2019-2020 School Profile

Peacemakers

2019-2020 School Proﬁle

Advocates

Founded in 2001, Headwaters School is an independent school in Austin, Texas serving students from Creators early childhood through grade 12. Our current enrollment is 535 students.

• Springs Campus (Early Childhood) in South Austin at 6305 Manchaca Road

• Creek Campus (Elementary) in Southwest Austin at 9607 Brodie Lane

• River Campus (Middle and High School) in Downtown Austin at 807 Rio Grande Street

Shuttle service offered between Creek and River Campuses. Thinkers Headwaters School’s Purpose, Promise, and PACT Peace Education and Mindfulness We are inspired, organized, and guided by our Purpose, Promise, Peace Education is paramount to us. We believe that and PACT. These ideas serve as the foundation for our daily work. the best way for children to learn about the power of peaceful, healthy communication and conflict resolution is through practice. We dedicate time to the ongoing Our Purpose Our Promise teaching of communication skills, from discussions with We cultivate We guide our students to the whole class to one-on-one coaching. As children progress through each grade level, they acquire live identity formation, authentically, increasingly sophisticated tools for problem-solving, and foster empathy, and think expansively, students are encouraged to practice utilizing these embrace diversity and create bravely. tools. Academically, we examine and celebrate peace to bring more leaders and movements throughout history. Calendar peace to the world. Middle and High School Campus We explore mindfulness at each level at Headwaters. Our PACT By sharing periods of intentional silence that we call 38 weeks In the school year (including one week Centering, both students and guides are able to set of exams and one week of student-planned We invite our students, guides, staff, parents, and trustees to be: an intention for the class, self-regulate emotions, and experiential learning) feel more connected to their surroundings. These Peacemakers. As we learn to resolve conflicts, we moments of silence or guided meditation allow each 2 semesters Fall and Spring demonstrate compassion, grace, skill, and courage. We take of us to calm and focus the mind and body. In fact, responsibility for our actions. every class in the Middle and High School starts 5 days/week A/B day schedule for eight periods with with Centering, often led by a student. Advocates. We strive to understand and value diverse advisory meetings 4 days a week and an perspectives, cultures, and faiths. We recognize our agency and assembly once a week act with integrity in pursuit of a more just and equitable society. Student Body 7.5 hours Length of school day Creators. Curiosity, wonder, and the creative process are essential to a fulfilling life. We discover ourselves and our voices • The Headwaters Early Childhood program by taking intellectual and artistic risks. serves 125 students, ages 18 months to Pre-K. Thinkers. As self-directed learners, we approach education • The Elementary School serves 190 Early Childhood and Elementary School Campuses with intention. We use observation, research, and reason to explore students in Kindergarten through grade 5. 38 weeks In the school year problems that matter to us, our community, and the world. • The Middle and High School serves 225 students in grades 6 through 12. This number includes 11 2 semesters Fall and Spring international students from five countries including China, Germany, France, Senegal, and Vietnam. LENGTH OF SCHOOL DAY: • Sixteen percent of our student body receives 4 hours Early Childhood 1/2-Day Program tuition assistance. 7 hours Early Childhood/Elementary Full-Day Program

