tag:blogger.com,1999:blog-10480008094638987902024-03-08T17:55:04.976-05:00Focus on FriendsThis blog is meant to stimulate thinking and dialogue on contemporary topics in education at Friends School of Baltimore and beyond. I encourage readers to post comments so that we can further the conversation on these issues.Unknownnoreply@blogger.comBlogger51125tag:blogger.com,1999:blog-1048000809463898790.post-35269302879773430552016-12-06T21:15:00.006-05:002016-12-06T21:15:47.993-05:00A Letter to the Friends School CommunityBelow is a letter that I sent to all families (and subsequently to alumni) in the days after November's presidential election.<br />
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<span class="pplink">From the Head of School's Office</span><span class="apple-converted-space"> </span><span class="pplink"> <b> </b></span><span class="apple-converted-space"><b> </b></span><o:p></o:p></div>
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Saturday, November 12, 2016<o:p></o:p></div>
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Dear Friends Families,<o:p></o:p></div>
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The days since the presidential election have been weighty ones for all of us. You should know that our primary concern this week has, of course, been the well-being of your children. The care our teachers have shown for our children, even as they themselves have been sorting out their own complicated responses to recent developments, has been admirable, though not surprising. Knowing this extraordinary group of educators as I do, I was certain that their nurturing instincts and their generosity of spirit would lead them to put our children at the forefront, as they invariably do.<o:p></o:p></div>
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Friends School, as an institution, does not and should not take positions on strictly political matters. To do so would diminish our critical ability to be a forum within which ideas - political and otherwise- can flow freely and students can learn to decide for themselves how they should feel, act, and live in the world. We do, though - and always will - take firm and unequivocal stands in the realm of morals and values. Implicitly, through our identity as a Quaker school, and explicitly, in our public statements and materials, we have made the promise to you that your children’s experiences at Friends will be guided by our fundamental beliefs; chief among them that there is that of God in everyone. Living out this conviction makes it impossible to steer entirely clear of the political sphere, especially when particular political policies, positions or rhetoric contradict our values. In such instances, we reflect upon the events around us from a moral standpoint that honors and acknowledges our values, independent of political or partisan affiliations. In striving to maintain this distinction, we have made frequent reference before and since the election to our<span class="apple-converted-space"> </span><a href="http://www.friendsbalt.org/podium/push/Log.aspx?s=593&snd=6dbaff06-4799-4b5e-87db-ae861115cc42&url=https%3a%2f%2fdocs.google.com%2fdocument%2fd%2f11d3PVoPnz6db7WZ3GRsFV3GtKQfHkUO2hz1NlDb8FhQ%2fedit&lbl=Statement+of+Respect"><span style="text-decoration: none;">Statement of Respect</span></a>, in which we express those core values and what they demand of us when faced with behavior and language that is incompatible with them. We have used this objective set of standards to clarify for ourselves and for our students what respectful words and actions do and don’t look like, independent of party affiliations or political beliefs.<o:p></o:p></div>
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Our Statement of Respect reads,<o:p></o:p></div>
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At Friends School of Baltimore, our Quaker values and commitment to being an inclusive and constructive learning environment compel us to uphold the dignity of all individuals at all times. We practice George Fox’s belief that there is “that of God in everyone,” and hold ourselves accountable for the intention and impact of our behavior and speech. Friends School opposes and actively addresses hurtful language and behavior, especially that which demeans or discriminates based on race, ethnicity, ability, sex, gender, sexual orientation, religion, age or any attributes of identity. We believe that such acts are harmful to individuals, divisive within our community and corrosive to society. Friends School engages in open dialogue, embraces diverse perspectives, and celebrates difference. We also insist that all discourse, however controversial or well-intended, must always be respectful in tone, in content and, ultimately, must support the Quaker value of inclusivity.<o:p></o:p></div>
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The presidential campaign that recently closed has, for more months than most of us would care to remember, been rife with words and actions that have flagrantly violated these expectations. We have seen innumerable instances of<span class="apple-converted-space"><i> </i></span><i>hurtful language</i><span class="apple-converted-space"> </span>and behavior that was plainly designed to do exactly what we have pledged in this statement to<span class="apple-converted-space"> </span><i>oppose and actively address</i>. Needless to say, that which is unacceptable within our community is no less so when it occurs on a larger stage. And sadly we have already seen evidence that these appeals to the lesser angels of our nature - the calls for violence, the vehement intolerance, the demeaning comments, and the language and proposals that operate on assumptions of the unworthiness of entire groups<span class="apple-converted-space"> </span><i>based on race, ethnicity, ability, sex, gender, sexual orientation, religion, age or … attributes of identity</i><span class="apple-converted-space"> </span>- have proven themselves<span class="apple-converted-space"><i> </i></span><i>harmful to individuals … and corrosive to society</i>. The campaign itself and the results of the election appear to have normalized and legitimized some beliefs that are anathema to the values we espouse as a community. In such circumstances, we are led to reaffirm those core values in unequivocal terms.<o:p></o:p></div>
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Every member of our community deserves to know that even as the words and actions of prominent figures pull us in a different direction, we as a school stand firmly behind our commitment to<span class="apple-converted-space"> </span><i>uphold the dignity of all individuals at all times</i>. It is particularly critical, we believe, to provide this reassurance to those who have been the focus of the most caustic rhetoric in recent months - people of color, immigrants, Muslims, LGBTQ individuals, the disabled, women, and others - and are therefore fearful of what lies ahead. To the extent that any person, whether a member of our community or a national political figure, speaks or acts in a manner that fails to live up to these standards, we reserve the right to<span class="apple-converted-space"> </span><i>oppose and actively address</i><span class="apple-converted-space"> </span>that behavior. To do so is not to take sides in a partisan political struggle, but merely to remain true to the values our school has espoused for more than 230 years. To do otherwise is an abrogation of the commitment we have made to our students, our families, and ourselves that Friends School will, in the words of our<span class="apple-converted-space"> </span><a href="http://www.friendsbalt.org/podium/push/Log.aspx?s=593&snd=6dbaff06-4799-4b5e-87db-ae861115cc42&url=https%3a%2f%2fwww.friendsbalt.org%2fabout%2fmission&lbl=Mission+Statement"><span style="text-decoration: none;">Mission Statement</span></a>,<span class="apple-converted-space"> </span><i>strive in all (our) programs, policies and affairs to be an institution that exemplifies the ideals of the Religious Society of Friends</i>. Should these standards render our community unique or run counter to the prevailing political culture, we will be proudly unique and countercultural and will seek to remain so.<o:p></o:p></div>
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At the same time, we will continue to<span class="apple-converted-space"><i> </i></span><i>engage in open dialogue, embrace diverse perspectives, and celebrate difference,<span class="apple-converted-space"> </span></i>all while insisting that<span class="apple-converted-space"><i> </i></span><i>the discourse… must always be respectful in tone, in content and, ultimately, must support the Quaker value of inclusivity</i>. We reject the notion that living by these expectations will somehow silence certain voices or stifle the free flow of ideas. Our insistence upon discourse that is both vigorous and civil is in keeping with the beliefs stated in our<span class="apple-converted-space"> </span><a href="http://www.friendsbalt.org/podium/push/Log.aspx?s=593&snd=6dbaff06-4799-4b5e-87db-ae861115cc42&url=https%3a%2f%2fwww.friendsbalt.org%2fabout%2fmission&lbl=School+Philosophy"><span style="text-decoration: none;">School Philosophy</span></a>, namely that, (t)<i>he search for truth requires a willingness to listen openly to the ideas of others, even in fields of controversy.</i><span class="apple-converted-space"> </span> We remain passionately committed to this practice of careful and respectful listening across political and social divides, a practice that is more essential than ever before in these fractious times. <o:p></o:p></div>
