17 minute read
Retirements
Best Wishes,Friends!
RETIREMENTS in my room knowing I’d not lived up to her expectations to excitedly seeking her every grammatical approval, I’ve realized that I, like all those she has taken in and attended to with care, patience, and great expectations, may have achieved an exalted place in Margot’s world.
Margot Johnson, Administrative Assistant, Middle School, joined WFS in 1986
Head of Middle School Jon Huxtable shared these words about Margot.
“...Margot, in only the way that Margot can, made me feel like one of her pups... and for that I am forever blessed. So, I am going to keep this short and sweet, I am only going to talk about dogs. Margot’s absolutely favorite topic in the world.
“To be one of Margot’s dogs is to live the life of the most pampered, cared-for, no-expense-spared beings in the world. While she pampers her pups, she trains the rest of us. The dogs get the love and I get the ’sit,’ ’fetch,’ ’stay,’ ’Are you sure you want to use this version of your letter to middle school parents?’ The dogs get the special diets, regular and emergency trips to the vet’s. Dan gets the ’honey do’ lists, and I get the ’Now I just looked this up to be sure, and you really don’t want to use a comma in these twelve instances in this four-sentence paragraph…’ Yes, Margot. Thank you. “...Like the bodhisattva who delays reaching nirvana out of compassion to save suffering beings, Margot has welcomed into her life those in greatest need of her compassion. I know for a fact that she likely delayed by a year or two her retirement to make sure that her dog named ’Jon’ was ok. Yet I also know that other two-legged mortals, each of us touched by Margot’s heart and care, have achieved this transcendent state as well. For her work has not been that of a servant, but of a master.
“...To be included among Margot’s beloved pack of fourlegged children - Bonnie, Gracie, Lexie, Sugar, Daisy, Ginger - is to have become among the richest and most fortunate beings on the planet. Now I realize I no longer have to wish to return in another life as one of Margot’s dogs, I very blessedly already have been. We all have been.”
Helen Thompson, Middle School Dean for Student Life and Science Teacher, joined WFS in 1990
Dean for Seventh Grade and Department of History/Social Science Head John Hanson shared these words about Helen.
“But what, you say, does this have to do with dogs? With Margot? Everything, of course. From the days of cowering “It was an Easter Sunday morning and our family was getting ready for church. I had just finished helping our three- year-old son Jack get dressed - khaki pants, button down,
a little blue blazer, very cute. I briefly glanced into a spare bedroom where I had 7 cans of house paint sitting for an ongoing painting project. I then took a shower, and got dressed, but I could not find Jack.
“I walked around the house and called out my son’s name and eventually turned into the spare bedroom. Somewhat stunned, there was Jack with all of the cans of paint open, dunking a paint brush to the very bottom and painting himself as well as the carpeted floor.
“Still a bit shaken on Monday, I shared this story with Helen. And she laughed. A deep belly laugh that you can tell when someone thinks something is truly funny. Helen then looked up through tears of laughter and said, ‘Hey, you can change his name to Picasso!’
“The reality of the story is that Helen is the true artist, with her unique ability to work exceptionally well with students, teachers, administrators, and whomever else might walk into her doorway or contact her by phone or e-mail. She is a truly unique and gifted person and one who is an exceptional asset to Wilmington Friends School. As Jon Huxtable has said throughout the year, ‘The next Helen Thompson is not walking through the school’s doorway.’”
Howard Craighead Jr., Building Services Team, joined WFS in 1996 (Howard recieved his commemorative WFS chair for 25 years of service this year)
Associate Head for Finance and Operations Bill Baczkowski shared these words about Howard.
“Howard, a gentle and caring person at heart, will be going off to spend more time with his family, particularly his grandchildren and great-grandchildren. Howard has always expressed a true joy for working and when he came to us way back in 1996, he was the lunch chef at the Olive Garden on 202 by day, and a building services custodian by night. In recent years he’s had to scale back a bit and I know for a workaholic like Howard, it has been disappointing.