Montessori Foundation, ® The Headwaters Forward is an annual trip during International Baccalaureate Diploma which Headwaters staff and students from the Middle The Montessori curriculum in our Early Childhood and Elementary and High School spend several days playing and bonding in the beautiful Texas Hill Country. This trip is one of programs is the foundation that leads to our International ® the most memorable experiences of the school year, Baccalaureate (IB) Diploma Programme, and sets us apart from and we consider it to be an important part of the every other school in Austin. Both Montessori and IB share Headwaters curriculum. a dedication to growing compassionate global citizens who are self-directed, lifelong learners. The mission of the International Baccalaureate is “to develop inquiring, knowledgeable and caring CULTURE: THE FORWARD young people who help to create a better and more peaceful world through intercultural understanding and respect.” This is exactly what Maria Montessori hoped to create—a way of helping Headwaters by the Numbers children learn who they are both as individuals and as part of FACULTY AND STAFF the global community. Since 2012, our graduates have received more than more than $25.7 million in scholarship offers. Full-Time Faculty 91 and Staff Members SAT SUMMARY RESULTS FOR CLASS OF 2017 AND CLASS OF 2018 CULTURE: STUDENT-LED CONFERENCES Section Middle 50% Mean Part-Time Faculty Evidence-Based Reading and Writing 570-700 660 9 and Staff Members Twice each year, 4th-12th grade students reflect on their academic and social Mathematics 550-700 640 progress in collaboration with their advisor and parents. Students examine and Average years of faculty consider their goals for the year and present their insights to these caring adults. Total 1150-1380 1310 13 and staff experience “If we try to think back to the dim and distant past... CULTURE: CULTURE: Early Childhood Programs CULTURAL ELEMENTARY Ages 18 months to 5 years what is it that helps us reconstruct those times, DINNER TALENT SHOW and to picture the lives of those who lived in them? It is their art... It is thanks to the hand, the companion Each spring, our This annual spring ACADEMICS Upper Elementary tradition on our Elementary of the mind, that civilization has arisen.” – Dr. Maria Montessori students prepare campus is a time where a feast, provide children can share their Young Children’s Community (YCC) entertainment, and talents with the community: Our Montessori YCC curriculum falls into BEYOND ACADEMICS IN OUR YOUNG CHILDREN’S host a celebration musical performances, three general categories: practical life, COMMUNITY & PRIMARY PROGRAMS for their families, magic tricks, hula hooping, language acquisition, and development centered around joke telling, ballet, a chosen continent. and more! of coordinated movement. Primary students have weekly Movement Education classes and daily outdoor time. Our movement education Children are drawn to the daily practical life groups include elements of a P.E. class but are based largely work, which falls into three main categories: on the principles of dance and movement therapy, which uses Care of Self, Care of the Environment, and movement to help further integrate the social, emotional, physical, BEYOND ACADEMICS IN OUR Grace and Courtesy. Elementary Program and cognitive aspects of a person. Students practice mindfulness, ELEMENTARY PROGRAM learn to express feelings, build coping skills, and practice functioning Kindergarten to 5th Grade The children enjoy singing together, reading in a group, all while exploring body boundaries, dynamic movement, In our Elementary Physical Education program, books, and reciting short poems. They develop and static movement. a wide range of motor control and hand-eye our goal is to guide each child to possess the healthiest body, spirit, and mind possible. Elementary coordination through the use of well-crafted, We place a deep emphasis on art and creative expression. child-proportioned materials. ACADEMICS students have P.E. classes three times a week, and learn Art is a way for children to communicate their feelings as cooperative and team-building games, as well as basic individual well as develop their fine motor skills. In the Montessori Primary Our Montessori Elementary program builds upon skills that involve gross motor movement, ball handling, and environment, open-ended art activities are provided to help children each child’s innate curiosity about the world and hand-eye coordination. Elementary