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I have heard many comments from colleagues and parents who are grateful to have had the firm grounding of our community's values under their feet in the midst of these events. I was heartened, throughout the week, to see the care and concern that our students have consistently demonstrated for each other. In these small acts of kindness, your children drew upon the qualities that we, together with you, have tried so hard to foster in them; compassion, resilience, and a genuine desire to understand one another across the divides that sometimes separate us. During these past few days, I have found myself feeling deeply appreciative that I am part of such a thoughtful and reflective community, one that strives so earnestly to live up to its beliefs and commitments. <o:p></o:p></div>
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My colleagues and I thank you for entrusting your children to our care and welcome your comments, questions, and partnership as we move forward.<o:p></o:p></div>
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Best wishes, <o:p></o:p></div>
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<img border="0" height="43" id="_x0000_i1026" src="http://cdn.media78.whipplehill.net/ftpimages/593/push/152151/mattsignature.jpg" width="85" /><o:p></o:p></div>
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Matt Micciche<br />Head of School</div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1048000809463898790.post-69548600404295504962016-06-28T18:25:00.000-04:002016-06-28T18:25:01.756-04:007 Questions (in no particular order)<div style="text-align: center;">
7 Questions (in no particular order)</div>
<br />
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<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; font-stretch: normal;">
</span></span><!--[endif]-->Why, in an age of increased customization and
choice are schools still shoe-horning kids into an essentially uniform
experience rather than finding innovative ways to allow them to make their
programs more of a reflection of their passions? </div>
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<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; font-stretch: normal;">
</span></span><!--[endif]-->Why is the overwhelming majority of students’ time
still spent in seats in classrooms? </div>
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<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; font-stretch: normal;">
</span></span><!--[endif]-->Why do we maintain a system of siloed academic
departments that creates artificial divides between realms of knowledge that
are inherently interconnected? </div>
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<br /></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; font-stretch: normal;">
</span></span><!--[endif]-->Why is the preponderance of the assessments that
determine students' grades (and, to some extent, their fates) conducted in
more or less the same way that students were assessed fifty or more years ago? </div>
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<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; font-stretch: normal;">
</span></span><!--[endif]-->Why are we so utterly beholden to an 8-3:30
Monday-Friday schedule? </div>
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<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; font-stretch: normal;">
</span></span><!--[endif]-->Why, when we know that enormous losses happen
for every student during a 2 ½ month annual break, do we adhere to a school
calendar that was designed to ensure an ample supply of child farm labor during
the summer months? </div>
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<!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: 'Times New Roman'; font-size: 7pt; font-stretch: normal;">
</span></span><!--[endif]-->Why are so many of our choices driven by the fear that our students
will miss out on particular and discrete nuggets of knowledge, when
what we hear over and over from those in the collegiate and professional
domains is that they want their students/employees to be adaptive learners and
thinkers rather than walking fact containers? </div>
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Unknownnoreply@blogger.com2tag:blogger.com,1999:blog-1048000809463898790.post-57007484936983020792016-05-16T09:23:00.000-04:002016-05-16T09:23:58.901-04:00The Dangers of Liberal Intolerance<br />
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Nicholas Kristoff's op-ed article, <a href="http://nyti.ms/1R3QwKS" target="_blank">"A Confession of Liberal Intolerance"</a> from Sunday, May 8, was surprising in its source (Kristoff is a proud liberal) and its message (that intolerance - seemingly the antithesis of all that progressives stand for - is a powerful presence in liberal spheres). He takes particular aim in his column at the delegitimization of conservative views, and those who hold them, on college campuses. If we are honest with ourselves, we must acknowledge that a similar ostracization has come to predominate in secondary schools, a tendency that we here at Friends have hardly been immune to. In describing the threat that the writing off of any group of people poses to society as a whole, Kristoff states that,<br />
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The stakes involve not just fairness to conservatives or evangelical Christians, not just whether progressives will be true to their own values, not just the benefits that come from diversity (and diversity of thought is arguably among the most important kinds), but also the quality of education itself. When perspectives are unrepresented in discussions, when some kinds of thinkers aren’t at the table, classrooms become echo chambers rather than sounding boards — and we all lose.</blockquote>
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I've always thought that Walt Whitman's words from <i>Song of Myself</i> capture the ultimate goals of a first-class education - “You shall no longer take things at second or third hand, nor look through the eyes of the dead, nor feed on the spectres in books. You shall not look through my eyes either, nor take things from me, you shall listen to all sides and filter them from yourself.” For all who aspire to this outcome for their students, Kristoff's warning is an important and a timely one. It has been much-noted in recent years that the proliferation of media has allowed and encouraged people of all political stripes to surround themselves by news and analysis that merely affirms their pre-existing views. In such an environment, it becomes all the more important that our schools be one of the places where divergent viewpoints are shared, honored, and threshed. </h1>
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In his article, Kristoff quotes Jonathan Haidt, a New York University professor who advocates for better ideological balance on college campuses.</div>
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'Universities are unlike other institutions in that they absolutely require that people challenge each other so that the truth can emerge from limited, biased, flawed individuals,' he says. 'If they lose intellectual diversity, or if they develop norms of ‘safety’ that trump challenge, they die. And this is what has been happening since the 1990s.'</blockquote>
If we want to provide the kind of education that will prepare our students to be informed and engaged citizens, we must take the threat of homogenous thought seriously, and commit ourselves to cultivating an environment where intellectual diversity is given the same weight as the other aspects of diversity that we have so rightly and passionately sought to nurture.<br />
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1048000809463898790.post-39049670944354746542016-04-21T10:55:00.000-04:002016-04-22T10:09:05.365-04:00<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Recently, a parent at our school sent me an email passing along a report from the National Instiutes of Health entitled, "</span><span style="font-family: "tahoma" , sans-serif; font-size: 10pt;">FURTHER EVIDENCE ON THE 'COSTS OF
PRIVILEGE': PERFECTIONISM IN HIGH-ACHIEVING YOUTH AT SOCIOECONOMIC EXTREMES." </span><br />
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<a href="http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4559285/" target="_blank">http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4559285/</a><br /><br />An excerpt from the summary of this report states that:
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<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;"><i>The low-income students showed some areas of relative vulnerability, but when
large group differences were found, it was the affluent youth who were at a
disadvantage, with substantially higher substance use and peer envy. Affluent
girls seemed particularly vulnerable, with pronounced elevations in
perfectionistic tendencies, peer envy, as well as body dissatisfaction.
Examination of risk and protective processes showed that relationships with
mothers were associated with students’ distress as well as positive adjustment.
Additionally, findings showed links between (a) envy of peers and multiple
outcomes (among high SES girls in particular), (b) dimensions of perfectionism in
relation to internalizing symptoms, and (c) high extrinsic versus intrinsic
values in relation to externalizing symptoms.</i><br /><br />
And its conclusion is that:<br />
<i><br /></i></span><br />
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<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;"><span style="font-family: "times new roman" , serif; font-size: 12pt;"><i>Our findings show that family wealth does not
indicate parallel advantages in personal or family functioning; the largest
group differences we found were on substance use and dimensions of envy, and on
each of these, the affluent sample (particularly girls) fared more poorly.