“As I’ve gotten to know Howard a little more in recent years, I’m amazed by the breadth of his interests and hobbies. Other than his family, his number one passion, Howard also enjoys his motorcycle, fishing, and cooking. I’m sure in retirement he’ll find plenty of opportunities to enjoy those passions. I know Howard has thoroughly enjoyed his time here at WFS and is proud of the service he’s provided even though in his line of work it sometimes goes unnoticed. From his many years at the lower school to his recent years on the main campus and finally to his pandemic-related change to day custodian in 2020-21, his steady presence, calm demeanor, and flexibility were huge assets to the building services team.
“I’d like to share some words from his supervisors, Ray Carbone and Rickey Morrison.
“From Ray Carbone, ‘I started at Friends 22 years ago, and you already had a few years under your belt. I found out very quickly that you were a very loyal worker at Friends. You were not my fastest employee, which was fine, because when I gave you a task to do I knew it would get done completely. You took pride in your work and you made sure it was done safely and correctly. I could always count on you. Not many of you know, but Howard always put himself second, to make sure his family, friends and his community were well taken care of. When Howard found time for himself he liked to fish and ride his motorcycle. So, I’d like to wish Howard the best of health and happiness in in his new journey.’
“From Rickey Morrison, ‘I would like to thank Howard for his diligent work ethic and his attention to detail, for his helpful and sincere demeanor and for always doing his best.’
“The students were very important to Howard and I know he particularly enjoyed the times when he had an opportunity to interact with them, and even though he was on vacation on June 4th, he insisted on working the night of graduation to send off the seniors. As Ray previously indicated, Howard places others before himself.”
Thank you Ann!
Ann Cole, Administrative Assistant to the Head of School, is departing so that she may prioritize time with her family. Ann joined Friends in 2012, and has been an essential and well-respected administrator, with a compassion that meets the mission of Quaker education. Said Head of School Ken Aldridge, “Each and every day, Ann asked what she could do to be helpful. In fact, it was her first question after our morning hellos. Full of grace, charm, and an exceptional sense of humor, Ann found ways to handle all matters with care and thoughtfulness. She maintained a high standard for her work and the Friends community.”
Major
for the Initiatives
Year
Ahead
An Incredible Opportunity for Growth
How many times
in our lives do we recognize a true turning point in history? Maybe once, maybe twice? In the past 18 months, the whole world had to make incredibly drastic changes to react to the common threat of the pandemic. At the same time, our country began new, raw conversations and important actions regarding race in America. On top of all that, technology, social media, artificial intelligence, and let’s face it, Amazon, seemed to take an even stronger hold of society than before. All of these factors have raised new questions for educators––shining a spotlight on values, processes, and priorities––and have created an incredible opportunity for growth. As we head into the school year, we feel a new energy and focus born out of the recent pivotal events on major initiatives for the School in 2021-22. It is imperative that these initiatives are synchronous with one another and, together, will make our program even stronger and transformative for our students. Initiatives include: Cultivating a Culture for All: Diversity, Equity, and Inclusion Understanding Our Market: Enrollment Task Force Strategies CoLT: A Culture of Learning and Teaching Technology: Part of an Integrated Toolbox
Core to Quakerism is honoring that of God in everyone, and this belief informs all that we do at WFS. When individuals feel respected, heard, and included, they have an opportunity to reach their fullest potential. As is true with many beliefs, embracing an ideal is certainly critical to its fruition, but its achievement can be evolutionary and complex.
Creating an inclusive and equitable culture at WFS for all individuals is something we have always regarded as critical work, but in the past year have renewed a more focused initiative to better understand the extent to which this culture exists, and the extent to which it doesn’t. Over two months during the 2020-21 school year, Trina Gary of Brown-Gary Associates conducted an immersive climate assessment at Friends. She spoke with faculty, staff, students, parents, trustees, and alumni. In this qualitative study, Trina conducted Zoom and phone interviews, both with individuals and focus groups, to see what important themes emerged. She also conducted an audit of disciplinary practices, outcomes, and communication. The resulting final report to the School serves as the basis of a DEI strategic plan. In the report, Trina provided “commendations for successful inclusion and multicultural practice models within the school and recommendations for further growth, consistent with best practices in independent schools and with the school’s mission and stated diversity and inclusion goals.”
