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Fall 2020 Vol. 38 The No. 1 Magazine of The Learning Project Elementary School INSIDE Graduation A Tribute to Jan Hill Fall 2020 3 Headlines from Justin Hajj FEATURES 5 Final Phase Preserve the Vision ~ Build the Future A celebration honoring 6 Graduation Michael and Elisabeth McCord For their years of dedication and service to The Learning Project 12 Reimagining Remote Learning RESCHEDULED for 14 Board of Trustees News Saturday, May 22, 2021 17 A New Director of Advancement 6:00 - 10:00pm and Admissions The Innovation and Design Building 18 New Faces and New Roles 1 Design Center Place Boston, MA 02210 20 Tribute to Jan Hill Please note: guests must be 21 years of age or older 22 Virtual Admissions at The LP 24 The Traditions Continue Happenings at The LP 28 Comings & Goings News from alumni, former faculty, staff, past parents, and friends 31 The Annual Report Summary COVER PHOTO: The LampPost is published EDITORS PHOTOGRAPHY JAN HILL with an LP student three times annually by Jen Lesky CONTRIBUTORS as she performs during a The Learning Project Sasha Zuflacht J. Hayhurst Photography graduation ceremony. Elementary School. Rachel Whitty Photography CONTRIBUTORS 107 Marlborough St. Catherine Bordon DESIGN Boston, MA 02116-1901 Jim Duane Caroline Buttner, Mikah Farbo Four Feathers Studio.com tel: 617.266.8427 Donnaree and Chris Grant Javier Amador-Pena, fax: 617.266.3543 Justin Hajj Pluma2.com email: [email protected] John Krewson Jen Lesky Kristina Royal Margaret Wagner Sasha Zuflacht 2 • | Magazine of The Learning Project The Year Ahead from JUSTIN HAJJ After World War II, while Winston Chur- Let’s take each question separately, chill was working with others to develop and then link them together. the United Nations, he famously said, While ‘forcing’ The LP to become “Never let a good crisis go to waste.” The VLP (Virtual Learning Project) was This quote has been used repeatedly beyond challenging for all involved— JUSTIN HAJJ among school leaders since the pandemic children, parents, faculty and staff—this The Learning Project creeped quietly into the U.S., and then exercise allowed us to think critically Headmaster exploded, upending the lives of all of about our program: What is essential to us. But something about this quote has who we are and what we do? What is always irked me. A “crisis,” by nature, is nice to have, but more optional? And, of not “good,” or something to be classified course, what can be ‘trimmed’ to ensure as such. The term is reserved for those that we allocate time appropriately? question, “How do we adapt our LP pro- moments of intense trouble or danger im- While I write this, we have not yet gram, which was formulated and perfect- pacting an individual, or a larger commu- made a final decision on reopening in the ed over 47 years, to an online platform that nity, and either threatens the well-being fall—while you read this, that decision meets the academic, social and emotional of those involved, or takes a negative toll. will have been made weeks ago, with the needs of our children?” We pull out the With that said, I understand the senti- results of that decision known. I wish I essential pieces of our program, adapt ment behind Churchill’s remarks—and had a crystal ball to see what that future instructional practices, think flexibly about while none of us would ever ask for a holds. For now, we are planning on one of how we use time and space during the crisis, they certainly force people, and in- three scenarios; fully in-person in a social- school day, and we provide training to all, stitutions, to do what they never thought ly distanced model; a 50/50 model with as the online program has demanded now, possible, or even considered doing in the half the school at a time; or fully online more than ever, a team approach, engag- first place. They jar people out of their (VLP). Even if we reopen for in-person ing both faculty and parents in educating day-to-day routines and, essentially, learning, we plan to allow parents to keep our children. push them to either leap into preplanned their children home if that is their wish, We also examined the social-emotion- crisis management steps, or, when those and will offer an online option. Meaning, al components of what we do, which, don’t suffice, propel them into thinking in we need to ensure that the VLP is viable during this time, have been equally an entirely new way. Left with no other and, in truth, rivals our in-person pro- important, if not more important, than choice, those who are able to do the latter gram to the extent possible, for the benefit academic learning. The opportunity not tend to weather the storm, learning some- of our children. to be “wasted,” as Churchill