California Association of Independent Schools Faculty Newsletter Winter 2007
STEPPING OUTSIDE THE KNOWN
INSIDE:
What I Did This Summer, Or Practice What You Preach Finding Mr. Potato Head Differentiated Instruction Makes a Difference Meditating on Mindfulness
...and more Faculty Newsletter Winter 2007
From the Editor
robably “risk-takers” is not the first phrase we would use in describing ourselves and our profession. Rob Evans PP (Family Matters and The Human Side of Change), a former teacher himself, once compared us to “artisans in [our] separate studios, “doing work that is “idiosyncratic and unpredictable,” often requiring of us a talent for “spur-of- the-moment improvisation.” Frankly, those sound like attributes of risk-takers to me. Every day we step in front of our classes, or try a new activity we are, at least to some extent, venturing into the unknown. We may not be Xtreme athletes or venture capitalists, but unpredictability, improvisation, and training our sights beyond what we know to meet the needs of our students always involves the element of risk.
Each of our authors in this issue tells a story about stepping out beyond the known in some way, whether in expanding their knowledge and skills in summer professional development work, then returning to classrooms to apply (and sometime teach their colleagues!) what they’ve learned, or initiating new programs in their schools. Sometimes this means we have to go beyond our personal comfort levels, as Cynthia Crass describes in her article about learning new acting techniques; sometimes it involves a hard look at our own practice, as Laura Holmgren, also a teacher at Polytechnic School, demonstrates.
A week at the Exeter Humanities Institute, Betsy Mork, another English teacher from The Webb Schools, learned an exciting new way to structure class discussion, (plus a memorable metaphor!) which she not only used with her students, but taught her colleagues.
Seeing that all his students were not equally served by his methods, Jonathan Shiller from The Carey School, learned a new one. With some degree of trepidation, three middle level administrators from Turning Point School instituted a new system of peer observation among teachers, but discovered in the success of it a powerful motivator. Patty Britton, Kristine Theodoratos, Sharon O’Callaghan explain how so.
Richard Cushman from The College Preparatory School and Margaret Bowles from Viewpoint stepped out beyond our American culture to learn about – and from - another one. Richard did it without leaving home, and Margaret did it by making a passage to India. Each came away from the experience with new insight - which they share with us.
Taking cues from the headlines and from a trio of other CAIS schools nudged Joan M. Sinclair from Mayfield Senior School into going to summer school, and inspired Josie Bahedry from The John Thomas Dye School to so some research on the value of the practice of mindfulness in education. Both are working on new programs for their schools.
Finally, Gallia Vickery from Thacher, a math teacher who also teaches dance, having determined that dance competitions lack the camaraderie and spirit of sharing she seeks, shares her dream with us, and invites dance teachers to bring their troupes to Thacher’s new performing arts center in April. And between now and then to help her plan a brand new dance arts festival.
Who says teachers aren’t risk-takers?
Here at CAIS, we have an invitation for you, too. Come to our Northern Regional Meeting on Monday, March 19, 2007 at the Menlo School, or to one of a whole slate of Professional Days sprinkled around Southern California, and send us an article for the newsletter. The only risks here are that you might learn something – and help a CAIS colleague to do the same! — Sandee Mirell STEPPING OUTSIDE THE KNOWN
California Association of Independent Schools Winter 2007 C o n t e n t s
What I Did This Summer, Or Practice What You Preach ...... 1
Structuring Writing Instruction Constructively...... 3
Finding Mr. Potato Head...... 6
Differentiated Instruction Makes a Difference...... 8
Peer Observation Supports Faculty Flock...... 10
Leaping Off the Pages of The Kite Runner...... 11
Educational Passage to India...... 13
Teaching Leadership...... 16
Meditating on Mindfulness...... 18
No Dance Competitions for Us!...... 21
CAIS Committees ...... 23
Faculty Newsletter is published by the California Association of Independent Schools 1351 Third Street, Suite 303, Santa Monica, CA 90401 310.393.5161 fax 310.394.6561 www.caisca.org Faculty Newsletter Winter 2007
A veteran drama instructor challenges herself to learn new techniques
What I Did Last Summer, Or Practice What You Preach
by Cynthia Crass
Polytechnic School [email protected]
II have taught theatre at Polytechnic School since 1989. program, I was able to take a summer off from teaching Over the years, it has become increasingly clear to me that to participate in an intensive workshop in the Suzuki and the training I had in acting was not necessarily what my Viewpoints techniques, and it has changed the way I ap- students needed. I was trained primarily in several of the proach my teaching and directing. In addition to learning many techniques that descended from the teachings of these techniques viscerally, I discovered a great deal about Konstantin Stanislavski, the father of modern acting. These myself, and the way I process information and experiences. techniques are rooted in the pursuit of psychological real- The workshop ran for two weeks, four hours a day. We spent ism, and focus on interpretation and analysis. My students, the first two hours in Suzuki exercises, and the second because of the type of education they’ve had, are already two in Viewpoints improvisations. It was perhaps the hard- masters of analysis, and need little instruction in this. What est work I’ve ever done, partially because of the intense they are fairly oblivious to, however, is what to do with that physical rigor, and partially because it was so different from analysis – how to bring the ideas in their heads to some any other actor training I’ve experienced. sort of physical expression that an audience can actually Tadashi Suzuki’s technique is centered on a strong, see. physical core. My instructor, Stephen Webber of SITI Com- I have read a great deal about alternative techniques, pany in New York, asserted our first day that his goal was ones that focus more on the physical instrument of the to create “undismissable” actors. Through intense focus actor than on the psychological scrutiny of the character. I and energy, and a series of very idiosyncratic movements, have taken short workshops in some of these techniques, I discovered that I could only be successful through a sin- and have tried some of these techniques out on my stu- gular focus and direct connection with my audience. dents over the years, but because I hadn’t experienced The Viewpoints technique (as articulated by Anne them for any length of time, I was not terribly effective in Bogart & Tina Landau) is less straightforward, and it took articulating the purposes, or implementing the processes. me longer to warm up to it. In retrospect, however, I think Because of the generosity of Poly’s professional growth my misgivings had more to do with my own self-conscious-
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ness than with the difference of the would be com- style. Viewpoints focus on the actor’s pletely hypocritical “I could hear my voice telling awareness of Time and Space, push- to allow myself to ing actors to be completely aware of be passive, espe- my students the value of and in touch with what is around them. cially in light of such My instructor, Barney O’Hanlon, also a great opportunity! risk-taking, and I would be of SITI Company, claimed that his fo- The two weeks cus was on creating actors that have passed quickly; my completely hypocritical to a clear presence on stage. So, using time in class re- both techniques, I could become an quired absolute at- allow myself to be passive, actor with an “undismissable pres- tention and energy. ence” and I could help my student My time outside of especially in light of such a actors become the same. Awesome! class was spent in The workshop was attended by reflection about the great opportunity!” people from all over the world and discoveries made, from all facets of the theatre world – and recouping my playwrights, designers, directors, ac- physical energy. At tors, teachers, fight choreographers, the end, I felt confident that I had always changing, so you can’t just file etc. I must admit to a certain measure started a process that would never be them away as “done. The fact is that of trepidation upon beginning; over complete, and that was okay. This, in when I am practicing these tech- half of the students had attended this itself, may be the greatest lesson niques, I can only do so in the present same workshop before, and knew learned. As a Type A, obsessive-com- – dwelling on the past or worrying much of what was being taught al- pulsive, anal-retentive (pick your diag- about the future are completely coun- ready – and each other. I knew very nosis), I am usually completely uneasy terproductive. There is great freedom little, and knew no one. My natural with loose ends. I like to do something, in this living in the present. I had instinct in this type of situation is to finish it, clean it up, and put it away. preached this before, but hadn’t really withdraw. It took much mental nudg- Neither of these methods is neat and lived it - and hadn’t really any clear way ing of myself to step outside my com- tidy. You never really master any of the to help a student live it either. fort zone and leap into the situation. I Suzuki exercises; there is always I have begun sharing these new could hear my voice telling my stu- something else to think of. The View- ideas with my upper school acting dents the value of risk-taking, and I points are always present and they are class, and I enjoy continuing my prac- tice with them. They are responding from a physical and spontaneous cen- ter, and not trying to think their way through the exercises. Telling them to get out of their heads (what I did in the past) was much less effective than giving them ways into their bodies (what I’m doing now). So, at perhaps the midpoint of my teaching career, I have taken a step towards putting my words into action. I have taken risks, put myself out in front of strangers who can judge me, altered my way of think- ing about acting, and I have learned something about myself in the pro- cess. An old dog can learn new tricks, and those tricks can be abso- lutely invigorating, both personally and professionally!