Together, our results point to the need for continued research on the
confluence of familial, community, and individual-level factors that are potent
“risk-modifiers” within the context of high pressures to achieve. In schools
that are predominated by high achievers, educators and parents alike must
remain cognizant that strivings for perfectionism can become unhealthy, indeed
inimical, to the overall well-being of today's youth.</i></span></span></div>
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<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">The parent's email ended with: "I would love to hear your thoughts on this!"</span><br />
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My thoughts on this report, as I responded to this parent, are that, like the researchers, I am not terribly surprised
to see a correlation between high affluence and achievement and self-harm and
other symptoms of distress. It is the dark side of a culture that
expects/demands excellence and accomplishment from children. In my mind,
this phenomenon has been sharpened by the dawning realization that the rising
generation may well be the first in our country's history to have lower levels
of material wealth than their parents. This fear of a coming scarcity is
what causes some parents to do everything possible to try to ensure that their
children will remain upwardly mobile. The manifestations of this anxiety
(expecting/accepting only A's, intolerance for the "bumps in the
road" that we all know are an inevitable and valuable part of the coming
of age process, etc.) can certainly be damaging for the children on the receiving
end of it.<br />
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I will say that one of the things I love about Friends is that our students
routinely report that there is a feeling of support and mutual uplift among
their peers that runs contrary to the stereotypical high-pressure, win-at-all-costs
environment in many other academically strong independent and public schools. Being a
Quaker school unquestionably takes a considerable amount of the edge off the
societal/parental pressure on children from high-achieving families to
replicate or surpass the material success of the previous generation. The young women's 'perfectionism' described in this report is often a function
of the belief - unwittingly instilled by parents - that any lack of perfection will prevent
students from access to the 'right college,' the 'right profession,' and other
aspects of the golden ring they perceive their children to be in competition
for. The nature of our community also tends to broaden families' conceptions far beyond what - in my mind - is an unhealthy focus on a one-dimensional definition
of success. We do that, I believe, by emphasizing the variety of ways in
which success can be defined (beyond the common societal default to wealth and
status), including the contribution that one makes to the betterment of the
wider community.<br />
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We take other steps as well towards discouraging this culture of perfectionism and excessive competition, both of which lead to the corrosive 'envy' described in the report. So, for example, we do not publicize class rank among our Upper
School students. We do provide this information to colleges if they
require it, but we don't share the rankings with anyone else. As a
result, students aren't implicitly pitted against each other in the way they are at many
schools. This may seem like a small matter, but it contributes to the
healthy understanding among our students that their achievement does not have to
come at the expense of others, but rather that success of all kinds can best be
seen as a win-win situation that most often emerges as a result of enthusiastic cooperation
rather than cut-throat competition.<br />
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Ultimately, the consistent emphasis in </span><span style="font-family: "times new roman" , serif; font-size: 16px;">our community </span><span style="font-family: "times new roman" , serif; font-size: 12pt;">on treating others with kindness, respect,
and dignity makes our students more likely to treat themselves in that same
way, which helps to dull the pernicious tendencies among affluent
high-achievers that this report describes. That's not to say that we have
completely eliminated all aspects of this phenomenon, but I truly believe that
our students are less prone to this kind of unhealthy dynamic because of the unique qualities of the environment at Friends.</span><br />
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1048000809463898790.post-68486271732112570582015-08-06T14:21:00.000-04:002015-08-06T14:21:27.987-04:00What Is the Purpose of Education?As we prepare to launch another school year, <a href="http://www.newrepublic.com/article/120405/wesleyan-president-money-anxiety-corrupting-higher-ed" target="_blank">this excellent article by Wesleyan University President Michael Roth</a> is a welcome invitation to consider a most elemental question; what is the purpose of education? <br />
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With anxiety levels understandably rising among students and parents, fueled by an uncertain economic future and the ever-increasing cost of education, there has been a predictable movement towards a more utilitarian view of education and an increased emphasis on learning as a tool for economic advancement. <br />
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Roth articulates several strong arguments against adopting this narrower conception of the purpose of learning. Some of these arguments are high-minded (and, I think, deeply compelling) abstractions such as the need to prepare critical thinkers who will be active and contemplative citizens, or the added richness that such an education brings to the very experience of living. Others, though, are every bit as pragmatic as the "more you learn the more you earn" hard-liners could ask for. In short, and with no small dose of irony, this more practical line of reasoning holds that a liberal education is the best remedy for the very uncertainty that has propelled us towards the vocational emphasis so much in vogue these days. <br />
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The logic is clear; vocationalism requires that we know what a student's work is likely to look like in both the near and distant future (and, therefore, the knowledge they will need to do that work). With the exponential acceleration of change, though, one thing we know for certain is that we truly can't imagine what jobs and skills will be in demand even in 2025 and certainly not in 2050. Futurists are fond of citing the fact that of the 10 fastest-growing professional fields today, a majority didn't even exist a decade ago. Therefore, the classical education model - which focuses on learning how to learn rather than absorbing a discrete and fixed body of knowledge - is the best preparation for the many and varied jobs and skills our students will assume over the course of their lifetimes.<br />
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At Friends, we certainly believe in this approach, which is why our <a href="http://www.friendsbalt.org/podium/default.aspx?t=145643&rc=0" target="_blank">Teaching and Learning Paradigm</a> focuses on the timeless qualities we seek to develop in our students so that they will be prepared to thrive in and help to shape a future we can't yet fully conceptualize.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1048000809463898790.post-28782482216146330052015-07-31T16:21:00.000-04:002015-07-31T16:21:29.137-04:00<br />
See the link below to a funny bit from Key and Peele that imagines what the world would be like if we gave teachers the respect and attention we give to athletes.<br />
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<a href="http://www.huffingtonpost.com/entry/teachers-like-pro-athletes-key-peele_55b89e92e4b0224d88347882">http://huff.to/1H2wBXD</a></div>
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If only!</div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1048000809463898790.post-32443479995108529592015-05-21T18:20:00.000-04:002015-05-21T18:20:02.881-04:00One Vision of the Future of Classroom LearningIn this <a href="http://bit.ly/1AhB78B" target="_blank">thought-provoking blog post</a>, John Katzman, founder and CEO of Noodle, 2U, and the Princeton Review, gives a somewhat unconventional prediction of what the classroom of the future might look like. Rather than a technology-laden "mission control" type of atmosphere, he predicts that there may actually be <i>less</i> technology in classrooms in the years ahead, as asynchronous learning is enhanced outside of class and the time when students are gathered together in one place becomes more focused on in-depth human interaction. This remarkably old-school vision for new schools seems like an utterly logical prediction to me. It puts technology in its proper role, as an aide to rather than a replacement for the most timeless quality of a truly transformative education; the face-to-face exchange of ideas. It imagines technology as a tool that facilitates this exchange by allowing for more efficient and effective use of students' time beyond the classroom, so that the time spent in community can be richer and more productive. This not-so-radical vision of the future grows from an abiding belief in the value of social learning, and elevates the classroom to an arena for the shared process of reflection and discernment that is so valuable to the making of meaning. A brave new world indeed!Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1048000809463898790.post-2439285896488163552015-04-13T16:25:00.000-04:002015-04-13T16:25:13.597-04:00A Wonderful Article by Friends School Teacher Josh Valle<div style="background-color: white; font-family: Arial; font-size: 12px;">