students also have daily recess. Our Montessori Primary curriculum includes a explore and use their creativity. wide range of interconnected, age-appropriate encourages independent and collaborative projects Students can also participate in an after-school Outdoor Leadership learning materials, in the areas of Practical Life, within and outside of the carefully prepared classroom. Club that utilizes our 10.7 acre nature preserve, complete with Music is naturally woven into the school day. We sing Through a combination of group and individual lessons, a low ropes challenge course. Language, Handwriting, Mathematics, Science, songs to announce transitions like clean-up and leaving Geography, Culture, and the Arts. hands-on materials, and inquiry, we guide children for the day, as well as during circle times. We also use to explore different areas of the curriculum and Our weekly art classes encompass the elements instruments such as guitar or bells, and sometimes, we even have topics of interest. of art, principles of design, art history, and an Curriculum lessons are given individually or parades with different instruments from the percussion family. in small group settings. Each lesson is designed introduction to various materials, techniques, and Songs at circle time range from fun songs to songs that teach Children move from one level of mastery to another as processes. Each year the children experience working with a wide to isolate a particular concept and facilitate the important lessons around social and emotional growth. skills of order, concentration, coordination, they navigate the materials and curricula. They are able variety of media, including drawing, painting, printmaking, clay, and independence. to advance at their own pace. A child may quickly master sculpture, and crafts. All lessons incorporate critical thinking and one concept and need to spend a longer amount of time problem solving skills, while fostering individual creativity. There is Special attention is given to navigating social on another. an open studio at the end of each school year to showcase the interactions, developing respect for others and children’s artwork. care of one’s emotional self, and support in Why We Call Our Teachers Guides We document the children’s progression through the curriculum with a combination of student recordkeeping Our weekly music classes follow the Orff teaching navigating effective problem-solving strategies Across all three campuses, our educators are called Guides. and practices. The Primary years lay a solid and portfolio maintenance as well as teacher observation, philosophy. This philosophy presents lessons with an Our lower school Montessori program is designed with the knowledge evaluation, and recordkeeping to ensure all academic element of play to allow children to explore singing foundation for a lifelong love of learning, that children entering these stages of development are increasingly optimism, and positive personal growth. goals are met. and playing instruments incorporated with movement and capable people who are eager for new, broader learning opportunities dance in nearly every class. Through imitation, then exploration, and social explorations. We believe that every child deserves to have Special attention is given to navigating social the class “orchestra” moves towards musical experiences an exceptionally planned and well-prepared learning environment. interactions as well as implementing effective where multisensory learning and high engagement can be The role of each educator is to prepare the learning environment and problem-solving strategies and practices. readily observed. to act as personal guides to each and every student: to recognize readiness, to follow personal interests, and to illuminate the way on Each classroom regularly visits our campus library for Several of our classes perform annual theater the child’s journey through active discovery. The Montessori Guide is research and for recreational reading. Special classes productions that the children write, design, and first an observer and then a facilitator, guiding the child toward each week include Spanish, Music, Art, Gardening, and P.E. organize. We also have an after-school theatre ever-expanding concepts of interest and ability. Early and Upper Elementary classrooms are equipped with club where students write scripts, develop plots, create computers for the introduction of technology usage and sets, and act in their own productions. online research.