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A moment of honest reflection and insight propels an English teacher toward a new way to teach writing
Structuring Writing Instruction Constructively
by Laura Holmgren
English Teacher Polytechnic School [email protected]
II n one of those moments I suspect most teachers even- I set out to remedy this situation by creating a frame- tually have, I suddenly realized that I was doing it all work for integrating technology into a constructivist ap- wrong. For a teacher who advocates a constructivist proach that fosters the simultaneous development of approach to the study of literature, why was my writing critical thinking skills and writing skills. instruction approach so unconstructive? After class discussion, in virtual isolation, students ELECTRONIC GRAPHIC ORGANIZERS brainstormed and drafted. Peer evaluation, the sup- Widely used for good reasons, the software program, posed collaborative part of the work, focused primarily Inspiration, as a prewriting and organizational tool is on noting lack of sufficient evidence, or analysis, and superior to hand-written cluster maps or blank, teacher- on pointing out structural and grammatical problems. generated charts to fill in. The program facilitates addi- There was no real negotiation of meaning, or construc- tions, deletions, and the restructuring of ideas that arise tion of shared understanding either of the paper con- from student discussion of the work. On the freshmen tent or the writing process. And, there was little time level, we used to distribute blank charts to assist stu- spent in reflection of the experience, at least not in a dents with taking notes on Greek mythology. While these consistent, meaningful, and sustained way throughout templates have some merits, our students were re- the year. stricted to our way of organizing the information. Now
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they have to analyze, and then illus- DISCUSSION BOARDS “A trate the informational relationships Providing a common place for stu- in a way that makes sense to them. dents to post and read exchanges with The assignments take longer to com- their peers in a highly structured form, constructivist plete, but students learn more. As discussion boards (DBs) can be used they discuss the effectiveness with initially to build a sense of community which one another’s charts convey and to provide encouragement for shy approach the ideas clearly, they go beyond re- students to participate in the class. call and comprehension to analysis, Because students have more thinking synthesis, and evaluation. time in the asynchronous DB, the stu- to dents’ expression of ideas can be WORD PROCESSORS more precise, detailed, and organized Using the review or comment than in face-to-face discussions. Either writing instruction tool in most word processing pro- as a follow-up to ideas discussed in grams, students can easily pose con- class, or as a separate assignment, DB tent and coherency questions posts foster critical thinking skills as provides through typed annotations. Both the students challenge one another’s peer evaluator and the student ideas, and negotiate understanding of writer strengthen their critical think- class material. For instance, teachers opportunities ing skills in the social process of ask- can design role-plays in which stu- ing questioning and clarifying ideas. dents assume the persona of fictional, While it is possible to have this high or historical characters to discuss an for students level of social interaction with pen issue from a specific perspective, and and paper, the software facilitates which require challenges to the substantial exchanges and provides character’s claims and arguments. In to a legible written record for further a Trojan War assignment, our students reference. I found that students an- first post a first-person argument for notate more thoroughly, and pose why their characters should win the collaborate more thoughtful questions when MVP (most valuable participant) they can type them. Further, multiple Award; then they respond to the first peer evaluators respond to one posts of their peers with counter-argu- with peers another’s comments in more depth. ments. and teachers in all stages of the writing process.”
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WIKIS tive ap- Open web sites that permit visi- proaches tors, or only specific individuals to and per- add, edit, and delete content, wikis spectives, can include text, images, and audio and evalu- and video files. Functioning in this ate drafts. constructivist framework as sites for For the Odys- collaborative projects, wiki assign- sey wiki, for ments require students to negotiate example, I set their understanding of content, syn- up group blogs thesize divergent perspectives, and and require my stu- write text that conveys their under- dents also to post standing clearly, logically, and coher- summaries of all ently. The discussion about content group discussions, par- and stylistic elements of the student- ticularly delegation of tasks generated text provides more oppor- and group deadlines, to help them tunities for social construction and learn how to work collaboratively and internalization of the qualities of to hold individuals accountable to the good writing. After our study of The group. Odyssey, freshmen create a wiki to For individual blog entries, I work demonstrate understanding of point from the following definition of re- of view and cultural relativism by flection: active and careful contem- responding to this prompt: “Fed up plation of an experience, or belief with the libelous, human-centric ac- and the articulation of the resulting A constructivist approach to writ- count of events in myths and epics, new understanding, change, or clari- ing instruction provides opportuni- the non-human beings have formed fication of the student’s perspective ties for students to collaborate with the Victims of Heroes Association on a wider issue. Therefore, reflec- peers and teachers in all stages of (VOHA) and have decided to create tion blogs consist of three parts: the writing process. Through this in- a wiki to publicize the truth about the a brief summary of the most teraction, students construct mean- blood-thirsty, avaricious, treacher- · salient details of the personal ing by exploring the relationships ous villains.” incident, learning activity, or among previous knowledge and be- text / content information. liefs and new information and ideas, WEB LOGS connections such as compari- and by reflecting on their under- A cross between discussion · sons and contrasts between standing. Consequently, students si- boards that promote the construc- previous assumptions or beliefs multaneously write to learn and tion of meaning and understanding and the new experience/ learn to write. As students question, through exchanges of ideas, and information. propose alternatives, and evaluate wikis that promote construction of a discussion of how, to what their own and their peers’ written meaning and understanding through · extent, and why the new expression, they begin both to de- collaborative projects, web logs experience / information has velop an understanding of content, (blogs) have a number of potential shaped, or clarified the student’s and to internalize the qualities of uses. In this framework however, I perspective of the issue and how good writing. Used effectively and focus on only two: spaces for orga- this new view might influence thoughtfully to enhance instruction, nizing collaborative projects, and future action. computer-mediated writing tools can spaces for individual reflection on The chronological structure of motivate students, create a stronger texts, material, projects, and their blog entries provides an opportunity sense of community, foster collabo- own learning. for further reflection as students ration, strengthen critical thinking During group projects, students analyze their own intellectual growth and composition skills, and provide can post resource links and com- and evolving understanding of con- opportunities for authentic purposes ments, pose questions about con- tent, of critical thinking skills, of effec- and audiences. That seems to me to tent and relevancy, suggest alterna- tive writing, and of meta-cognition. be the right way to do it all.