I’m always amazed by the multiple talents that my colleagues possess. In addition to the many gifts they bring to their day-to-day work here at school, many members of our professional community are talented artists, musicians, woodworkers, etc. And, of course, many of our employees are also brilliant writers. I came across fresh evidence of this fact recently when I read <a class="pplink" href="http://www.friendsjournal.org/of-stinkbugs-and-god/" style="color: #63a3b1;">this article on "Spiritual Nurture and Young Children,"</a> written by Pre-Kindergarten teacher, Josh Valle, and published in <i>Friends Journal</i>, a highly-respected publication serving the Quaker community.</div>
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For those of you who know of Josh’s thoughtful and insightful work with our youngest students, it will be no surprise to you that he so powerfully articulates in this piece the delicate balancing act of the teacher’s craft between guidance and openness, between the inherent desire to direct our students’ experiences and the educational benefits of relinquishing that control. And he does it all through the metaphor of a stink bug!</div>
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I hope you enjoy this thought-provoking article as much as I did!</div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1048000809463898790.post-60757159819979165022015-04-05T18:54:00.001-04:002015-04-05T18:54:35.400-04:00Playing with Fire (and Nails, and Tools, and Mud)<span style="font-family: inherit;">This <a href="http://n.pr/1IBo3d1" target="_blank">article from NPR Ed</a> includes an interview with Erin Davis, a documentary director whose latest film <i>The Land</i> traces the development of the adventure playground movement. Her film focuses in particular on a playground in Wales known as "The Land" that features all the elements we modern parents spend so much time and energy keeping out of our children's lives; fire, tools, nails, and lots of sharp edges. It's important to note that, especially in Europe (where these facilities have become increasingly common) there are "playworkers" who staff the playgrounds and monitor the safety of children, but are trained to intervene only if absolutely necessary.</span><br />
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I am <span style="font-family: inherit;">eager to see the film when it is released, as this phenomenon seems to me to speak to the natural impulse all children have to take risks and the benefits of allowing them to do so. </span>As Davis says in the article, "(Children) have the play drive. It's up to us to kind of provide the kinds of opportunities for them to really follow through on it." Personally, <span style="font-family: inherit;">I know hardly anyone of my generation who did not occasionally play in unsafe spaces like construction sites, or, for that matter, woods, at great length and entirely unsupervised in their childhood. And yet I know almost no parent of my generation who will admit to allowing their children to do the same. </span> In Davis's mind, "...what's really happening at the heart of The Land is child-directed play and loose parts. So kids have time, space and stuff. I think the very first baby steps we can do is provide kids with loose parts that are simple, and follow their lead in what they are interested in."<br />
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While I don't anticipate the students at Friends playing with fire (with or without playworker supervision!) anytime soon, this documentary and the movement it chronicles raise some much-needed questions about the way we conceive of play, freedom, and risk in modern times, and whether, in our quest for maximum safety we've forfeited valuable opportunities for our children's growth.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1048000809463898790.post-18680515453692638822014-09-15T14:18:00.001-04:002014-09-15T14:19:31.464-04:00The Case for a Dose of Benign Neglect<br />
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While reading the "<a href="http://itsaboutlearning.org/" target="_blank">It's About Learning</a>" blog from Bo Adams, an educator at Mount Vernon Presbyterian School in Atlanta, I came across this article from the <i>Deseret News</i> in Utah. Entitled <a href="http://www.deseretnews.com/article/865610580/When-kids-were-unbreakable.html" target="_blank">"When Kids Were Breakable,"</a> it does far more than, as the title might suggest, look back wistfully to a vanished and idyllic past (a practice for which I generally have extremely limited patience). Instead, it explores the slow but relentless process we have been engaged in as a society for the past 30 or so years; namely, attempting to "bubble wrap" our children and prevent them from experiencing any danger, frustration, or disappointment as they make their way through childhood. <br />
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As an increasing anecdotal and quantitative body of evidence suggests, such an attempt is not merely futile, a vain effort at an utterly unrealistic <span style="font-family: inherit;">goal</span>. It actually has significant pernicious effects on the children on whom it is practiced, stunting emotional and psychological growth and denying young people the powerful learning experiences (positive <i>and </i>negative) that come from being free to make bad decisions outside adult supervision. The article cites one of the fundamental paradoxes that I believe does so much to fuel the perceive<span style="font-family: inherit;">d need for (over)protecting our children.</span> "Parents today," the author writes, "operate under the assumption that society is more dangerous than when we were kids, when in fact the opposite is true. Crime rates in the United States are at an all-time low." This incontrovertible fact is constantly undermined by the ubiquitous coverage of the most gruesome and salacious events in the relentless media news cycle. But the statistics speak for themselves and demonstrate a huge drop-off in all categories of major crimes nationwide<span style="background-color: white;"><span style="color: #464646; font-family: inherit;"><span style="line-height: 23.399999618530273px;">.</span></span></span><br />
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I have come to believe that a healthy dose of benign neglect would do our children a world of good. Bad things can and will happen to children, and a reasonable amount of caution is, of course, essential. But we're beginning to understand that there is a real and lasting cost to harboring the illusion that we can and should shield our children from every possible danger. And a willingness to expand our tolerance for risk and freedom seems a logical reaction against the irrational trend towards over-protection that has been so prominent among our generation of parents.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1048000809463898790.post-66129711982244692662014-08-15T12:10:00.001-04:002014-08-15T12:10:33.053-04:00<div class="MsoNormal" style="text-align: center;">
In Defense of the Humanities</div>
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I found this <a href="http://www.nytimes.com/2014/08/14/opinion/nicholas-kristof-dont-dismiss-the-humanities.html?ref=todayspaper" target="_blank">article on the continuing need for the humanities in the 21st Century.</a> by Nicholas Kristof of the <i>New York Times</i> to be very insightful. For many educators (perhaps especially those of us who teach in the humanities) it has been distressing to see the broad devaluation of fields such as History, English, and Philosophy in recent years. The focus on generating a return on investment for the huge sums of money involved in attending college (or, for that matter, independent schools) has led many people to adopt an overly-utilitarian view of education. While this phenomenon may be a logical and predictable result of a struggling economy and escalating education costs, it does not, in my mind, capture the value that the humanities add to society as a whole. As Kristof points out, it is only in the marriage of "hard skills" like computer programming with "soft skills" such as philosophical discernment that civilizations flourish. One without the other is insufficient.<o:p></o:p></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1048000809463898790.post-3128118964360817712014-05-18T21:39:00.001-04:002014-05-18T21:39:32.186-04:00Education Week - The Goal of Education is "Becoming"<span style="font-family: Times, Times New Roman, serif;">I recently came across a fascinating <a href="http://www.edweek.org/ew/articles/2014/05/06/30prensky_ep.h33.html" target="_blank">article from Education Week magazine</a> that made a seemingly counter-intuitive statement - "the goal of education is not learning." While that line was undoubtedly intended to be provocative, the underlying point in the article is a sound one. "<span style="line-height: 24px;">The real goal of education," writes Marc Prensky, its author, "and of school, is </span><em style="line-height: 24px; margin: 0px; padding: 0px;">becoming</em><span style="line-height: 24px;">—becoming a "good" person and becoming a more capable person than when you started. Learning is nothing but a means of accomplishing that goal, and it is dangerous to confuse the ends with </span><span style="line-height: 24px;">the means."</span></span><br />