SCHOOL CLIMATE & CULTURE LEADERSHIP FOR DIVERSITY AND INCLUSION
CREATING AN IDENTITY - AWARE & SAFE COMMUNITY
STAFF INCLUSION & EQUITY
DIVERSITY OF THE STUDENT BODY
HIRING/RETAINING FACULTY DIVERSITY PARENT EDUCATION & PARENT SUPPORT
PHILOSOPHICAL COMMITMENT TO DIVERSITY, INCLUSION, AND SOCIAL JUSTICE
Reviewing the report, setting goals and timelines, and funding considerations are priorities for our Board and Senior Administrative Team. Divisional leaders will focus on professional development priorities for teachers and developmentally-appropriate learning priorities for students. Our newly-formed DEI Committee will create a plan with a path forward and work with other school committees to be able to address several initiatives at once.
The voices of our community helped inform Trina’s commendations and recommendations for growth, and we are grateful that so many constituents gave their time and provided their thoughtful and valuable feedback.
Independent schools across the country have experienced enrollment challenges over the past several years due to shifts in demographics, a wide variety of available educational options, and the rising cost of tuition. In addition, families who choose independent schools often have expectations, experiences, and viewpoints that are different from those of prior generations.
Friends has felt the impact of these forces, and, as such, the WFS Board Finance Committee created an Enrollment Task Force made up of trustees and administrators to focus on these issues and challenges to be able to plan for the School’s sustainability. The Task Force members agreed that it was important to make an investment in better understanding ourselves, the market, and our sustainability. The team contracted Connor Associates, a market research and strategy firm, to help provide external data with the depth and breadth needed to have a good understanding of our market, and to see how WFS is perceived, what is believed to be our value proposition, and how we compare to competitors.
The scope of the work included: • Pricing elasticity and strategic financial planning • Enrollment feasibility and 2025 forecasting • External image audit and perceptual study
Deliverables include a financial report with recommendations, data and information to help reach potential mission-appropriate families, an executive summary of the themes captured in the Image Audit conversations, and recommendations for immediate implementation. This report will help inform our admissions and marketing work, fundraising potential, institutional strategic planning, and accreditation self-studies.
Understanding our value proposition from market research, the Committee will set specific goals for the identified areas of focus (tuition structure, rate of tuition increase, enrollment, and financial aid) that can then be placed into a five-year financial plan that becomes a road map for our work going forward.
A Culture of Learning and Teaching (CoLT)
Many prominent educators, researchers, and policy makers have expressed concern regarding the new information economy and the need for more innovation and creativity in our schools: not just making our schools a bit better, but transforming our work. Many of these same authors have placed an emphasis on skill development -- the “4 Cs,” “digital literacies,” “21st century reading and writing literacies,” etc. Regardless of how we define and categorize these skills, educators need to be open to rethinking our practice in ways that support students’ ability to learn how to learn.
Beyond articulating the abilities that we need to develop in our students, we are exploring and implementing ways of changing our perspective from a teaching orientation to a learning orientation. So how do we move beyond the traditional unit of innovation -- the teacher in the classroom -- and collaborate as an organization to innovate and remain relevant in our changing world? The Culture of Learning and Teaching (CoLT) committee was created to help answer this question.
Recognizing that our culture is the result of many “drivers,” the group’s areas of focus include: desired learning outcomes for our students; professional learning and growth of our staff; the role of Quaker pedagogy; fostering creativity and innovation; and/or external factors/benchmarks that influence our culture.
The committee is first focusing on professional learning and growth of our staff, and are using a Design Thinking approach. Committee members have just finished up the “Ideate” stage where they have designed prototypes to test this year. This Prototype stage will inform what works, allow the team to problem-solve, and create space for opportunities.
