituents in the admissions process, advocacy for students and colleagues, and commitment to equity and access for all.
From Our Blog
While WFS is an International Baccalaureate (IB) school, many in our community are not familiar with what that entails. Here is an explanation, based on a Quaker Matters podcast episode with former IB Coordinator Mike Benner who just recently retired. This article appears on our “Continuing Revelations” parenting and education blog which strives to be a resource for all families.
What in the World is IB?
Many of us are familiar with Advanced Placement or “AP” courses in high schools, and oftentimes we see “AP” grouped with “IB” in references to more challenging coursework. But what exactly does IB stand for, and what does it mean for a child’s education?
IB is the informal name that many use for the International Baccalaureate Diploma Programme, a globally-recognized standard of excellence for high school curricula and university prep. The IB emphasizes high academic standards, global perspective, informed and engaged citizenship, respect for others, and the active application of classroom experience--all undertaken through a process-oriented, teacher-guided, multiple-assessment approach.
Mike Benner, who coordinated the IB program at Wilmington Friends School, says, “It’s important for people to realize that the IB program is so much more than academic preparation. It teaches students time management. It teaches them how to prioritize their work, and not just their academic work, but their non-academic work– their athletic life, their personal and social life. It allows them to experience that requirement before they go to university, and at the end they are constantly telling us that they feel much more prepared.”
That seems like a tall order, but after learning a bit about the approach, it makes sense how the program delivers.
- Former IB Coordinator, Mike Benner
Tangible Outcomes
Before reading about the “how” of the IB, it may be helpful to have an understanding of the “why.” Students who pursue the IB diploma become world-class problem solvers who have the global mindset to lead in college and beyond. They are highly prepared for reading, writing, research, and communication, providing a head start in college courses as compared to their peers.
IB is consistently weighted in college admissions and in the awarding of college credit for HL coursework. More than 1,600 colleges and universities in the United States have written policies on IB course credit and placement, including all members of the Ivy League as well as MIT, Stanford, Berkeley, Cal Tech, Haverford, Michigan, Earlham, Georgetown, the University of Virginia, Swarthmore, and the University of Delaware.
Depending on their level of success in certain IB courses, some students are awarded college credit or qualify for advanced placement in math and language courses. Some students even earn scholarship awards at some colleges because of their participation in IB.
University-Level Coursework
The IB Diploma Programme requires all students worldwide to fulfill specific requirements during their 11th and 12th grade years. Courses are distributed across 6 groups and at two levels of depth, Standard Level (SL) and Higher Level (HL). These groups include: • Language and literature • Language acquisition • Individuals and societies • Sciences • Mathematics • The arts
Within each of these areas of study, students have a variety of options. For example, in the sciences, students may be able to take biology, chemistry, physics, or computer science.
Benner says, “Between the course offerings and the level of those offerings, students are really able to create a schedule that truly matches their interests, their ambitions, and where they want to take their academic career.”
IB exams are carefully designed as external standards that support, rather than stifle, effective teacher-guided instruction. For example, students have some choice about which exam questions to answer, giving teachers flexibility to approach a subject in the way that best suits their students. IB exams also focus on skills like formation of an argument and creative problemsolving in addition to basic skills like retention of information and application of standard methods. Furthermore, what distinguishes IB from AP is the level of student-designed learning, such as significant research-focused science labs.
The International Baccalaureate Organization employs examiners who are experienced educators with special training to evaluate IB exams, with chief examiners that have authority in each global region. Exams are evaluated by the regional examiners, working within their fields of expertise, and the exam score counts for about 75% of the overall IB score, with some variation among academic areas. There is no "curve" in the grading of IB exams, but rather one set of standards applied equally to all schools and all students.
Students can choose to enroll in individual IB courses without pursuing the full diploma, and take only the corresponding IB exams, similar to Advanced Placement (AP) but with a greater emphasis on partnership with teachers and schools.
Theory of Knowledge
In addition to the course exams, diploma students must successfully complete the Theory of Knowledge course which is designed to help students understand how knowledge is created and synthesized across disciplines. The course is taught over a two-year period with two different teachers, one in junior year, and one in senior year. Both teachers are IB trained, and they are there to teach and guide students as they go through the program.
According to Benner, “Understanding how knowledge is created helps a student understand when someone makes a claim in a discipline. So when a scientist makes a claim, how does that differ from when an artist makes a claim? And by studying the way that knowledge is constructed and the way that we understand the different disciplines really helps students be critical thinkers because they learn to evaluate the knowledge they consume, not as a passive consumer of the information, but as an active evaluator of the information that they consume.”
One of the topics discussed in this college-level seminar include: can there be knowledge independent of culture or are mistakes as important as accuracy in developing new ideas?
Extended Essay
Students are also required to complete the Extended Essay, which is designed to offer a university-level research and writing experience and is a way for students to express their passion. Guided by their Extended Essay Coordinator, students select a topic of their choosing. The essay can be focused in one particular discipline––such as literature, history, or math––or interdisciplinary, such as science together with economics. Students must complete 40 hours of research and writing and, in addition to the Coordinator, students are assigned an Extended Essay Advisor to provide guidance, though that is limited to five hours of direct instruction.
Scan the QR code to listen to our Quaker Matters podcast episode with former Assistant Head for Academics and IB Coordinator Mike Benner. Or, please visit the “Community” tab on our website.
Creativity, Activity, & Service (CAS)
Over the course of their junior and senior years, IB diploma candidates fulfill CAS requirements, which includes community service and participation in activities such as sports, the arts, and civic and school organizations.
According to the IB organization, “CAS enables students to enhance their personal and interpersonal development by learning through experience. It provides opportunities for selfdetermination and collaboration with others, fostering a sense of accomplishment and enjoyment from their work. At the same time, CAS is an important counterbalance to the academic pressures of the DP [diploma program].” Creativity, activity, service. (n.d.). International Baccalaureate. https://www.ibo.org/ programmes/diploma-programme/curriculum/creativity-activityand-service/
If a school provides an environment where students can engage in a variety of extracurricular activities (sports, service, theater, school newspaper), it’s typically not challenging to satisfy the CAS requirement.
Who should pursue the IB diploma?
Engaging in the IB diploma program is a student-driven process. A student can’t feel like they are doing it for others; they need to feel like they are doing it for themselves. But because they are given choices, a student who wants to be challenged with the IB curriculum can follow their passions in an optimal environment to succeed. When deciding whether or not to enroll, a good place for a student to start is by thinking about what gets them up in the morning and what about school excites them. “Allowing the student to describe that passion and how they wish to express themselves really helps determine the best route,” says Benner.
Another critical piece is the advising offered at school. The advisor can help a student walk through the decision-making process with an understanding of the student's needs and the program’s rigor and offerings. They can determine if the student would benefit from enrolling in individual courses or pursuing the full diploma––it’s all about meeting the needs of students and their families.
Finally, families should consider the Learner Profile provided on the IB organization’s website, ibo.org, which describes IB students as:
• Inquirers • Knowledgeable • Thinkers • Communicators • Principled • Open-minded • Caring • Risk-takers • Balanced • Reflective