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<span style="font-family: Times, Times New Roman, serif;"><span style="line-height: 24px;">Prensky goes on to make the case, rightfully, I believe, that "</span><span style="line-height: 24px;">very few educators or parents have learning or scholarship in their hearts as the endgame for their children, except in the sense of their kids' getting good grades. Most of us would prefer our children become the very best people they can be, capable of effective thinking, acting, relating, and accomplishing in whatever field they enjoy and have a passion for." He bemoans the fact that "</span><span style="line-height: 24px;">with the exception of some independent schools," most of modern education focuses on learning (by which he primarily means the mastery of content) above all else. This explains the obsession with testing that measures this mastery. "</span><span style="line-height: 24px;">Our tests," he claims, "—big and small—are an attempt to put numbers around that learning and to rank students in their acquisition of it." </span></span><br />
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<span style="line-height: 24px;"><span style="font-family: Times, Times New Roman, serif;">I am proud to number Friends School among those "exceptional" schools that share this focus on becoming. Our</span></span><span style="font-family: Verdana, Arial, Helvetica, sans-serif; font-size: 13px; line-height: 24px;"> <a href="http://www.friendsbalt.org/podium/default.aspx?t=145643&rc=0" target="_blank">Teaching and Learning Paradigm</a> </span><span style="line-height: 24px;"><span style="font-family: Times, Times New Roman, serif;">demonstrates our commitment to developing a core set of qualities that include but also transcend factual knowledge. </span></span><br />
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<span style="line-height: 24px;"><span style="font-family: Times, Times New Roman, serif;"> In his piece, Prensky writes that a truly great education leads students to ask these questions of themselves:</span></span><br />
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<span style="font-family: Times, Times New Roman, serif;"><span style="line-height: 24px;">"</span><span style="line-height: 24px;">Who am I becoming? Have I become a better thinker? If so, in what ways? Am I able to do things I couldn't before? What is important to me and why? Can I relate comfortably to individuals, in teams and in virtual communities? Can I accomplish bigger, more sophisticated projects to add to my portfolio? What kind of person have I had to become to achieve these accomplishments? Can I make the world a better place?"</span></span><br />
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<span style="line-height: 24px;"><span style="font-family: Times, Times New Roman, serif;">These are very much the kinds of questions we have in mind for our students as they progress through a Friends School education.</span></span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1048000809463898790.post-61325316946679171342014-04-13T17:18:00.000-04:002014-04-13T17:23:43.336-04:00<h2>
From American Psychological Association Journal - "Results from the highest quality studies ... do not support the view that SS (single sex) schooling provides benefits compared with CE (co-ed) schooling."</h2>
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In this <a href="http://www.apa.org/pubs/journals/releases/bul-a0035740.pdf" target="_blank">article</a><u>, </u>authors Erin Pahlke of Whitman College and Janet Shibley Hyde and Carlie M. Allison of the University of Wisconsin—Madison share the results of their analysis of a wide variety of studies of the impact of single-sex v. co-ed learning environments. Pahlke, et al. concluded that, despite persistent claims to the contrary by advocates of single-sex education, there is no evidence that gender-homogeneous classrooms lead to improved learning outcomes for students.</div>
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Given the self-evident limitations inherent in an environment that by its very nature excludes one gender or the other, this lack of demonstrable learning benefits is, it seems to me, particularly problematic for those promoting this educational approach.</div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1048000809463898790.post-73709650469164219802014-04-13T16:16:00.000-04:002014-04-13T16:40:25.338-04:00<h2>
<span style="font-family: inherit;">The Imperative of and Looming Crisis in Student Engagement</span></h2>
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<span style="font-family: Arial, Helvetica, sans-serif;">In his article "<a href="http://bit.ly/1h9Ocpj" target="_blank">Getting Our Students to Own Their Educational Experience</a>," Raymond Cirmo, a physics teacher at Connecticut's Cheshire Academy, nicely articulates every teacher's struggle. "<span style="background-color: white; color: #525252;">There is no getting around the need for knowledge, and as classroom teachers it is our job to make that knowledge available to our students," he writes. "But it is also our responsibility to create an </span><span style="background-color: white; color: #525252;">environment </span><span style="background-color: white; color: #525252;">in which students will </span><em style="background-color: white; color: #525252;">want</em><span style="background-color: white; color: #525252;"> to gain the knowledge presented in the classroom. And therein lies our greatest challenge."</span></span><br />
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<span style="background-color: transparent; color: black; font-family: Arial, Helvetica, sans-serif; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">In considering how we can design the most powerful education for our students, I believe that we must realistically take into account the myriad developments in their lives beyond school. The competition for our students’ time and attention is fiercer than it has ever been. To the already formidable ranks of distractions that all of us faced at this age have been added the proliferation of social media and the many-faceted fruits of ever-evolving technology. Any study of this landscape reveals quite clearly the qualities that young people seek and appreciate in their lives beyond school; experiences that are deeply interactive, that are relevant to their particular interests, that make room for choice and differentiation, that provide avenues for self-expression, that allow for ongoing and escalating mastery and recognition of achievement, that give the opportunity to collaborate with others towards common goals, that offer the chance to make a lasting impact on their world. If “school” continues to consist of the same kind of experiences that traditional education has provided, with remarkably little variation for the past 100-plus years, we run the risk of chronic disengagement. Students - especially motivated and conscientious students - will undoubtedly continue to do what is asked of them, but this compliance should not be mistaken for meaningful engagement. Acquiescence is not a transformational quality. In order to motivate our students to invest themselves fully in their schoolwork, we must offer the same qualities in their educational experiences that they seek and can so easily find in their lives outside of school.</span></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1048000809463898790.post-17686748625204944912014-04-06T16:14:00.000-04:002014-04-07T15:40:47.300-04:00<b>Visiting a Model School for the Future of Education</b><br />
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Having heard a great deal online and at February's NAIS conference about the exciting developments at Mt. Vernon Presbyterian School in Atlanta, the Friends School academic leadership team and I visited the school last Thursday. The logistics were tricky for a one-day visit, but it was worth every hassle, as we saw a school that is truly a model for what education can and will be in the years ahead. Many thanks to the folks at MVPS for making us welcome and generously sharing their staff, their classrooms, and their thinking with us.<br />
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I can't do justice in this post to all the fantastic work being done at MVPS, but here's a link to their <a href="http://mountvernonschool.org/" target="_blank">website</a>, which gives a good sampling of the energy, passion, and unity of purpose that we saw everywhere we went on the campus. We came away thoroughly impressed and greatly inspired to act with a similar level of boldness as we continue to evolve our academic program to meet the needs of our students and our world. <br />