--5-- Faculty Newsletter Winter 2007
A summer workshop bears autumn fruits…
Finding Mr. Potato Head My Week at the Exeter Humanities Institute
by Betsy Mork
English Teacher The Webb Schools [email protected]
WW hen everyone in the classroom is involved, layer- wonderfully well-organized week of workshops, we had ing memories and questions over facts and background learned a method to make it happen. What is this magi- materials, classroom discussion is a lot like putting to- cal method you ask? It’s called Harkness. gether Mr. Potato Head. At least that is the metaphor When philanthropist Edward Harkness wrote to forty-nine other teachers and I embraced at the Exeter Exeter’s principal Lewis Perry in 1930, he explained his Humanities Institute in New Hampshire. Sometimes dis- vision for a new kind of classroom. “What I have in mind cussion doesn’t flow so easily; on those days it is as is [a classroom] where [students] could sit around a though our students have forgotten those tiny but oh- table with a teacher who would talk with them and in- so-necessary pieces. Mr. Potato Head just sits in the struct them by a sort of tutorial or conference method.” middle of the room, wishing he could cry except he has In the Harkness classroom, every student has a voice. no eyes to fill with tears. But when we can get our classes Many of us fear this completely student-centered class- into a debate worth having, glued to a passage worth room. What if the students choose silence? What if they explicating, relating their personal lives to a text that can’t “cover” material quickly enough? The key to over- shares something real with them, then our metaphori- coming these worries is to learn from those with experi- cal Mr. Potato Head becomes a living breathing discus- ence. Since the days of Edward Harkness, the faculty of sion. As we began our week of professional development Philips-Exeter Academy have invested their considerable at Exeter, we wanted nothing more than to bring that skills and resources in the cultivation of this round table spontaneous life into our classrooms. By the end of our discussion format: the Harkness method. During the
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annual six day Humanities Institute, Harkness classes, or study their lounge. Folks gathered after dessert, a special team of Harkness experts readings in Exeter’s lovingly de- generally something fabulous like offer their insights and guidance to signed library. A few jetted off to “whoopee pies,” and the talking other teachers eager to begin this so- Hampton Beach for a chilly dip in the lasted until well after eleven. On the called quest for Mr. Potato Head. We Atlantic and some saltwater taffy. last night, this routine varied a little. arrived on Sunday into the thick Still others, like me, attended after- After reveling in “Lobsterfest” (com- northeastern humidity, expecting to noon focus groups. Participants in plete with shiny plastic bibs), the en- receive handouts galore and the ac- these short sessions, guided by tire group headed down to the local cumulated wisdom of generations of Exeter lead teachers, delved into tavern for EHI’s first ever talent show. Exeter teachers. And we did. Here’s topics such as “Evaluating Harkness There was singing, juggling, improvi- the catch; we were not spoon-fed the Discussions,” “Harkness Warriors,” sation, and even a poetry recitation. information required to teach via and “Seeing Gender in the Harkness How did people who were complete Harkness. Classroom.” As with the morning strangers just a week before become Over the course of the week, we exercises, these sessions were not this close? In a word, Harkness. practiced leading and observing dis- presentations. Rather, they were dis- When I left at the end of the cussions, and getting the feel of a cussions, and each one showed the week, not only did I have a glossy red good Harkness flow firsthand. By benefits of the Harkness method. binder chock full of helpful handouts night we read a variety of short Sitting surrounded by similarly inter- and a week’s worth of notes, I had a pieces that revolved around the ested talkative teachers, I found new community of colleagues. For the year following the workshop, we stayed in touch through the EHI “Rather than hearing a short body of newsletter and by informal e-mails. I presented the method to the fac- ideas from a presenter, we were able to ulty at Webb, extending that commu- nity as much as possible. Many share stories and best practices, drawing teachers here, in different disci- plines, have begun experimenting on the experiences of every participant. with Harkness. Though personally I vary my pedagogy from day to day, I Discussion was personal, pressing.” am always astounded at what hap- pens when I turn the class loose to question each other, and connect theme of “home.” By day we dis- myself scribbling ceaselessly in my the literature with their own lives. It cussed them in small groups around notebook. Rather than hearing a has changed the way I think about Exeter’s large oval classroom tables, short body of ideas from a presenter, teaching. I might never have thought letting the day’s leaders guide us we were able to share stories and to give Mr. Potato Head that twisted and then hearing from them about best practices, drawing on the expe- handlebar mustache, or that silver their experiences as more silent riences of every participant. Discus- eyebrow ring, and I must say these teachers. Slowly we were learning to sion was personal, pressing. Not days he cuts a fine figure in Honors become the leaders Exeter student once did I look around the table and American Literature, even during Dixon Bross (’07) describes as ideal. see in another’s eyes the veil that first period when his designers are She praises “a teacher who can sub- sometimes descends on our stu- a wee bit sleepy. tly direct the conversation, correct dents when they are tired, hungry, If you are interested in attending any misinformation, and then disap- or just plain uninvolved. the Exeter Humanities Workshop in pear allowing the students to voice You might think that a morning 2007, keep an eye on the website their thoughts and questions.”* Ev- of discussion and an afternoon of at http://306.exeter.edu/ehi/ ery morning we pursued this ideal of focus groups and video study would default.html for next summer’s the (almost) invisible guide. be enough for one day, but you’d be dates and information. Register After our morning practicum, the wrong! After dinner in Exeter’s early, as they ALWAYS fill up by early world was our playground. Some Seabrooke room, we were invited to spring. people worked out at the gym, oth- reconvene for an evening of wine *Smith, Laurence. “Excerpts from Exeter ers met to watch videotapes of and storytelling in Exeter’s Cilley Hall Teachers and Students.” EHI.
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Differentiating instruction ignites a passion for learning
Differentiated Instruction Makes a Difference
by Jonathan Shiller
Second Grade The Carey School [email protected]
II t is always very interesting to reflect on one’s teach- wrote letters to characters, and invented news stories ing. I find that it allows a teacher to sift through the based on the plot from the class novels. good and the bad within his, or her own pedagogy, and Then, I was fortunate enough to go to a two-day in- make the necessary improvements. I am recalling my tensive workshop with Betty Hollis who is a self-pro- second grade classroom from last year. It is 10:30 on a claimed expert in differentiated instruction. She has typical Tuesday morning, and the kids are really bored. taught for over 20 years, she was a principal, and now We are reading a book from the series: Magic Tree she travels the country speaking to teachers about how House. I scan the room as we go around reading “round- to make improvements in their instruction. She taught robin style,” and take note of several students who ap- us that differentiated instruction allows learners to be pear to be falling asleep, a few who are nervously scan- taught at their readiness level. So, instead of the old ning the page after losing their place, and a couple more fashioned method of having all the students move along who are reading ahead, unable to wait for the slow, de- together through the curriculum, all students are work- liberate readers that work so hard at decoding even very ing at their own pace. small words. Fast forward to the following year. It is again 10:30 I knew that my reading instruction was failing to on a typical Tuesday morning. Four of my students are reach several, if not all, of my students. I was accus- reading a Nate the Great mystery book. They are mak- tomed to teaching much more independent readers at ing predictions and writing down difficult multi-syllabic the 4th and 5th grade levels. Those students worked in words on a mini white board. They are drawing lines to literature groups on a variety of activities that assessed show where each clap or syllable occurs. They focus on comprehension. They made storyboards, plot structures, pronouncing word endings first, such as “ed” and “ing.”
