Insights Fall-Winter '06-'

Fall/Winter�� ’06-’07 �� RECOGNIZING EXCELLENT AND INNOVATIVE TEACHING Growing Endowment Helps Support Faculty Development AT THE HEART OF WHITFIELD’S EXCEPTIONAL EDUCATIONAL EXPERIENCE ARE THE SARA RINGE, recipient of the 2005-2006 SCHOOL’S TEACHERS. Small classes enable Richard B. Kobusch Humanities Chair Whitfield teachers to get to know each of their teaches sophomore English at Whitfield. students as unique individuals and maximize Prior to coming to Whitfield, she taught each student’s learning potential. Our teachers Journalism, Yearbook and Junior English in are passionate, talented professionals who inspire Columbia, Mo. Sara is the yearbook advisor their students to succeed in the classroom, later in and coaches the lower school dance teams. college and in their careers. Whitfield teachers are open to change and are excited about learning. Sara says, “I love that Whitfield allows me to actually teach! Whitfield students are The qualities that make Whitfield teachers HAROLD BARKER, recipient of the interested in learning, and they are really wonderful role models and 2005-2006 Catherine Marie receptive to exploring discussion topics and instructors for our students Connors ’89 Science Chair, participating in activities.” also make them attractive PREVIOUS RECIPIENTS teaches physics to seniors and to other schools and juniors. During his first year at In general, Sara’s favorite aspect of teaching professional opportunities. Catherine Marie Connors ’89 Whitfield, Harold taught Pre- is that each day is different. Every student, It is Whitfield’s goal to Science Chair calculus and Introduction to every day, every year and every class brings attract, retain and honor 1998-1999 Todd Gienke Calculus. Harold is also the varsity about new adventures, new obstacles, new excellent teachers. Endowed golf coach, former freshmen solutions and new ideas. 2000-2001 Gavin Kark Faculty Chairs are a vehicle boys’ basketball Throughout the year, Sara’s students for achieving this goal today 2002-2003 Gavin Kark coach and the head advisor participate in two projects that she and in future generations. for the 12th grade. 2005-2006 Harold Barker describes as her favorites, the psychology By awarding public Throughout his time at Whitfield, unit and the advertising project. Although Richard B. Kobusch recognition and tangible Harold feels that he receives neither of these is considered “traditional Humanities Chair stipends to teachers through a great deal of support from English,” they are probably the two projects Endowed Faculty Chairs, 2001-2002 Emily Chrysler the Whitfield administration that the students enjoy the most. to implement new projects or Whitfield encourages 2002-2003 Mike McGlew The psychology unit allows students to continued leadership, explore new areas of physics. learn about some very basic psychological while providing the 2003-2004 Sheila McCarthy This support has allowed him to theories. With the understanding of these faculty with models of 2004-2005 Heidi Hays encourage his students to work psychological ideas, the students are excellence to which they hard and have fun while learning 2005-2006 Sara Ringe able to do a more sophisticated character may aspire. Currently, in his class. analysis when discussing fictional literature. Whitfield teachers benefit They also are able to make some real-world from perpetual endowed Each year, Harold’s class connections about their own behavior, their support established by two generous benefactors participates in what Harold describes peers and sometimes even the adults in specifically for Endowed Faculty Chairs, the as his favorite project: the Trebuchet/ their lives. Catherine Marie Connors ’89 Science Chair and the Projectile Motion project, an assignment Richard B. Kobusch Humanities Chair. that encourages students to collaborate to create and build water balloon launchers RINGE continued on page 4 The Catherine Marie Connors ’89 Science Chair was that will hit specific targets standing established by a former Board Trustee and alumni 30 meters away, including a variety of parent, Dr. John Connors, and his wife, Ruth Anne, Whitfield teachers. According to Harold, in their daughter’s honor. During the 2005-2006 “Water balloons plus teachers equals fun!” school year, it was awarded to an outstanding Whitfield physics teacher, Harold Barker. The “As a teacher, I want my students to feel like Richard B. Kobusch Humanities Chair was they got something out of my class,” said established by former Board Trustee and alumni Barker. “If students are learning the physics parent Peggy Kobush in memory of her husband, behind drinking and driving, they are Richard B. Kobusch. This year the award was given hopefully being deterred from making that to honor Whitfield’s dynamic English teacher and bad choice, or helping them to think more The Iliad Yearbook advisor, Sara Ringe. BARKER continued on page 4 Most recently, The Arthur & Helen Baer Foundation stepped forward with renewed support for Whitfield’s visual arts by creating an endowed fund that will honor individuals at the core of the INSIDE INSIGHTS: School’s visual arts program: its teachers. With a generous pledge to Whitfield’s Endowment of $250,000, the Foundation will provide an In the words ............................ p. 2 In support .........................pp. 10-11 annual award and stipend to an individual teacher In recognition .....................pp. 3-4 In step ............................... pp. 12-13 designated as the Arthur & Helen Baer Visual Arts Faculty Chair. In the study .........................pp. 4-7 Inspired ................................... p. 14 In the life ............................pp. 8-9 In touch ............................pp. 14-19 ENDOWED CHAIRS continued on page 4 � � �� Dear Alumni, Parents and Friends, Recently I read an article from the September issue of CASE (Council for Much of my work this semester has involved Advancement and Support of Education) Currents magazine titled “Purpose advancement, as our strategic plan calls for a focus or Place” about the purpose of schools. The article was a reminder that on endowment, school communications and alumni schools must never lose sight of their true purpose even as they strive to development. While we have been successful in engage their alumni base and benefactors, solicit their support, and try reaching out to our alumni base, improving our to build the finest campus with beautiful buildings. Whitfield School’s communications, and fundraising for current and community is very fortunate to include parents, alumni and faculty who are future needs, the real work of the School has always actively engaged in helping achieve these important goals; yet educating our been and always will be helping our individual students is the reason Whitfield School exists. students succeed. This fall, I have been reflecting on Whitfield’s mission statement and what In this issue, the fifth edition of Insights, you will find it means to be a “student-centered” school. I would wager most heads of much exciting news about our community. Some schools think their schools are student-centered; however, most schools of the articles are meant to highlight our exceptional faculty, while others are teacher-centered, not student-centered, and many independent schools acknowledge the accomplishments of our growing alumni base. But the put the needs of their alumni over the needs of their current students. Most heart of this publication and the heart of Whitfield School is our current schools value the course content more than the skills students develop during student body. Delivering the Whitfield experience to this generation of these critical years. Whitfield School is different. Warriors is the mission that our faculty, families and alumni continue to support so generously and enthusiastically. So what does it mean to be student-centered? We discussed this very topic at our December faculty meeting. At Whitfield School this means that the skills our kids develop are more important than the information that must be “covered.” It means that students must be actively engaged in the All the best, classroom for their learning to be meaningful. A student-centered school community demonstrates a tone of respect and holds all members to the high expectation that says, “We treat each other well here.” Finally, teachers in a student-centered school help students realize success in the classroom through peer collaboration, while individually encouraging Mark J. Anderson students to achieve their personal best. Being student-centered is a more President difficult way to teach and to run a school, but it is the best and right way to do both. WHITFIELD SCHOOL MISSION STATEMENT Whitfield School is a small, college-preparatory learning community that fosters excellent habits of mind, productive social skills, and personal integrity in an innovative, student-centered environment. Our core values are: • Success of every student in academics, arts, activities and athletics. • Individual and collaborative engagement and achievement. • Ethical behavior of the members of our community. • Learning as a lifelong process. • Intellectual, ethnic, religious and social diversity. WHITFIELD SCHOOL BOARD OF TRUSTEES PRESIDENT’S ADVISORY COUNCIL Scott B. McCuaig, Chairman Edward L. Monser Fred & JoAnn Arnold Ron & Charlene Lotz Thomas W. Neary Joan Bebee Suzie Andrews Beth Bradbury Pollnow ’90 Kerry Meckfessel Philip B. Cady Jr. ’70 Steven C. Roberts Beth Bradbury

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