CULTURE: SINGING SONGS GATHERINGS

CULTURE: GATES OF LIFE

“An ending is but another beginning. Rejoice all ye who pass through Singing Songs gatherings happen each semester on our Early Childhood and Elementary these gates...” At the end of each school year, students participate in a School campuses. Parents and children from each program gather together to sing songs graduation ceremony to celebrate those students who are moving on that the children have learned. In the fall semester, the theme is Halloween, and in the to a new class the following year. spring semester, the theme is Martin Luther King Jr.’s legacy. “If we try to think back to the dim and distant past... CULTURE: CULTURE: Early Childhood Programs CULTURAL ELEMENTARY Ages 18 months to 5 years what is it that helps us reconstruct those times, DINNER TALENT SHOW and to picture the lives of those who lived in them? It is their art... It is thanks to the hand, the companion Each spring, our This annual spring ACADEMICS Upper Elementary tradition on our Elementary of the mind, that civilization has arisen.” – Dr. Maria Montessori students prepare campus is a time where a feast, provide children can share their Young Children’s Community (YCC) entertainment, and talents with the community: Our Montessori YCC curriculum falls into BEYOND ACADEMICS IN OUR YOUNG CHILDREN’S host a celebration musical performances, three general categories: practical life, COMMUNITY & PRIMARY PROGRAMS for their families, magic tricks, hula hooping, language acquisition, and development centered around joke telling, ballet, a chosen continent. and more! of coordinated movement. Primary students have weekly Movement Education classes and daily outdoor time. Our movement education Children are drawn to the daily practical life groups include elements of a P.E. class but are based largely work, which falls into three main categories: on the principles of dance and movement therapy, which uses Care of Self, Care of the Environment, and movement to help further integrate the social, emotional, physical, BEYOND ACADEMICS IN OUR Grace and Courtesy. Elementary Program and cognitive aspects of a person. Students practice mindfulness, ELEMENTARY PROGRAM learn to express feelings, build coping skills, and practice functioning Kindergarten to 5th Grade The children enjoy singing together, reading in a group, all while exploring body boundaries, dynamic movement, In our Elementary Physical Education program, books, and reciting short poems. They develop and static movement. a wide range of motor control and hand-eye our goal is to guide each child to possess the healthiest body, spirit, and mind possible. Elementary coordination through the use of well-crafted, We place a deep emphasis on art and creative expression. child-proportioned materials. ACADEMICS students have P.E. classes three times a week, and learn Art is a way for children to communicate their feelings as cooperative and team-building games, as well as basic individual well as develop their ﬁne motor skills. In the Montessori Primary Our Montessori Elementary program builds upon skills that involve gross motor movement, ball handling, and environment, open-ended art activities are provided to help children each child’s innate curiosity about the world and hand-eye coordination. Elementary students also have daily recess. Our Montessori Primary curriculum includes a explore and use their creativity. wide range of interconnected, age-appropriate encourages independent and collaborative projects Students can also participate in an after-school Outdoor Leadership learning materials, in the areas of Practical Life, within and outside of the carefully prepared classroom. Club that utilizes our 10.7 acre nature preserve, complete with Music is naturally woven into the school day. We sing Through a combination of group and individual lessons, a low ropes challenge course. Language, Handwriting, Mathematics, Science, songs to announce transitions like clean-up and leaving Geography, Culture, and the Arts. hands-on materials, and inquiry, we guide children for the day, as well as during circle times. We also use to explore different areas of the curriculum and Our weekly art classes encompass the elements instruments such as guitar or bells, and sometimes, we even have topics of interest. of art, principles of design, art history, and an Curriculum lessons are given individually or parades with different instruments from the percussion family. in small group settings. Each lesson is designed introduction to various materials, techniques, and Songs at circle time range from fun songs to songs that teach Children move from one level of mastery to another as processes. Each year the children experience working with a wide to isolate a particular concept and facilitate the important lessons around social and emotional growth. skills of order, concentration, coordination, they navigate the materials and curricula. They are able variety of media, including drawing, painting, printmaking, clay, and independence. to advance at their own pace. A child may quickly master sculpture, and crafts. All lessons incorporate critical thinking and one concept and need to spend a longer amount of time problem solving skills, while fostering individual creativity. There is Special attention is given to navigating social on another. an open studio at the end of each school year to showcase the interactions, developing respect for others and children’s artwork. care of one’s emotional self, and support in Why We Call Our Teachers Guides We document the children’s progression through the curriculum with a combination of student recordkeeping Our weekly music classes follow the Orff teaching navigating effective problem-solving strategies Across all three campuses, our educators are called Guides. and practices. The Primary years lay a solid and portfolio maintenance as well as teacher observation, philosophy. This philosophy presents lessons with an Our lower school Montessori program is designed with the knowledge evaluation, and recordkeeping to ensure all academic element of play to allow children to explore singing foundation for a lifelong love of learning, that children entering these stages of development are increasingly optimism, and positive personal growth. goals are met. and playing instruments incorporated with movement and capable people who are eager for new, broader learning opportunities dance in nearly every class. Through imitation, then exploration, and social explorations. We believe that every child deserves to have Special attention is given to navigating social the class “orchestra” moves towards musical experiences an exceptionally planned and well-prepared learning environment. interactions as well as implementing effective where multisensory learning and high engagement can be The role of each educator is to prepare the learning environment and problem-solving strategies and practices. readily observed. to act as personal guides to each and every student: to recognize readiness, to follow personal interests, and to illuminate the way on Each classroom regularly visits our campus library for Several of our classes perform annual theater the child’s journey through active discovery. The Montessori Guide is research and for recreational reading. Special classes productions that the children write, design, and ﬁrst an observer and then a facilitator, guiding the child toward each week include Spanish, Music, Art, Gardening, and P.E. organize. We also have an after-school theatre ever-expanding concepts of interest and ability. Early and Upper Elementary classrooms are equipped with club where students write scripts, develop plots, create computers for the introduction of technology usage and sets, and act in their own productions. online research.