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One comment in particular has stuck with me in the days since our visit. Bo Adams, the Chief Innovation Officer at MVPS, shared with us a question that has helped to guide the design of their program. "If school is supposed to prepare students for the world, why does what happens in school bear so strikingly little resemblance to the way the world actually works?" Great question, Bo, and one that all of us involved in the ongoing design of education need to energetically engage with.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1048000809463898790.post-41198102707293623852014-03-19T17:26:00.001-04:002014-03-19T17:26:20.086-04:00Here's a great <a href="http://edupln.ning.com/video/tony-wagner-creating-innovators" target="_blank">10-minute video from Professor Tony Wagner</a> of the Harvard School of Education in which he shares the findings from his most recent book <i>Creating Innovators</i>. Wagner has done as much as anyone in the field to explain the shortcomings of the traditional educational model and to provoke thinking about what kinds of change are needed to prepare our students for the world beyond the classroom. Here at Friends, we used his <i>Global Achievement Gap</i> as a starting point for developing the <a href="http://www.friendsbalt.org/podium/default.aspx?t=145643&rc=0" target="_blank">Teaching and Learning at Friends School Paradigm</a>, which has guided our curriculum development, hiring, evaluation and professional development programs over the past five years. As we prepare to build upon the changes that we have made to this point, <i>Creating Innovators</i> and other works that push us to re-imagine this thing we call "school" will be critical catalysts for our purposeful re-invention of the student experience at Friends School.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1048000809463898790.post-4639429073781721392014-03-02T16:47:00.001-05:002014-03-02T16:47:42.195-05:00More Evidence of the Need to Re-Invent Education<br />
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This <a href="http://www.nytimes.com/2013/03/31/opinion/sunday/friedman-need-a-job-invent-it.html?ref=thomaslfriedman" target="_blank">editorial </a>by <i>New York Times</i> columnist Thomas Friedman dates from March of 2013, but its message has only become more timely in the past year. Friedman references the work of Tony Wagner, the Harvard professor and author of several thought-provoking books on education, who believes that one of the primary goals of education (and one that our current system is not designed to achieve) is for students to be "innovation-ready" when they emerge from school. Wagner explores this concept in greater depth in his most recent book <i><a href="http://www.amazon.com/Creating-Innovators-Making-People-Change/dp/1451611498" target="_blank">Creating Innovators</a></i> which I highly recommend as a primer on the case for re-designing education.<br />
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http://www.nytimes.com/2013/03/31/opinion/sunday/friedman-need-a-job-invent-it.html?ref=thomaslfriedman<br />
<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1048000809463898790.post-36491305767846186272014-02-09T19:16:00.003-05:002014-02-09T19:16:37.452-05:00AP Exams Continue to Evolve - And Run the Risk of Rendering the AP Curriculum Superfluous<br />
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This very interesting blog post about the <a href="http://www.writersmith.com/2013/09/apush-redesign.html" target="_blank">soon-to-be-unveiled changes to the AP U.S. History exam</a> demonstrates the commendable evolution process that AP exams are undergoing, much to the credit of the College Board. These changes do, though, raise an interesting paradox; if AP exams become (as I ardently believe they should) more heavily focused on critical thinking skills and the habits of mind required in the particular academic disciplines, why would it be necessary to have a prescribed, and by definition constricting, AP curriculum? Wouldn't any highly challenging course that developed these skills and habits of mind accomplish the goal of preparing students to succeed on these tests and - far more importantly - indicate their readiness for more advanced study in the field? It speaks well of the College Board that they are willing to evolve their way into such an existential conundrum. Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1048000809463898790.post-64978153594153801842014-02-04T10:48:00.001-05:002014-02-13T10:45:44.683-05:00<div style="background-color: white; box-sizing: border-box; font-family: Arial; font-size: 12px;">
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<br />Unshackled from the Golden Handcuffs of AP<br /><br />Below is a letter to the editor that I wrote in response to Baltimore Sun reporter Liz Bowie's recent investigative series on Advanced Placement courses. Friends School has never offered AP classes, standing firm in our belief that the AP program is simply not the most effective approach to achieving meaningful learning for high school students. Instead, we have provided our students with outstanding, in-depth courses developed by our own teachers, setting them on a path for admission to and success at the finest colleges and universities in the nation and beyond.<br /><br />Given our historic stand on this issue, I find it heartening that other high schools and colleges are increasingly calling onto question the value of the AP program and the consequences of the restraints that it imposes.</h3>
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Unshackled from the golden handcuffs of AP [Letter]</h1>
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<span class="toolSet" style="width: 345px;"><span class="timeString">8:00 a.m. EST</span><span class="dateTimeSeparator">, </span><span class="dateString">January 31, 2014</span></span></div>
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I read The Sun's investigative report on Advanced Placement courses ("Some parents, educators are rethinking role of AP," Jan. 18) with great interest, in part because our school, on principle, has never offered AP classes. Our rationale is simple: We believe the AP program and its heavy weighting toward the memorization and recitation of facts inhibits the development of critical thinking skills and deeper conceptual understanding.</div>
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It is heartening to see that the College Board has begun to acknowledge and address this significant pedagogical shortcoming. In a 2011 <a class="taxInlineTagLink" href="http://www.baltimoresun.com/topic/arts-culture/mass-media/news-media/the-new-york-times-ORCRP010822.topic" id="ORCRP010822" style="color: black; font-weight: 700; text-decoration: none;" title="The New York Times">New York Times</a> article, Trevor Packer, College Board senior vice president, said "the new AP needs to be anchored in a curriculum that focuses on what students need to be able to do with their knowledge." We concur wholeheartedly with this assessment and have acted on this conviction by continually adapting and evolving our curriculum to develop students who are highly engaged creators of their own understanding, rather than passive recipients of a static body of knowledge.</div>
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As reporter <a href="http://bio.tribune.com/LizBowie" style="color: black; font-weight: 700; text-decoration: none;">Liz Bowie</a> noted in the article, over the past decade a growing number of highly regarded public and private high schools have made the decision to drop AP from their curriculum for precisely these reasons. (Anecdotally, I can tell you that when colleagues at other schools learn that we have never offered AP, they often express the wish that this were the case at their own schools.)</div>
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One key to further unlocking the "golden handcuffs" by which many schools find themselves bound to the AP lies in disabusing families of the inaccurate notion that the AP is a necessary credential for admission to the most highly selective colleges. Our school's experience is consistent with the comments from Dean Ellen Kim in your article. Johns Hopkins (and, by logical extension, other highly selective universities), "wants applicants to have taken the most challenging course work available to them. … When an applicant's school doesn't offer AP, the student isn't penalized," she said. Like Scarsdale High School Principal Kenneth Bonamo, we have found that, in the absence of the restrictions imposed by AP classes, "(t)eachers have the ability to go more in-depth into topics in the curriculum." And, as with Scarsdale, "(w)e have seen no impact on college placement," as a result of our long-standing decision not to offer these courses.</div>
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Indeed, despite choosing not to offer AP courses, the quality and rigor of the experiences that our students have in their upper-level classes prepare them well for taking the AP exams. In recent years, the majority of our students have sat for one or more AP exams, with 93 percent scoring a 3 or higher. Given that our college placement list includes the full complement of the nation's elite universities, we feel that our approach offers a "best of both worlds" scenario, in which our students have an opportunity to reap the benefits of enhanced college acceptance, credit and placement while enjoying the numerous advantages that a truly independent curriculum allows us.</div>
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Matthew Micciche, Baltimore</div>
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The writer is head of school at Friends School of Baltimore.</div>
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<span style="font-family: 'Times New Roman', Times, serif; font-size: 14.399999618530273px;"><br /><br />Read more: <a href="http://www.baltimoresun.com/news/opinion/readersrespond/bs-ed-friends-ap-letter-20140131,0,4157507.story#ixzz2sMur9gEB" style="color: #003399; font-weight: 700; text-decoration: none;">http://www.baltimoresun.com/news/opinion/readersrespond/bs-ed-friends-ap-letter-20140131,0,4157507.story#ixzz2sMur9gEB</a></span></div>
