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Our Growing School

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Our Growing School The Windowpane Capitol Hill Day School Newsletter Volume 6 Number 1 Fall/Winter 2005 Our Growing School: Branching to the Future Message from the Head of School Concentric circles! Our first graders identify them as patterns in nature, observable in the rings of tree trunks and watery swells from pebbles dropped in ponds. In 2005, we’d find 37 rings in the trunk of a Capitol Hill Day School tree. “This has been the best week ever! It’s a tree that has grown tall and strong, its branches spreading in every Yesterday we won the soccer semi-finals direction. Over the years, the sturdy trunk has been its mission and its unfolding and today we met the Royals!!” These branches, the ever-growing School. were the words of an elated eighth But this analogy has limits. Unlike the tree that grows through nature’s grader on the bus returning from the processes, the School is an institution, dependent for its growth upon human Folger Shakespeare Theater. direction and design. Education, we will argue in this Always challenging to a school are the tasks of envisioning its future, of edition of The Windowpane, is rooted incorporating new directions while holding fast to those aspects of its heritage in mission. A program that ties together that distinguish its character. It falls upon the Board of Trustees and the School across the grades and builds on common administration to tend to its growth. commitments is the strength of this School. The result is a deeply thoughtful curriculum, planned with care. But we know it is the spontaneous moments In art class, first graders that give life to learning, and we rejoice create images of patterns in the natural world, like when they occur. the branching of trees. Meeting the Royals, as exciting as Here, Katherine Crater it was, was not entirely a chance arranges a design of event. For fifteen years, the School has concentric shapes similar to those she would find had an upper grade drama program that in the tree trunks’ rings. introduces children to acting and Shakespeare. In the eighth grade, students from Capitol Hill Day School and from a District of Columbia public school (this year, the Key Academy Charter School) attend workshops together under the auspices of the Folger Shakespeare Library. continued on page 5 A preliminary architects’ model shows a middle building addition connecting the Dent building and the 214 So. Carolina Avenue town- house. G G as coordinators of a program to support meetings, in hallway conversations. It takes time to get a Field education teachers new to the School. remains a central To codify the curriculum and to ensure full sense of the culture component of the Here is the mandate for teachers, collaboration, Linda is guiding the of the School.” Capitol Hill Day as described in the School’s philosophy: teachers as they “map” their programs Amy Sellers, now in School education. using a web-based program designed her second year as a physi- At the Walters The School believes that students are Art Gallery in for this purpose, Atlas Rubicon. In the cal education teacher, adds: G engaged by the teachers’ own enthusiasm Baltimore, Emma long run, the mapping will help us “I think the continued for learning. Thus, within broad parame- single, urgent issue currently confronts Herman (fore- examine core themes throughout the interaction between senior faculty and ground) and ters, teachers are expected to invent, inter- the School, questions raised by the curriculum and assist new teachers in new faculty is vital. New teachers bring Elsa Cristofaro pret, and shape curriculum, responding Board’s assessment of the School as part sketch Egyptian their first years at the School. in a fresh perspective, but the new sensitively to children’s needs, interests, of the strategic planning process and artifacts. Imagine coming as a new teacher must be mixed with the old. There and backgrounds. Teachers work together the School’s recent accreditation self- to Capitol Hill Day School! All of is a fluid environment that is created to integrate the curriculum, relating study coalesced around one theme: a sudden, you find you are not only here. It allows for things to evolve themes and concepts between subjects and How can the School grow and improve responsible for the grade and subjects while maintaining the fundamental while holding true to its Mission G over the years. Respect is given for varying We were reminded of this responsi- Added were guideposts that make you teach. You also hear about the principles of the School.” styles of teaching and learning, and dif- Statement and values?” bility when, in the spring of 2004, more explicit the aspects of the School emphasis on patterns, the School’s At the same time that the adminis- ferent groupings occur within classrooms In the spring of 2004, current the Accreditation Visiting