CULTURE: SINGING SONGS GATHERINGS

CULTURE: GATES OF LIFE

BEYOND ACADEMICS IN OUR MIDDLE & HIGH SCHOOL Credits Required for Graduation Headwaters offers beginner to advanced classes in studio art (painting, English: 4 years Electives: 1.5 years (9th and 10th Grade) drawing, and printmaking), filmmaking, and digital photography. The purpose of the Arts programs at Headwaters School is to provide opportunities for our World Language: 3 years College Planning: students to develop skills in creative problem solving; to practice a craft with dedication; (through IB II) Required in junior and senior year and to express thoughts, ideas, and feelings about the world. In the Middle School we offer semester-long introductory classes so that students can try a variety of Social Studies: 4 years Yearly Participation in modalities. In the High School, many courses are year-long and evolve into advanced (through IB II) Advisory and Project Week skills. We recognize the importance of creative thinking in life and in all professional Science: 4 years (through IB II) Physical Activity: positions, and therefore require students to study in the Arts every year. Headwaters CULTURE: PITSO 1 credit for 9th and 10th Grade; film students have received local and statewide recognition for their work. Math: 4 years (through IB II) 1 credit for 11th and 12th Grade All students have the opportunity to participate in our sports program. Pitso (pronounced PEET-so) is a Sesotho Arts: 3 years (through IB II (as part of IB Creativity-Activity-Service hours) Our teams compete in a league with other schools in the Austin word (a dialect from Southern Africa) meaning Private School Association and other local leagues. We offer flag football, “meeting of the people.” At our Middle and Theory of Knowledge: 2 years Community Service: High School campus, Pitsos are held weekly, volleyball, basketball, and soccer. Middle School students take a daily PACTivity 25 hours per year for 9th and 10th Grade; and all students attend. Performance Pitsos, class in which they engage in our school values through movement, wellness and Senior Thesis where students and staff members share 25 hours per year for 11th and 12th Grade social-emotional learning. High School students independently complete a Physical their talents with the group, are some of the Wellness and Life Skills: (as part of IB Creativity-Activity-Service hours) Education credit each year, including any team sports in which they compete. most memorable events of the year. 1 semester (in 9th Grade) Our High School Outdoor Leadership program focuses on leadership, environmental awareness, and specialized outdoor skills. Outdoor Leadership provides opportunities for students to discover their innate leadership ability and build self-confidence and a sense of connection to people and nature. Specialized skills taught through this program include a level of expertise in at least one area, International Baccalaureate® (IB) Diploma Program including minimal-impact camping, backpacking, canoeing, kayaking, caving, rock climbing, ® ® and nature appreciation (botany, bird watching, etc.), where students lead their own trips We are an International Baccalaureate World School offering the IB Diploma Programme. The International Baccalaureate in their area of specialty. Students also master wilderness first aid and CPR. is an academically challenging and balanced program that prepares students for success at university and beyond. It has been CULTURE: PROJECT WEEK designed to address the intellectual, social, emotional, and physical well-being of students. Students can participate either as Our Middle School music program includes woodwinds, strings, percussion, full IB diploma candidates or as individual course certificate candidates. Like us, the International Baccalaureate® During Project Week each spring, each and brass. Our students learn improvisation, musical notation, instrument values character development as its core purpose. Middle and High School student creates a fundamentals, and independent musical reading skills. The intention of the project of their choice from conception to program is creativity and improvisation. Our High School music students further their The Diploma Programme ensures that students make connections across traditional academic disciplines and explore the completion. Students are supported in finding exploration of music through fundamentals like reading, music theory, instrumental nature of knowledge through the unique Theory of Knowledge course; undertake in-depth research into an area of interest through a topic of interest to study independently practice, improvisation and public performance. Our 11th and 12th graders compose, the