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From time to time, I am reminded of just how fortunate I am
to be in a school like Friends, where we conceive of education as a process
more than a product—one stage in a lifelong journey, rather than a ticket to be
punched.<span style="mso-spacerun: yes;"> </span>Those were my thoughts recently
after reading an article by CNBC reporter Jermaine Taylor<b><span style="color: #222222; font-family: Gibson; font-size: 6.5pt; line-height: 115%; mso-bidi-font-family: Arial;"> </span></b>entitled “Are Private Schools Worth the Hefty
Price Tag?” My quarrel is not with the author’s reference to the price tag. I agree
that the tuition at any independent school is undeniably hefty and represents a
significant degree of sacrifice for all but the very wealthiest of families. Indeed,
the fact that so many families willingly undertake this sacrifice humbles and motivates
all of us whose work is supported by those tuitions.<span style="mso-spacerun: yes;"> </span>What I found utterly indefensible about the
article was its premise; that the “worth” referred to in its title can be measured
entirely by the selectivity or the perceived prestige of the college to which
some members of its graduating class are accepted.<br />
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In attempting to determine the “return on investment” that
parents get from independent schools, the author notes that, at one New York
school, “over 20% of last year’s class attended Ivy or Little Ivy schools,” as
if this criterion could possibly purport to capture the cumulative value the
school imparts to its students.<span style="mso-spacerun: yes;"> </span>Even
putting aside the fact that 80% of the school’s students are completely
disregarded by this calculus, the logic of this means of assessment is absurd
and, ultimately, insidious.<span style="mso-spacerun: yes;"> </span></div>
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<br /></div>
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I find myself wondering, for example, how the college that a
student attends can possibly measure the effect of the powerful, life-altering
relationships that students at Friends School develop with their peers and
their teachers—relationships that have everything to do with the unique
environment they inhabit here every day.<span style="mso-spacerun: yes;">
</span>How would this crude tool account for the weekly experience of Meeting for
Worship, which, I believe, has far more impact on the future path of a
student’s life than the prestige of the college he or she attends.<span style="mso-spacerun: yes;"> </span>Where in the methodology put forth in this
article is any measure of the values that are being developed throughout our
students’ formative years with us, values that will be the lens through which
they view every decision and experience that lies ahead?<span style="mso-spacerun: yes;"> </span></div>
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With the college admission process so heavily reliant on standardized
measures such as SAT scores and so powerfully influenced by legacy status,
athletic prowess and other self-serving factors, the colleges that students attend
strike me as among the <i style="mso-bidi-font-style: normal;">least</i> reliable
indicators of the quality of their education.<span style="mso-spacerun: yes;">
</span>Among its many other shortcomings, this formula completely ignores the all-important
qualities— passion for learning, a critical mindset, intellectual curiosity,
the ability to collaborate, the desire to put one’s knowledge to work in the service
of others—that, as both a parent and a school head, I see as the true “return
on investment” of the education our students receive. A system that defines
success, quality, or return solely in terms of college matriculations is, at
best deeply misguided, and at worst does a profound disservice to those who are
being encouraged to use it in making these critical decisions.</div>
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I recognize that I have the luxury of making my case from
within an institution that actually fares quite well by this form of
measurement.<span style="mso-spacerun: yes;"> </span>In fact, I am proud of and
happy for the many students from Friends School who attend the selective and
prestigious colleges cited in this article.<span style="mso-spacerun: yes;">
</span>But I am equally proud of and hopeful for the future of their classmates
who, for a variety of compelling reasons, attend schools that fall outside the limits
of this arbitrary demarcation.<span style="mso-spacerun: yes;"> </span>An
independent school education is indeed an investment, and a hefty one at that,
but it is one whose return is not contained within the letters that our seniors
receive in early April.<span style="mso-spacerun: yes;"> </span>It unfolds,
instead, over a lifetime, long after the college admission process has faded
into obscurity for the young women and men on the receiving end of those
fateful envelopes.</div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1048000809463898790.post-17354133408953856792013-06-27T09:11:00.000-04:002013-06-27T09:11:17.986-04:00"Decline and Fall of the English Major" and Other Thoughts on the State of the Humanities"Decline and Fall of the English Major" and Other Thoughts on the State of the Humanities<br />
<br />
It seems as though an entire cottage industry has emerged to promote, prevent, or simply observe the imminent demise of the humanities. One of the latest contributions is a Sunday Observer column in the <i>New York Times </i>entitled " <a href="http://www.nytimes.com/2013/06/23/opinion/sunday/the-decline-and-fall-of-the-english-major.html" target="_blank">The Decline and Fall of the English Major</a> " by Verlyn Klinkenborg. The author is a college teacher who offers the familiar professorial laments about the skill level of his students. (One wonders, has any generation of professors ever <u>not</u> believed that students were becoming less diligent, more sloppy, and harder to reach than when they first started teaching? If so, they don't write nearly as much about the subject as do those who believe in the inexorable slide of academic standards.) The most recent evidence of the decay of the humanities in academia is the rapidly falling percentage of college graduates with majors in these fields. "In 1991," he notes, "165 students graduated from Yale with a B.A. in English
literature. By 2012, that number was 62. In 1991, the top two majors at
Yale were history and English. In 2013, they were economics and
political science." The desire for the more immediate "applicability" (and thus, economic reward) of students' degrees is often cited as one of the key motivators of this change, especially in our current financial climate.<br />
<br />
<div itemprop="articleBody">
Despite his pessimism, Klinkenborg does offer a persuasive argument for the benefits of an education in the humanities.</div>
<div itemprop="articleBody">
<br /></div>
<div itemprop="articleBody">
"What many undergraduates do not know — and what so many of their
professors have been unable to tell them — is how valuable the most
fundamental gift of the humanities will turn out to be. That gift is
clear thinking, clear writing and a lifelong engagement with literature. </div>
<div itemprop="articleBody">
<br /></div>
<div itemprop="articleBody">
"... Whenever I teach
older students, whether they’re undergraduates, graduate students or
junior faculty, I find a vivid, pressing sense of how much they need the
skill they didn’t acquire earlier in life. They don’t call that skill
the humanities. They don’t call it literature. They call it writing —
the ability to distribute their thinking in the kinds of sentences that
have a merit, even a literary merit, of their own. </div>
<div itemprop="articleBody">
<br /></div>
<div itemprop="articleBody">
"Writing well ... is about
developing a rational grace and energy in your conversation with the
world around you. No one has found a way to put a dollar sign on this kind of literacy,
and I doubt anyone ever will. But everyone who possesses it — no matter
how or when it was acquired — knows that it is a rare and precious
inheritance."</div>
<div itemprop="articleBody">
<br /></div>
<div itemprop="articleBody">
Also worth reading along these lines are the <a href="http://www.humanitiescommission.org/_pdf/hss_report.pdf" target="_blank">report</a> of the American Academy of Arts and Sciences on the state of the humanities in higher ed, and recent <i>NYT</i> articles by <a href="http://www.nytimes.com/2013/06/21/opinion/brooks-the-humanist-vocation.html?ref=davidbrooks&_r=0" target="_blank">David Brooks</a> and <a href="http://opinionator.blogs.nytimes.com/2013/06/24/a-case-for-the-humanities-not-made/" target="_blank">Stanley Fish</a>.</div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1048000809463898790.post-84885693587972666112013-06-19T09:38:00.000-04:002013-06-19T09:38:34.731-04:00Advent of Google Means We Must Rethink Our Approach to Education<br />
<br />
The educational Twitter-sphere was buzzing this week with this intriguing and intentionally provocative <a href="http://www.guardian.co.uk/education/2013/jun/15/schools-teaching-curriculum-education-google" target="_blank">article</a> from Britain's <i>The Guardian</i>, entitled "Advent of Google Means We Must Rethink Our Approach to Education." As the article states, "Sugata Mitra is professor of educational technology at Newcastle University, and <a href="http://www.ted.com/talks/sugata_mitra_build_a_school_in_the_cloud.html" title="">the winner of the $1m TED Prize 2013</a>.