The CoLT Committee is using the Design Thinking Approach to create a new model for faculty evaluation and growth.
2019 EMPATHY STAGE engaged, researched, observed, immersed
2019-20
2021
DEFINE STAGE defined opportunity, created user need insight
2021-22 PROTOTYPE & TEST STAGES will vet the new model
IMPLEMENTATION
new model for faculty evaluation
Technology: Part of an Integrated Toolbox
The value of our 1-to-1 device program was perhaps never more keenly felt as when we needed to pivot almost immediately to full virtual learning in March of 2020. At the time, all students in grades five through 12 had their own, school-issued MacBooks. During the summer of 2020, we expanded the program and issued MacBooks to fourth graders as well as iPads to students in preschool through third grade. We also invested significant time and resources in testing, diagnosing, and repairing weak links in our technology infrastructure (e.g. wireless access points, switches and wiring, firewall, etc.). These investments will continue to support our 1:1 program moving forward.
The devices we use are on a three-year lease cycle with Apple, and we have just completed a rotation for our laptops so our students, faculty, and staff are now all using the newest models of the MacBook Air.
These devices provide immediate access for students to learn, create, and communicate in ways that are part of the fabric of today’s society. The myriad of uses––problem-solving, computing, coding, media literacy, video production, podcast production, creating art, presenting a project, collaborating, and more––are integral to the student experience at WFS.
While the integration of technology into the program at WFS is certainly not new, it is a critical piece of all of our major initiatives, and we must be nimble and current as platforms, channels, and possibilities are continually evolving. This is true of both the hardware and programs supported by our Information Technology department as well as our computer science curriculum itself.
In lower school, the computer science curriculum is a critical thinking and problem-solving course designed to encourage active learning, creativity, and exploration. It is presented through the following five strands: computational thinking; collaboration; computing practice and programming; computers and communication devices; and community, global, and ethical impacts.
The same five strands presented in lower school are continued to be developed in middle school where the focus is on process over product, and students fully harness the problem-solving capabilities of a computer. They learn how to break problems down into discrete, repeatable steps, and are able to iterate through a multitude of approaches before arriving at an algorithm that achieves the goals of the problem. Harnessing the potential of algorithmic thought and the programmatic potential of computers, students use their computer science knowledge to be “creators” as opposed to just “users” of technology in many fields of study.
The upper school computer science curriculum is intended to continue students’ development as algorithmic thinkers with the ability to translate ideas into a formal structure. Students understand how to define and solve problems from all disci-
plines in terms that can be implemented by a computational device. In addition, students will have a firm understanding of a number of surrounding technologies that they interact with on a daily basis, from Internet protocols to basic hardware. Problemsolving and self-reliance are essential as students become more confident in their abilities to use computers to devise and apply real-world solutions.
Tech Support Can Be An Important Part of Growth
Within our 1-to-1 program, we recognize how important it is for kids to be able to remain on task and that their laptop is an important tool in this process. If a computer goes down, getting it repaired isn’t left to the parents to figure out how to get an appointment at the Genius Bar, or taking their own computer to a repair shop and waiting (while also being without a device.) In fact, there is very little stress or interruption.
Our loaner program is set up so that if a student accidentally damages their computer, we take the time to migrate all of their user data and settings into an identical device. They use this device while their original laptop is repaired, and when it returns, we swap the student back into their original with all updated content and settings.
In addition, we offer upper school students the chance to be part of Applecore, our student tech support program. Applecore is our support office, and students are the frontline service providers. Students, faculty, and staff all stop by Applecore when they need IT help or support, and our students can sharpen both their IT skills as well as their customer service skills.
Watch Us Bloom! Coming Up...
For growth to happen, part of the process is through nourishment, and for a school, that includes funding. We are in the very early stages of our next comprehensive campaign, which you will be hearing about later this year. Another part of growth is change, and the project to build a new lower school will also continue this year. One of the most fun things about growth is celebrating birthdays, and in the fall 2023, WFS turns 275! Get ready to celebrate!