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They also spell the word aloud be- when implementing differen-tiated through their work perfectly! fore saying it. This helps them to instruction into your school day. First, Finally, be sure to set aside a few avoid missing a letter so they are take small steps. Don’t differentiate minutes at the end of each period sure to say “start” instead of “stat.” your entire day of instruction if you for sharing. It is important that your Another group is gathered in the have never tried this before. Pick one students can share their work so back of the room on the carpet. They area of the curriculum to focus on, they feel that there is a purpose to are reading a funny story called Lilly preferably your favorite subject if you their work, and that the rest of the and the Runaway Baby. They are bet- are teaching elementary school. Pre- class truly wants to hear what they ter at using word attack strategies assess the that you know their readi- are working on. This creates a safe,
“Differentiated instruction has changed the way that I teach. It has made me realize that being an organized facilitator is actually
more rewarding than simply teaching to the entire class.”
so they are working on more chal- ness level. For example, in reading, supportive learning environment and lenging comprehension tasks after have each student read aloud to you your students will realize that it reading. They read a chapter to- from the same passage, and take doesn’t matter that one person is gether and then roll a die. The num- note of their varying fluency levels. working in the math textbook and ber they roll corresponds to the num- In math, you can give them a pre-test another is creating a math puzzle. bers on a sheet of questions/ activi- in addition. If they are proficient at Each learner is working on his or her ties. Questions are based on the dif- “carrying,” move them forward to en- own work at his, or her own pace. ferent thinking skills outlined on richment activities. For example, Differentiated instruction has Blum’s Taxonomy. For example, one while the struggling students use changed the way that I teach. It has question asks the kids to decide the number lines to work through simple made me realize that being an or- benefits and drawbacks of running two-digit addition, the other students ganized facilitator is actually more away from home. Another question can work on ways to add to 50 and rewarding than simply teaching to asks them to write a letter to their multi-step word problems from a the entire class. While it is important parents explaining why they ran math menu that you create. to provide some teacher-directed away, and where they went. A third Differentiation will allow your lessons throughout the day, espe- group is outside the classroom prac- students to work on a variety of cially with younger children, using ticing their play. I provided them with tasks during one block of time. All differentiated instruction to struc- a play that talks about the unveiling of the tasks will pertain to the ture at least one of your academic of the Statue of Liberty. They all as- same area of the curriculum. Be periods will meet the needs of nearly signed each other parts and made sure to act as an “assessment all of your students. They will be small props to use when they per- junkie,” and constantly evaluate motivated, enthusiastic in your room form in front of the class. time management and under- every day. Not only will the students The learning and motivation in standing of concepts. I have found appreciate it, the parents will praise my classroom has increased dra- that the most independent, seem- you too. They feel proud to send their matically. Of course, this did not hap- ingly skilled learners are the ones children to a school that ignites their pen overnight, so it is important to who require the most check-ins. passion for learning. keep several things in mind when Don’t assume they are sailing
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Peer Observation Supports Faculty Flock
by Patty Britton, Primary Division Head; Kristine Theodoratos, Elementary Division Head; and Sharon O’Callaghan, Assistant Head of School
Turning Point School [email protected]
II n 2005-2006, Turning Point School decided to use peer observation to add depth to the teacher evaluation process. We planned our implementation of this practice tentatively, with cautionary fears that teachers would find the process of peer observation at best burdensome, and at worst unenlightening. When the experience proved successful beyond our wildest hopes, we reminded ourselves once again that commendation from one’s peers is the most powerful of motivators. There were several components that we sought to add to our faculty evaluations. One was a reminder that the school’s mission lives in our faculty. Faculty modeling is crucial to this section of the mission: “We succeed when our students become responsible, well-balanced adults who are confident, honest, knowledgeable, community-focused, joyful, and well prepared to face a challenging and changing world.” Secondly, we wanted to emphasize the inspirational aspect of the evaluation process, by exhorting our colleagues to push themselves to self-actualization in their performance, never remaining satisfied with merely “great” work. It seemed likely that peers might find the right words for appreciating this investment of self in career. In October, we asked teachers to give us two goals for their students’ learning, and two goals for school wide growth. Using these goals, and our knowledge of our colleagues’ teaching styles, the three division heads for Primary, Elementary, and Middle School divided the faculty into teams, with representation from each division and specialists included. The idea caught on, and soon co-teachers and assistant teachers were clamoring to join the teams. Teachers were charged to observe team members teaching during December and/or January. They received the model of Dr. Robert McNeish’s “Lessons from the Geese” before beginning their observations: · As each goose flaps its wings, it creates an “uplift” for the birds who are following. By flying in “V” formation, the whole flock adds 71% more flying range than if each bird flew alone. Lesson: People who share a common direction and sense of community can get where they are going MORE quickly and easily because they are travel ing on the thrust of one another. · The geese in formation honk from behind to encourage those up front to keep up their speed. Lesson: We need to make sure our honking from behind is encouraging. · When a goose gets sick, wounded, or shot, two geese drop out of formation and follow their fellow, to help and provide protection. They stay with this member of the flock until he or she is able to fly again, or dies. Then they launch out on their own, with another formation, or catch up with their own flock. Lesson: Stand by one another. After reading this fable, faculty members were asked to describe two positive aspects of the lesson and/or the classroom environment they observed. Communicating teachers’ impressions of their observation was the most important segment of the observation pro- cess, and we considered it so much so that we devoted staff development time to it rather than bringing in a speaker for the day. At February staff development meetings, each team of teachers met with the Assistant Head of School and the Elemen- tary Division Head, to share their observations of their peers. We expected teachers to be wary of hearing praise—instead, they relished the experience. As administrators, it was gratifying to witness the respectful interactions during the team meetings. This style of communication is our goal for student interactions at all levels, and it was clear to our professional community that our faculty excels at modeling respect for their colleagues. Further, in their admiration of one another’s teaching, they reinforced the school culture. For example, middle school teachers noted that a soft voice is more compelling than a shout. Primary teachers commended well-prepared environ- ments in classes throughout the school. Individual teachers received praise from teachers in K1 and in seventh grade for their skill in addressing multiple learning modalities. More than once, comments affirmed that a structured environment added to clearly and compassionately communicated expectations provides security for students and allows them to dis- cover the joy of learning. Most faculty members provided the peers in their team with written records of their observations. Administrators saw to it that these commendations from peers figured in each teacher’s written evaluation, offering a wider and deeper perspec- tive of the year’s work. The peer observation experience proved so positive that we have decided to formalize it as a regular part of our evaluation process. One faculty member’s summary email provided a succinct assessment of the worth of the observations: “Thanks for the geese fest.” --10-- Faculty Newsletter Winter 2007
A commitment to enlarging its engagement with other cultures leads one school to unexpected benefits
Leaping Off The Pages of The Kite-Runner
Richard Cushman
English Teacher The College Preparatory School [email protected]
WW hen the English department of The College Pre- While the English department was aware from the start paratory School in Oakland, California, conceived the that choosing our first all-school book would be chal- idea of an all-school book program, our prime goal was lenging, we learned only as we worked through the to contribute in a specific and focused way to the project what the difficulties would be. Because our plan school’s increasing and deepening commitment to en- united the all-school book with our long-standing sum- larging its engagement with cultures other than the mer reading program, in which every student chose two majority culture of Western Europe and the United or three books from a faculty-generated reading list, we States. Our ideal book, we thought, would be one origi- had to find a book that all our students could read with- nally written in a language other than English, and in- out the daily assistance or direction of a teacher. It could tended for a non-American readership. not, therefore, be a work that presumed specific his- We reasoned that such a book would not only intro- torical background or specialized knowledge. duce our community to a part of the world and to a cul- Equally importantly, it had to be a book written in a ture with which few of us were familiar, but would also style accessible to readers of widely varying literary so- allow us to share a point of view and a way of thinking phistication and experience. Specifically, newly gradu- which would be new to us. Ultimately, we hoped, we ated eighth-graders and teachers with Ph.D.’s had to might even begin to think from the cultural perspectives be able to read the book with equal pleasure and inter- of such alien minds, a goal which ought to be among est. As we began to survey possible candidates for our the priorities of education in today’s smaller and closer first book, we decided to focus on a part of the world world. A mind flexible enough to experience the world with which our country was currently and powerfully in- from inside someone else’s is a mind that can sway and volved. Naturally, we considered Iraq, Iran and Afghani- dance to many different rhythms and many stan. At this point, a member of the English department, melodies.This graceful movement might even reconcile Joy Crisman, suggested we read Khaled Hosseini’s The Kite the human family to live in peace one day. No smaller Runner, to see what we thought. Though the book was or lower ideal is worthy of the best schools. And so Col- written in English and published in America, we felt that it lege Prep embraced the idea of an all-school book with reflected Afghan values and communicated them in such a multicultural focus. an engaging way that it should be our first choice.