Committee that define its character. The integra- early reliance upon the work of Jerome tration has been tending to issues as appropriate to pedagogical goals. Board Chair Chuck Schwartz and commented: “Leadership’s ability in tion of curriculum, the spiraling of Bruner to guide its curriculum, the pertaining to the School’s unfolding Cemmy hosted sessions to explain to the coming years to strike a wise bal- themes, the field education program, This text is deceptively simple. themes that serve as lenses for teachers branches, so has the Board of Trustees. parents initiatives contained within the ance between the need for greater insti- and the School’s roots in community While it describes what teachers do, to develop curriculum, the five courte- The Board passed an updated Strategic Plan: funding to support summer cur- tutionalization without sacrificing the are examples. it gives no hint of the work required sies, Shared Stories, Common Threads, Plan in May of 2003. riculum development efforts, sustaining School’s essential character will be a key It became the task of the School in creating curriculum, coordinating the sexuality education program… The Plan began with this introduc- the School’s commitment to financial to its future.” administration to consider how to it across the grades, analyzing how a the list goes on. tion: “A remarkably consistent and aid, and the possibility of expanding The committee recognized, as did assure the continuity of its approach to change in one grade affects changes The New Teachers Seminars, as vibrant picture of the School emerged the facility. we all, that the School would be education. We recognized that new staff in others, keeping abreast of research prepared by Luis, Laura, and Jason, from our strategic planning sessions, Over the summer, the architectural addressing a time in its history when was needed to assist Cemmy Peterson, about how children learn—and, of touch upon these topics and other and it was gratifying that our commu- firm of Cox, Graae and Spack devel- long-tenured teachers and staff were the Head of School. course, preparing daily lessons. more practical ones. Luis explains their nal reflection reconfirmed our commit- oped preliminary drawings to help the retiring, and the School would be While the staff infrastructure is still In describing her responsibilities purpose: “The assistance given to new ment to the School’s core values…. School determine the feasibility of cre- well served by conscious self-reflection. evolving, it was off to a grand start as Curriculum Coordinator, Linda teachers has become more formalized “We are also a mature institution, ating a “Middle Building” to connect Preserving, sustaining, planning, when Jason Gray agreed to return after DeGraf states: “Capitol Hill Day because it is our goal to pass on the val- confident in our mission, and mindful the Dent Building with its annex at dreaming—these thoughts and earning a graduate degree at Teachers School teachers are called upon to ues of the School to a new generation. of how important it is to extend that 214 South Carolina Avenue. Still in others—moved us from utterances College, Columbia University, to serve invent and shape curriculum. But it is mission into the future. While no the planning stage, the building would G to action. as Assistant Head of School in the fall also a spiral curriculum where students address many School needs: a secure The School began with a redrafting of 2004. Jason taught for four years at revisit concepts with increasing sophis- Shared Stories give entryway, a large multipurpose space of its mission statement at the start of the School before his graduate work, tication over their years in the School. students throughout for School community gatherings, the accreditation process. Kept in place, thus knew well the ways of the School, There is no stated text that mandates the School a common performances and indoor play, addi- for the most part, was the philosophy and had the respect of everyone who framework to dis- specific curricula or establishes parame- cuss notions of cour- tional classrooms and offices, and, itself which broadly defines our had worked with him. ters. So it is critical for us to dialogue tesy and kindness. partially, handicapped accessibility. approach to education and states our Then, this year, Linda DeGraf about curriculum, to establish continu- Maya Waehrer, intention to serve children from along with Ann Lawrence assumed ity and to know, when our students Lauren Harris, and prekindergarten through grade eight responsibilities, part-time, as William Delano read graduate, we have provided a rich and “Chrysanthemum”, by creating “a community of students Curriculum Coordinator. And Luis connected educational program.” about the impor- from varying backgrounds in which Correa-Power (teacher of Spanish and When does this dialogue occur?— tance of treating others with respect.
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