lens of one or more academic disciplines in the Extended Essay; and enhance their personal and interpersonal development or in a small group, and are then allotted an perform, research, learn about the music industry, practice ear training, analyze through Creativity-Activity-Service (CAS) hours. See all the details about Headwaters and the IB at headwaters.org/ib. entire week to execute the project of their scores, and develop a deeper understanding of music. choice. The week culminates in students presenting their work to the community. We know that engaging in a theatre arts program teaches leadership, Accreditation Past projects have included internships, self-confidence, teamwork, and creativity. We offer an after-school theatre community service, global travel experiences, program that culminates in a theatrical production. Students learn Headwaters School is accredited by the Texas Alliance of Accredited Private Schools (TAAPS), which is a TEA-endorsed State filmmaking, in-depth research, and more. techniques in acting, stage design, production, music, lighting, and costuming. accreditation agency. TAAPS is a member of TEPSAC, the State governing body of private school accreditation associations. At the foundation of our cultural structure 9th to 12th Grade in the Middle and High School is our Advisory City as Classroom HIGH SCHOOL ACADEMICS curriculum, which creates a small-scale Middle and High School Programs Our River Campus (Middle and High In our high school, we believe that student agency is important for support structure for academic and personal 6th to 8th Grade School) is located blocks from the success. Each student in our Middle and High authentic learning. Our teachers are guides, pointing students in the right State Capitol, City Hall, The University School is a member of a peer Advisory group MIDDLE SCHOOL ACADEMICS direction and giving them the resources to find their way while being of Texas, Austin Central Library, Shoal with 12-16 other students. The Advisor serves Our Middle School creates an environment careful not to limit their pursuits and interests. We promote collaboration as a first point of communication between Creek, Waller Creek, Lake Austin, the that allows students to be curious, take risks, and communication, depth over breadth, and genuine engagement. a child’s teachers and their family. Blanton Art Museum, and the business stretch their limits, and make mistakes. The lessons of self-sufficiency and self-advocacy learned in ninth and tenth district. We view this location as an grades coalesce in our International Baccalaureate (IB) program for juniors We believe that the job of our guides is not to incredible asset to our programs today CULTURE: ADVISORY simply impart knowledge, but to help students to and seniors. All of this is supported with intentional community building, a and in the future. Our vision for the robust advisory program, and a personalized college counseling experience. make meaning from knowledge. Most of all, we River Campus is an upper school believe that joy is a key component of learning, program that is deeply integrated with High School students take four years of study in English, Social Studies, and we work to help students maintain that civic, technology, environmental, and spark as they navigate these middle school years. Science, Mathematics, Language Acquisition, and the Arts. All 11th and 12th service opportunities for our students grade students can choose from a variety of International Baccalaureate Middle School students study English, beyond the walls of our school. course offerings. See all courses at headwaters.org/catalog. Social Studies, Science, Mathematics, Language We believe this creates a unique Acquisition, Wellness, Study Skills, Movement, opportunity for our students and sets During students’ Junior and Senior years, our college counselor guides and the Arts. Classes like Middle School Headwaters apart. families through the college application process. The goal of our program Orientation help students develop study skills is to support both students and parents in addressing college admissions and organizational habits early as we encourage with a manageable, student-centered method. Parents are supported students to have a healthy school/life balance. with private counseling meetings to address specific needs of each family See all courses at headwaters.org/catalog. as well as through several group meetings targeting admissions testing, We have several student leadership opportunities in the Middle School, including FAFSA, and parents’ responsibilities. Honor Council, Admissions Council, and Community Leader programs.

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