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Interestingly, once we an announced lent days. A literary agent called to the title, many of the parents of our suggest a book by one of her clients, students indicated their interest in an Iranian woman, for our next all- reading the book along with their sons school book. We all feel that our year- and daughters. As it turned out, the long project has leaped far beyond the book program encouraged many fami- confines of College Prep to become a lies to talk together about Kite Run- vital element in the community in ner, agreeing and disagreeing—some- which we work. We had never ex- times sharply— about its content and pected when we began the program style. Our department felt that those that its reach and impact would be so elements of Afghan culture and soci- large. ety that the novel includes gave us a Part of the success of our first sense of life in a traditionally tribal year, of course, must be attributed to society enduring a distinct and even the book we chose. For all its revela- violent entry into the world of modern tions about Afghan life, both in Af- global conflict and changing values. ghanistan and in California, it also Set in the years following 1963, suggests certain ways of looking at the novel traces some effects of west- and living life that strike familiar ern education upon a ruling elite, and chords in all its readers. The main shows the strains that non-Afghan character’s realization that, even af- ideas produced in the inherited values links to Al Jazeera, to the latest aca- ter betrayal and selfishness, “we can of Afghan life. Of the novel’s some- demic resources on Afghanistan, and be good again,” resonates with a times troubling scenes of violence and even to a link with Afghan students. beauty and hope with which we can abuse, which were of concern to some The Parents Association sponsored a all sympathize. of our readers, Annie Knudsen, chair screening of the film Osama, which As Dr. Murray Cohen, Head of of our language department, re- included remarks and commentary by School commented, “our experiences marked that the face of power— Tamim Ansary, a noted Afghan-Ameri- in education are so often based on in- whether embodied in war or in estab- can writer and an associate of Khaled dividual effort and compartmental- lished systems of oppressive social Hosseini. The presentation was ized areas of study that we treasure deference— is rarely beautiful. packed with interested students and those rare opportunities that allow us Our all-school book program has parents. The English department of- to learn together and across disci- yielded remarkable fruit in other ways, fered to devote the first class days of plines. Reading, discuss ing, and fol- almost entirely unexpected, as well. At the year in all its classes to analysis lowing the many paths leading into the final faculty meeting of the aca- and discussion of the novel. and out of The Kite Runner provided us demic year, at which we made the of- A local group of newspapers just that kind of community experience.” ficial announcement of our program picked up the story of our project in While we are now more aware and our choice of the first book, teach- the fall, and ran a story about our plan than we were of the difficulties of con- ers and staff from many areas of the and its success. As a result, we re- structing such an all-school reading school proposed practical useful ideas ceived many emails from Afghan program, we have also come to be for the first year of the program, offer- members of our community, offering amazed at the collateral benefits that ing their help, sharing their associa- to help in amazing and completely have accrued to us as individuals and tions with the Afghan world, propos- surprising ways. One Afghan man, now to the school because of it. Our pro- ing resources, even among their living in the San Francisco Bay Area, gram has allowed us to take steps— friends and associates, which would noted that we were having trouble important steps—both toward the enrich our experience. building kites in the Afghan manner world of which we are a part, and to- Steve Wilson, of our history de- and offered to come to school to over- ward our own community. A result has partment, offered to give an introduc- see our efforts. been that we now know how to say tory lecture to the school, situating Af- Another wrote to say that he had some essential things in a new lan- ghanistan in its geographic, linguistic left Afghanistan at about the same guage. To our experience of Afghan life and ethnographic contexts. The librar- time and age as Khaled Hosseini had and culture, we can now say, ians immediately began work on an done, and to thank us for helping him “tashakor,” (thank you, and one day, Afghanistan web base that includes remember his own life in those turbu- “Dostet darum” (I love you.)
--12-- Faculty Newsletter Winter 2007
A summer trip convinces educator that American students need to be fluent in contemporary world affairs
An Educational Passage to India
by Margaret Bowles
Associate Head for Academic Affairs Viewpoint School
“II ndia is like a train, but some of its buggies (cars) are India is participating vigorously in what Tom Fried- moving very fast, and some very slowly. The Prime Min- man, a columnist for The New York Times, calls the “flat- ister, the driver (engineer), must keep it all moving to- tening of the world.” For the past fifty years of its his- gether. The supersonic are in science and technology, tory as a democracy, it has invested heavily in the edu- making money and writing, but some buggies are very cation of its brightest students, and it has now liberal- slow, almost medieval, just discovering literacy.” ized its economic policy and “unleashed” its best and These words, which I jotted down from Tarun Tejpul, brightest engineers, doctors, accountants, designers, an investigative journalist speaking at the American Em- and other professionals to participate in the global bassy School in New Delhi on my second morning in In- economy. India’s educational system is built on the Brit- dia, characterize much of what I observed on my first ish model with an examination system that gives “high trip to India this summer. Traveling with fifty-four teach- stakes” examinations at grade 10, and for those who ers, administrators, and school heads as the Delega- succeed and go on to grade 12, another set of examina- tion for Diversity from the National Association of Inde- tions that determine university entrance. Schools can pendent Schools, I shared in an intense ten days of opt to teach a state syllabus, or one of two national syl- school visits and conversations with Indian school ad- labi. About 78% of Indian students attend government- ministrators and students, consulate personnel, aid supported schools, many of which are severely “under- workers, and fishermen whose village had been de- resourced,” and the other 22% attend “public” or inde- stroyed in the 2004 Tsunami. The delegation visited pendent schools or other sorts of private schools. schools around New Delhi, Chennai (Madras), and With a growing middle class, many parents who Mumbai (Bombay). cannot afford the best independent schools are opting
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for new private schools that prom- dred girls within bicycle range are ise an “English medium” education enrolled in his new school where “India is as a way to “purchase” distinction, they are learning to be assets, not according to Dr. Jayshree Oza. Some liabilities, to their families. They bi- of these new schools promise more cycle to school, breakfast, spend the than they can provide. While more 4 hours of the day in school, serve participating girls than boys begin school, four- one another lunch, and learn needle- fifths of them drop out before grade work and crafts in the other 4 hours. 10, but opportunities for girls are The school is already marketing the improving, and the girls who persist girls’ work in local shops, at and at do better than the boys on the na- a National Geographic sponsored vigorously tional examinations. The senior girls site: http://www.novica.com (search I met at the Lady Sivaswami Ayyar for Sam and Madhu) and it is Dr. Girls’ Higher Secondary School in Singh’s hope that the school will Mylapore, Chennai had a bright become self-sustaining and double in what Tom gleam in their eyes as they spoke of in size. becoming software engineers and A new teacher training program businesswomen. in Integrated Education that will Some of the most interesting in- seek to train teachers to honor the novations in education and economic uniqueness of each child is growing Friedman, a improvement in India are taking place up in Mumbai. The current system of in schools and programs run by NGOs, education works most effectively for Non-Governmental Organizations. The the academically gifted, and many Pardada Pardidi Vocational School for children do not thrive in it. The Girls in Uttar Pradesh, about 200 km Billimoria Foundation, The Bombay columnist for from New Delhi, is the work of Dr. Sam Rotary Club and the Tata Foundation (Virendra) Singh, a retired chemist are supporting this UNICEF recog- who has returned to India after retir- nized work. Yet other organizations ing from Dupont in the US. Three hun- are providing micro-banking services The New York
Times,
calls the
‘flattening
of the world.’”