stated, is to thing along the way, and ending up in a This summer, a faculty and staff task rethink our approach to social-emotional stronger place. force, led by Assistant Head, Jen Lesky, learning (SEL), to firm up our collective Since March of 2020, The Learning has been working hard to ensure that the approach as a community, build more Project, like other institutions around the online component does exactly this. Jen explicit instruction into our program and globe, has been challenged with two ma- writes about this extensive process later also provide some counseling services jor crises, which, here, I pose as questions in this edition of The LampPost, and I urge that we have not offered in the past. We —each of which gets to the core of who you to read about this group’s tremen- plan to do each of these by adopting a we are as a school: dous and passionate work. In essence, new SEL program to teach on a weekly • How do we adapt our LP program, they researched best practices for teach- basis. In the past, we have implemented a which was formulated and refined over 47 ing online, adapted our current academic more organic approach to SEL, discussing years, to an entirely new online platform that program, developed a universal schedule our values with children and using on- meets the academic, social and emotional that will work for any of our three scenar- the-spot instruction as ‘teachable mo- needs of our children? ios allowing us to shift smoothly between ments’ with our students. For this year, • How can The Learning Project do even models, and developed a professional and moving forward, teachers will have more to address racism in our city and across development program for faculty, as well an SEL curriculum to supplement, not re- the U.S., and deepen our already strong as trainings for children and parents. So, place, our organic approach, which aims commitment to being an anti-racist school? that is answer #1 to the aforementioned to provide a common language for our | Magazine of The Learning Project • 3 community, raise emotional awareness we are reading texts focused on anti-racism; reluctantly see the rationale behind these and control, problem-solving skills, self- all staff will be trained in active anti-racism words, and (dare I say?), appreciate them. help capacities—such as resilience (which practices this fall, and we will continue these While crises are innately troubling and is so needed at this time)—and com- trainings on a regular basis into the future; potentially hazardous to many, they munication skills. We also plan to hire the Board of Trustees has formed a staff tend to have inherent in them ‘a turning a School Counselor who will be paying diversity task force to examine recruiting, point’—or, more aptly, a ‘decision point’ particular attention to the emotional and hiring and retention practices; and we are since the ‘turn’ is not inevitable . it has mental health of our children, meeting analyzing our pedagogy, our curriculum, and to be chosen, and then followed. The crises with them one-on-one, training the staff our culture to ensure that we are leading the named here, which have been devastating as needed, and even teaching whole-class way in providing an anti-racist, culturally to so many across our country—one as SEL lessons. responsive, and truly inclusive education. recent as this year, and one anciently and Our LP Mission states, “We are a place Our Mission demands it, our children deserve systemically embedded in U.S. culture— where children in dynamic classrooms it, and the world needs it. have inspired change and progress within are challenged to work hard, to help one We are well on our way on all ac- The Learning Project. And, in essence, another, to make choices, to take risks, to counts. Embedded in our Mission is the these two crises ask the same question: Are learn from mistakes and to achieve. We declaration that “We are a school that we doing, with these circumstances and re- endeavor to build on each child's inherent believes in the uniqueness and value of all alizations, what we say we do in our Mis- curiosity and profound desire to succeed human beings of whatever race, sex, age, sion Statement? The answer to that must, and to be a place where the cognitive, ability, religion, family structure, sexual and will forever be, yes, and I am thankful aesthetic, social, emotional, physical and orientation, and cultural or socioeconomic to have a dedicated faculty, staff, and com- moral dimensions of life are nurtured background.” Living our Mission, there- munity of parents and children who are all within individuals and within our com- fore, means embracing this and doing equally committed to this work.

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