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to poor street vendors and women’s cooperatives to give the poor access to affordable financing for new ven- tures. Across the street from the American Embassy School in New Delhi, in the Vivekanand basti, a squatters slum, is a “Hole in the Wall Project” installation. Supported by AES, which supplies wireless access and tech support, this is a computer installation where children are edu- cating themselves on the Internet. Next door to the American School of Bombay is the newest project of Save the Children India, a beautiful school and resource center for deaf students, students with disabilities, and a center for the rehabilitation and education of girls rescued from prostitution. The Indian approach to plural- ism in its schools is best shown in the Sardar Patel Vidyalaya (School) in New Delhi, which we visited on our first day in India. Sardar Patel Vidyalaya has sent more students to competitive universities in India, the US, and Great Britain than any other school in India, but its philosophy is highly humanistic. India has 22 lan- guages recognized in its Constitution plus English as an unofficial lingua Gujarati, Urdu, or Bengali). Students nurture a global child. franca. It is the home of Hindus, Mus- spend one quarter of school time on · Music is the soul of the school. lims, Jains, Parsis, Christians, Jews, non-academic subjects, and the fac- It is in best interests of us all to and Buddhists, and it continues to ulty recognizes merit wherever it ex- “nurture a global child.” The rapid wrestle with the legacy of the now- ists. The school, like India’s consti- growth of American schools in outlawed caste system. tution, is secular, but takes time to Mumbai and Chennai in addition to Such pluralism can be a prob- celebrate many Indian nation, reli- the Embassy School in New Dehli lem – or it can be a great strength. gious, and school holidays and to ex- speaks to the international nature of Sardar Patel Vidyalaya treats plu- ercise democracy in student govern- modern business. The American ralism, as I believe independent ment. The school enrolls a deliber- Consul General in Mumbai, Michael schools in California do, as a great ately mixed student body so that “all Owen, spoke of the necessity for strength. Students study in their India is in the classroom.” The school American students to be fluent in mother tongue, Hindi, for the first is administered by a wonderfully ar- contemporary world affairs, so that 7 years because they can be more ticulate group of women who re- they can understand many perspec- fluent, more creative in that lan- minded us that: tives, not just the American one, on guage. They are gradually intro- · Silence is the killer of global issues. That lesson is doubt- duced to English as the medium social interaction. less the most important lesson I for instruction, and by age 7 or 8, · We are not screamers, but learned on this amazing journey to they have a good grasp of English, we are not friends – we India, a country where, as Tejpul Hindi, Sanscrit, and one other In- are friendly teachers. pointed out, “modernity is married dian language (Tamil, · It is in our best interest to to antiquity.” --15-- Faculty Newsletter Winter 2007
Thoughts toward creating a curriculum for 21st century leaders
Teaching Leadership
by Joan M. Sinclair
Dean of Faculty Mayfield Senior School
[email protected] ii f you had not recognized Patricia Dunn’s name before this September, you probably do now. California’s State Attorney General has just charged Dunn, chair of the with high-risk behaviors, to managing a school publica- board of Hewlett-Packard, with having broken state laws tion staff, or simply to taking charge of a school club. when she authorized a secret probe of personal tele- While adults sense the potential power of students to phone records. Her spectacular failure of leadership provide moral support for each other, they are alarmed called to mind the equally spectacular fall from grace when those who exercise leadership skills do so in a eighteen months ago of Carly Fiorina, Hewlett Packard’s way that harms others. We find ourselves asking, are first woman Chief Executive Officer. leaders born and not made? Can leadership be taught? Before the headlines catapulted Dunn and Fiorina Can anyone lead? If so, how do you identify, nurture, to fame, I was already preoccupied with the problem of and recognize leadership in youth? how to teach leadership skills to women. As the Dean These questions sent me back to school. Like most of the Faculty, and as member of the English Depart- high school teachers, I’ve had little formal training in ment at an all girls’ high school for the past twelve years, the subject of leadership, but I live only 30 miles away it has been an ongoing concern. Leadership opportuni- from the Peter Drucker and Masatoshi Ito School of Man- ties for women have increased exponentially; yet, by agement at Claremont Graduate University. Conse- pushing women into these roles are we just setting them quently, last summer I enrolled myself in classes in lead- up for failure? Have we created opportunities, but failed ership and organizational behavior. Through these to teach the skills needed to succeed? Do failures fulfill courses I discovered a rich body of research that calls the prophecies of those who hold the belief, whether for a fundamental change in how we think about lead- publicly professed or secretly held in their hearts, that ership as a result of the changing nature of our diverse, women are ill equipped to lead because of their con- global world. The impact of technology on that world, cern with feelings and relationships? and the implications for leadership, have been high- In the day-to-day life of a school, whether single sex lighted by Thomas Friedman in The World Is Flat. The spe- or coed, we demand leadership of youth, whether in cial needs of the modern world have also been underscored regard to academic integrity, to social situations laden by Vaclav Havel, former president of the Czech Repub-
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lic, who wrote in regard to the cultural Pearce and Jay A. Conger.) is scripted. Students are discouraged conflicts of our times that, “We’re living Implication for the classroom: Aban- from asking questions that appear to in the post modern world, where every- don stereotypes regarding men and diverge from the proscribed curriculum thing is possible and almost nothing is women as leaders. Focus on develop- for fear that the discussion might slow certain.” To prepare our students to lead ing the key behavioral traits of the the delivery of content, even if those in a diverse, dynamic, conflicted world, modern leader in both young men and questions relate to legitimate concerns we need to begin consciously teaching young women. These include the abil- about essential human questions. The leadership as an integral part of the cur- ity to empathize, develop shared vi- transformational leader anchors the riculum rather than delegating it to the sions, and build coalitions. other end of the leadership continuum. province of extracurricular activities Leaders understand, and accept, In the classroom, the transformational such as sports, or student government. diversity. leader encourages student self-direction A leadership curriculum founded on con- With an understanding of diversity whether in the choice of an essay topic, temporary research should be based on comes the ability to value and to build a project, or through an independent the following tenets. upon individual gifts. In The Art of Lead- study project. Students are encouraged Leaders are made, not born. ership, Max De Pree wrote, “Leaders to think critically about ideas, formulate Over seventy-five years of intensive endorse a concept of persons. This be- their own opinions, and explore areas research has failed to yield a single com- gins with an understanding of the diver- of study that offer the opportunity for mon set of traits possessed by all lead- sity of people’s gifts and talents and meaningful intellectual engagement. ers. What has emerged from the re- skills. Understanding and accepting di- Implications for the classroom: Assess search are sets of characteristic behav- versity enables us to see that each of your own leadership style. Think about iors that typify different styles of lead- us is needed.” whether your classroom activities en- ership. Leadership is a function, and it Implication for the classroom: Teach courage students to accept the curricu- is an activity that can be shared or dis- students to view those who they per- lum without question, or whether they tributed among members of a group. ceive as different from themselves as encourage them to develop a personal Edgar H. Schein in Organizational Psy- potential allies rather than as adversar- vision, self-confidence, and the inner chology wrote, “Good leadership and ies. Prize diversity. Search for the com- strength to argue successfully for what good membership, therefore, blend into monly shared values of what appear to they see as right or good. each other in an effective organization. be divergent groups, and work to articu- It’s all about relationships. It is just as much the task of a member late the shared values and goals. Em- Max de Pree said the art of leader- to help the group reach its goals as is phasize activities that develop of the ship is “… liberating people to do what the task of the formal leader.” skills of persuasion and negotiation. is required of them in the most effec- Implication for the classroom: Teach Teachers either encourage, or suppress, tive and humane way leadership skills to all students. Help leadership skills by how they teach. possible…Leadership is more tribal than them understand that leadership is a John Gardner wrote in On Leader- scientific, more a weaving of relation- shared responsibility. ship that, “Teaching and leading are dis- ships than an amassing of information.” Men, move aside. tinguishable occupations, but every Implications for the classroom: Re- The new model leader, who Jeanne great leader is clearly teaching – and member what drew us to teaching Lipman-Blumen has described as “the every great teacher is leading.” What is in the first place, the chance to lib- connective leader” in Connective Lead- also true, however, is that teachers re- erate students through a meaning- ership: Managing in a Changing World, flect different styles of leadership, and ful education that will enable them needs many of the attributes tradition- that those different styles impact how to weave successful human relation- ally identified as feminine qualities. they teach. ships throughout their lifetimes. If Joyce K. Fletcher and Katrin Kaufer For example, the directive leader, they can achieve that, they can lead, wrote in “Paradox and Possibility” that, also known as the “command and con- even in a conflicted world. “The traits associated with new mod- trol” leader, dominates one end of the els of leadership are feminine – men continuum. Teachers who are extremely Editor’s note: Joan’s study was and women can display them, but the directive in the classroom tend to be partially funded by CalWest. More traits themselves – such as empathy, content driven, and take great pride in information at www.calwest community, vulnerability, and skills of marching students through the curricu- educators.com. Click on “Informa- inquiry and collaboration – are socially lum at a predetermined pace. All stu- tion for Applicants,” and “Profes- ascribed to women in our culture.” dents complete the same tasks, and are sional Development Grants.” (qtd. inShared Leadership by Craig assessed in the same way. Everything
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“New-fangled idea” has educational benefits for students and teachers alike
Meditating on Mindfulness
by Josie Bahedry
Second Grade Teacher The John Thomas Dye School [email protected]
MMindful Awareness or mindfulness: it seems like We teachers are notoriously skeptical about giving you can’t open a book, read a magazine or watch a TV up important curriculum time for new fangled ideas, so program without one of these words popping up. Encoun- I felt if these three CAIS institutions were jumping on tering these buzz words in our popular culture is one the mindfulness bandwagon then maybe it was worth thing, but something that conjures up hippies in tie dyed asking why. My curiosity took me on a journey into some kaftans and saffron robed Buddhist monks sitting in in- amazing minds, and certainly left me with something cense laden rooms and students in independent schools to, well truth be told, meditate upon! is quite another. So, I was intrigued when I learned that Take for instance the fact that the ancient concept three highly respected CAIS schools; Harvard Westlake, of mindfulness has, according to the Mindful Awareness Marymount and Windward in Los Angeles have all in- Research Center (MARC) at UCLA, been around for over troduced programs this fall encouraging teachers to 2,500 years. That’s a lot of meditating time. One of practice mindfulness in the classroom. MARC’s goals is to tie in the latest research with infor- Mindfulness is the practice whereby a person is in- mation gathered from the educational community. In tentionally aware of his or her thoughts and actions in addition, they have a plan to create a mindful aware- the present moment. This is applied to both bodily ac- ness resource for teachers and administrators, by pro- tions, and the mind’s own thoughts and feelings. Mind- viding access to the latest research and information, fulness practices include a series of exercises such as and experts and teachers in the form of an educational yoga, meditations, tai chi, and breathing exercises. Now website, books, and workshops in the community. why should we educators be interested in this you may I had the opportunity to connect with Dr. Susan ask? Well, the benefits of these practices are supposed Smalley who is at the forefront of much of this research to increase attention, regulate emotions, and reduce at UCLA. She has an impressive resume, probably does stress and foster empathy. not own a tie-dye shirt, and seems way too busy to have
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time to burn incense on a regular ba- sis! She is the co-founder and “Already teachers are reporting that they co-director at the Center for Neurobehavioral Genetics, a UCLA Semel Institute Professor, and works feel more to the classroom, in the UCLA Department of Psychia- connected try and Biobehavioral Sciences. (www.marc.ucla.edu). Dr. Smalley has focused much of her research on the less stressed, and genuinely more genetics of ADHD and related condi- tions. She brings a unique blend of a scientific background married with her passionate about their role as teachers.” own personal experiences of mindful awareness. She founded the Mindful Awareness Research Center with corporated into a physical education studies and programs developed other like-minded colleagues at UCLA program. The Archer School for Girls, that will include younger children. to actively pursue research, education, in Los Angeles weaves yoga into Dr. Smalley gave me a snapshot and service of Mindful Awareness their Fitness for Life program. Dr. of what research to date has re- Practices (MAPs) in cultivating more Smalley is convinced there are many vealed. Soon-to-be-published CEB re- mindful scientists, clinicians, teach- classrooms where individual teach- search indicates great benefit to ers, and leaders of the future. With all ers incorporate some aspects of teachers; and with the information that going on, it’s no wonder that Dr. mindfulness into the classroom al- gleaned from these exciting prelimi- Smalley needs to practice what she ready, but just not in a systematic nary findings, UCLA has introduced preaches and just breathe! school-wide way. Mindfulness Practices to the In our communications Dr. The people at MARC are very in- master’s program at UCLA at the Smalley informed me about this grow- terested in bringing the results of re- School of Education. Dr. Smalley ing trend of teachers using mindful- search to these programs so that we reckons this affects about 200 pub- ness in schools in California. One col- in schools can begin to examine the lic school teachers from LA. Already league of hers, Susan Kaiser benefits that the addition of mind- teachers are reporting that they feel Greenland, started InnerKids in 2001. fulness practices could have for stu- more connected to the classroom, InnerKids is a national leader in teach- dents and teachers. There are now less stressed, and genuinely more ing Mindful Awareness to children in many groups around the country passionate about their role as teach- pre-K through middle school. asking these same questions and ers. Research on younger children is InnerKids’ Mindful Awareness activi- several organizations, including the still in its infancy, but in studies that ties take into account children’s de- Garrison Institute, Mind and Life In- have been done, findings show stu- velopmental differences. It employs stitute, and Contemplative Mind in dents are calmer, show increased at- an ABC approach: awareness and at- Society that are conducting mapping tention, and are more “learning tention, breathing and balance, and studies of contemplation, or mind- ready.” Age-appropriate tools will be clarity and compassion. InnerKids has fulness, and education. tested beginning in January 2007 in a presence in an increasing number Research has been slow to get pre-K children. This is the youngest of LA public schools. In addition, Dr. started, Dr. Smalley explained, be- age group under study right now, us- Smalley told me that there are several cause funding has been a stumbling ing MARC’s connection with schools near the San Francisco area block. Secondly, knowing exactly InnerKids (www.innerkids.org) that have incorporated Mindfulness what outcome variables should be Also upcoming in January Teaching to teachers via Cultivating studied, and what age appropriate are workshops for teachers that Dr. Emotional Balance (CEB). This is part tools would be useful for bringing Smalley was excited to describe to of a research program developed at mindfulness practices to kids pre- me. Several will be offered through UCSF by Dr. Margaret Kemeny and Dr. sents a challenge. Most of the re- the MARC center at the Semel I n - Alan Wallace. Many schools through- search so far has been done with stitute. These will generally have two out the country, as well as in Califor- adults, but she hopes that as this components: introduction of mind- nia have already adopted yoga, like field grows, there will be many new fulness for the teacher, and age ap- the YogaEd for example, which is in
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ners to lay their heads down on a desk and be quiet, or used music in the background to start our day? Who hasn’t told their students to take a deep breath and have a posi- tive attitude about a test or assign- ment? Our lives as educators are sometimes as stress filled as the students we teach, and we already use many of these skills on our- selves. There is nothing like a yoga session to relieve the stresses of a day in the classroom! What admin- istrator has not gone for a reflective break before an important board meeting? We are probably more en- lightened about mindfulness then we give ourselves credit for! propriate tools that teachers can use An article called The New ABC’s with students. by Juniper Glass featured in the cur- “If this has not If this has not sparked your in- rent issue of Ascent magazine, terest yet, then let me mention those states that “Classrooms are not the sparked four letters that seem to haunt all simplest places to introduce aware- our classrooms, ADHD. Believe it or ness practices, but they are perhaps your interest yet, not, research has shown some excit- among the most essential. It is so ing results about using mindfulness worth the effort.” The three R’s: read- then let me mention practices in conjunction with EEG ing, writing and arithmetic have neurofeedback. Dr. Lidia Zylowska is been joined by a thoroughly modern those four letters that conducting a pilot study at UCLA, to R: reflection. We are only too fully be completed by the end of 2006, aware of the impact of the stresses seem to haunt investigating using neurofeedback of daily life on our students. From training with mindful awareness over stimulation, over structure, over all our classrooms. techniques as a behavioral interven- eating to over overdoing everything. tion in ADHD. Like meditation, So, if introducing mindfulness to all ADHD. Believe it neurofeedback can be seen as a tool our students as a way to prepare for to increase calm, focused, sustained a lesson, a test, to center a student or not, research attention through training and self- for learning, or to begin the school regulation. Interestingly, neurofeed- day with a positive, stress-free atti- has shown some back training has been shown to cre- tude could yield us better academic ate the same rhythms in the brain results, higher concentration levels, exciting results that the Buddhist monks experience and a more empathetic environ- during meditation. ment, then maybe we should be tak- about using I would hazard a guess that ing a second look - or at the very least most of us semi-enlightened teach- a long deep contemplative breath! mindfulness practices ers, especially in California, are al- Editor’s note: For more information ready incorporating mindfulness check out the websites below. Also the in conjunction with techniques in our classroom, just complete issue of Ascent which focuses from using our gut instinct and with- on teachers and students is available to EEG out much thought to the impressive purchase for $11.00 online at: body of research that is building be- www.ascentmagazine.com/ neurofeedback.” hind this new buzz-word. Who hasn’t articles.aspx?articleID=209&page= asked an unruly group of kindergart- &subpage=&issueID=31
--20-- Faculty Newsletter Winter 2007
Thatcher’s dance program issues an invitation to dance
No Dance Competitions for Us!
by Gallia Vickery
Dance Teacher Thacher School [email protected]
SS ixteen years ago, when I came to Thacher to teach rived complete with their team jackets and accompa- mathematics, I started a dance program with five stu- nied by many parents and fans. They fixed each others’ dents who rehearsed after sports a few days a week to hair and make-up in the crowded dressing rooms, while try to put together one dance piece. We rehearsed in an many of my dancers were working on papers on their auditorium, where we often had to take down and then laptops. This was not the place for us. reset the chairs. Since then the program has grown In the spring of 2001 through 2003 I took my stu- steadily and our student repertory company, known as dent company on five-day tours, twice in the Bay area Dance Ensemble, often gets rave reviews. and once in Los Angeles. We stayed with various gener- We are fairly isolated here in the Ojai Valley and for ous Thacher families, and each day we took classes in many years our performance opportunities were only different dance forms at various dance studios. I had on campus, primarily at our two Family Weekends in written letters and sent e-mails to many independent the fall and the spring. I felt strongly that the company schools and we visited Viewpoint School, Crossroads needed to get off campus, see more dance and perform School, Marlborough School, Lick-Wilmerding High in other venues. So I began to look for opportunities. School, and The Branson School where we shared ca- My first response was to have our group enter dance sual classes and studio performances. These were suc- competitions. On the one hand it was a big success. We cessful and fun trips. The dancers got closer to each came home with top prizes. Perhaps this helped to build other, learned a great deal through shared experiences, and validate the program. After all, our sports teams woke up each day too sore to walk, and saw what was and gymkhana and equestrian teams participated in happening in dance outside of our little world. Unfortu- various tournaments and returned to campus with nately, scheduling this type of trip has become nearly plaques and trophies. Our Chorus and Chamber Singers impossible. have also attended numerous festivals and juried com- A few years later a piece I entered was accepted in petitions and announcements at school assemblies sing the amateur division of the Under the Stars Choreogra- the praises of their accomplishments. It felt good to join phy Festival, supported by the McCallum Theatre Insti- the ranks of winners. Yet, what exactly had we won? In tute. This was a wonderful experience for the dancers the two competitions I entered we were the lone high and for me. We were able to attend the professional school group, performing one of the very few modern division performance the night before our performance. dance pieces entered. All other groups were dance The dancers, many of whom had never performed any- teams or student companies from dance studios; groups where but on our small stage in front of a supportive knowledgeable about the competition circuit, who ar- audience full of family and friends, were understand-
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“Few had any understanding of what we actually did, which was in my eyes to have the thrilling ably terrified So was I. We had fif- experience of teen minutes on stage to adjust spacing and set a few light cues. performing in a They danced well. It wasn’t the best performance they ever had, but they rose to the challenge. Upon our re- professional theatre turn to campus, the first question many students and faculty asked the in concert with dancers was, “How did you do?” An innocent enough question, I sup- many other pose, though it was my choreogra- phy and not their dancing that was in fact being judged. Few had any talented, understanding of what we actually did, which was in my eyes to have committed the thrilling experience of perform- ing in a professional theatre in con- artists.” cert with many other talented, com- Thacher School will host what I hope mitted artists. will be the first of many high school This opportunity isn’t likely dance festivals. I have ambitious to come again. It was an experience plans for the future of this event in- of a lifetime. Yet once again, the cluding master classes in different atmosphere lacked any kind of ca- dance styles, a luncheon and panel maraderie. While advertised as a discussion for faculty, and even the festival, it was actually a competitive creation of a piece that begins in environment. each school and culminates in a per- In January 2006, we opened a formance. I’ll try to be realistic and new Performing Arts Center, with a I’m willing to start small. I welcome 450-seat theatre, a choral room, a help and ideas from anyone. beautiful dance studio, dressing Let this serve as an invitation to rooms— in short, a phenomenal new bring your dancers to The Thacher space that supports our programs in School April 14, 2007 to perform a the performing arts. It’s time for me piece in an evening dance concert. I to try to make a dream come true; envision a time to share rather than to create an event where high school compete and to learn through the art dancers can share their work, and of dance. Please email me at dance faculty can share experience [email protected], and ideas. In April 2007, The or call me at (805) 640-0231
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CAIS Professional Services Committees 2006-07
Many, many thanks to these dedicated, hard-working committee members who help make possible this year’s Northern Regional Meeting and Southern Professional Days.
Northern Professional Southern Professional Services Committee Services Committee
Administration Ann Maisel Administration Patty Judy Lick-Wilmerding School Pilgrim School
Counseling Jon Herzenberg Counseling Heather Banis Drew School The Chandler School
Early Childhood (PreK-2) Brenda Harrigan Early Childhood (PreK-2) Leslie Trask Bentley School Sinai Akiba Academy
English Cheryl Ting English Juli James Bentley School The Webb Schools
Intermediate Grades Maria Hetherton Intermediate Grades (3-6) Jeffrey Tremblay Bentley School Echo Horizon School
Languages Sam Savage Languages Rachel Plascencia Head-Royce School Rolling Hills Preparatory School
Library Marta Winik Library B. G. Kresse Drew School Midland School
Math Ted Courant Math Chris Talone Bentley School Marlborough School
Performing Arts Cliff Mayotte Performing Arts Rich Brunner Lick-Wilmerding School Oakwood School
Physical Education Gilbert Bagaman Physical Education Kim Nygaard The Katherine Delmar Burke School Peninsula Heritage School
Sciences Susan Sherman Sciences Bruce Harlan Chinese-American International School St. Matthew’s Parish School
Social Studies/History Peter Brown Social Studies/History Jonathan Shulman Menlo School La Jolla Country Day School
Technology Carol Mann Technology Chris Mosier St. Andrew’s School Turning Point School
Visual Arts Lynn Mauser-Bain Visual Arts Trisha Singletary Menlo School Wesley School
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