He devised the Hole in the Wall experiment, where a computer was
embedded in a wall in a slum in Delhi for children to use freely. He
aimed to prove young people could be taught computers easily without
formal training." <br />
<em> </em><br />
This brief resume - along with the article's title - reveals Mitra's interest in provoking a reevaluation of what we teach to students and how that teaching takes place.<em> </em>While he is, like any good provocateur, sometimes more intent on generating a reaction than on fully explaining and supporting each of his points in depth, the fundamental questions that he poses in this article are undeniably valid. In a world where information is immediately accessible, shouldn't we reconsider the overwhelming emphasis that the educational system has traditionally placed on the rote memorization of facts? And, at a time when collaboration (face-to-face and virtual) is one of <i>the </i>defining elements of success beyond school walls, why are we obsessed with the need to prevent students from collaborating on the work they do at school?<br />
<br />
The answer, of course, is that we must take account of these changes in the world we are preparing our students to live in as we make decisions about what and how we teach them. At Friends School we have adopted the <a href="http://www.friendsbalt.org/ourprogram/TeachingAndLearning.pdf" target="_blank">Teaching and Learning Paradigm</a> as a guide for decisions such as these. Because the world continues to evolve with sometimes dizzying speed, we recognize that this paradigm will also need to be a work in progress. But even the process of revising the objectives we hold for our students' skills, knowledge, and habits of mind is a powerfully reflective exercise that will keep our eyes focused on the kinds of rethinking that Dr. Mitra calls for in this article.<br />
<br />
Enjoy! <br />
<br />
http://www.guardian.co.uk/education/2013/jun/15/schools-teaching-curriculum-education-google <br />
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<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1048000809463898790.post-66466341049303257922013-06-19T09:04:00.000-04:002013-06-19T09:04:17.595-04:00Comments to Friends School Employees - June 13, 2013<!--[if gte mso 9]><xml>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Comments to Our Gathered Employees - June 13, 2013</span></div>
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<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">“We’re
building something … and all the pieces matter.”</span></div>
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<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">What
Is It that We’re Building?</span></div>
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<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">My
guiding metaphor in considering this question is hardly original, but
nonetheless seems appropriate to me.<span style="mso-spacerun: yes;"> </span>We
are, I believe, building a home, a structure, a sanctuary for the kind of
experience that we are uniquely equipped to offer to our students, and through
them, to the wider world.<span style="mso-spacerun: yes;"> </span>And when has
the world needed it more than it does right now?</span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">We
are not, of course, the original owners of this home. We have inherited
it from a long line of ancestors who, each in their own way, have stewarded,
maintained, and expanded on the original foundation that goes back to
1784.<span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">The
walls of this house provide the necessary shelter for the “guarded education”
that we seek to offer.<span style="mso-spacerun: yes;"> </span>As our culture moves
forward, sadly, it seems to become ever coarser, ever less civil, and ever more
insistently focused on the self and the here and now.<span style="mso-spacerun: yes;"> </span>In the face of these changes, our value
as a refuge from the worst of them grows.<span style="mso-spacerun: yes;">
</span>The winds that are whipped up by the forces at work in our society
buffet this house, requiring that we constantly shore it up and strengthen it
so that it will survive and thrive in even the most inhospitable weather.<span style="mso-spacerun: yes;"> </span>And new developments in the world beyond these
walls call for us to modernize this house and add the necessary additions to
keep pace with these developments.</span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">As
anyone who has ever owned an older home knows, it is not always easy to balance
the appreciation for the past with the exigencies of living in the present and
the need to prepare for the future.<span style="mso-spacerun: yes;"> </span>And
this is the dilemma we as a school find ourselves so often on the horns
of.<span style="mso-spacerun: yes;"> </span>We’ve all heard the expression, “of
those to whom much is given, much is expected.”<span style="mso-spacerun: yes;">
</span>Well, much has been given to us, whether we realized it or not when we
initially signed on at this school.<span style="mso-spacerun: yes;"> </span>We
are all the recipients of a rich and long-lived legacy.<span style="mso-spacerun: yes;"> </span>We are part of an institution that has been
working to make the world a better place for 229 years.<span style="mso-spacerun: yes;"> </span>Our predecessors were hard at it while George
Washington was still 5 years away from being inaugurated as the first president
of the United States.<span style="mso-spacerun: yes;"> </span>And like many
gifts, this legacy is both a boon and a burden.<span style="mso-spacerun: yes;">
</span>We take pride in a lineage of extraordinary education, but we cannot,
and ultimately would not want to, escape the concurrent responsibility of
carrying that legacy forward and impacting our students and our community as
those predecessors did before us.<span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">And
we’ve been given as well the gift of a future of vast and far-reaching possibilities.<span style="mso-spacerun: yes;"> </span>During the past five years, we’ve seen other
schools ravaged by the twin storms of an anemic economy and unfavorable
demographics.<span style="mso-spacerun: yes;"> </span>In the absence of the
capital, both financial and emotional, that those who came before us at Friends
built up, many schools have been scattered to the wind, deprived of any future
at all and of the possibility of affecting change in the world.<span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">What
does it require of us?</span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">We
inherited a legacy of excellence that follows us unrelentingly, and we know
that the excellence that has preceded us at Friends did not come about as the
result of complacency and standing still.<span style="mso-spacerun: yes;">
</span>That spirit, that legacy is why we push ourselves so hard to constantly
grow and progress.<span style="mso-spacerun: yes;"> </span>We work so hard at
continually improving because we believe in our motto, that the world needs
what our children can do.<span style="mso-spacerun: yes;"> </span>And we are
driven just as fiercely by the desire to live up to that ambitious statement
and all its implications as by the legacy of those who came before us.<span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">This
legacy, if it is to be maintained, demands vigilance and vigor.<span style="mso-spacerun: yes;"> </span>We must shore up and steward that legacy
while also boldly moving into the future.</span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Part
of what this task requires is that we hold onto an accurate understanding of
our school.<span style="mso-spacerun: yes;"> </span>So many positive attributes
accompany the rootedness that characterizes Friends.<span style="mso-spacerun: yes;"> </span>The institutional memory, the deep personal
investment, the unusual sense of continuity that comes with the lengthy tenure of
so many of us here are absolutely invaluable.<span style="mso-spacerun: yes;">
</span>But it would be wrong for us to be blind to the potential downsides of
this same quality.<span style="mso-spacerun: yes;"> </span>Chief among these, in
my opinion, is the inevitable loss of perspective and appreciation for the very
uniqueness of Friends that comes with time.<span style="mso-spacerun: yes;">
</span>We see this routinely in our students.<span style="mso-spacerun: yes;">
</span>Those who have been with us since their earliest memory often come to
take for granted the environment that they have so long inhabited.<span style="mso-spacerun: yes;"> </span>They can hardly be blamed for doing so, as
they have a limited frame of reference beyond our campus.<span style="mso-spacerun: yes;"> </span>But we adults are not immune to this phenomenon.<span style="mso-spacerun: yes;"> </span>I’m finishing my 8<sup>th</sup> year here and
was fortunate enough to teach for 10 years at another Friends School prior to
that time.<span style="mso-spacerun: yes;"> </span>It is perhaps not terribly
surprising, therefore, that I catch myself falling prey to the assumption that ours
is a school much like the other long-established independent schools that
surround us.<span style="mso-spacerun: yes;"> </span>We are not, of course, and
I forget this fact at my own peril.</span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">What
cures me most effectively of this illusion is my involvement in the hiring
process.<span style="mso-spacerun: yes;"> </span>As I speak with the candidates
who come to campus, several themes emerge each year.<span style="mso-spacerun: yes;"> </span>One of the most consistent is the observation
that there is a palpable, though not easily articulated, difference in the
atmosphere here at Friends.<span style="mso-spacerun: yes;"> </span>I also hear
frequently how amazed prospective employees are by the level of cooperation,
collaboration, and genuine friendship they see among our faculty and
staff.<span style="mso-spacerun: yes;"> </span>It is no accident that virtually
every candidate who was offered a position at Friends this year accepted that
offer – this is, quite simply, a uniquely fantastic place to be.<span style="mso-spacerun: yes;"> </span>Its desirability has many sources – first and
foremost, all of you.<span style="mso-spacerun: yes;"> </span>Recognizing that
they will spend the majority of their waking hours at work, candidates want to
be surrounded by interesting, engaged, and dedicated colleagues.<span style="mso-spacerun: yes;"> </span>They want to be in a place where they receive
the qualities that the author Daniel Pink has identified as the essential
components of satisfaction - 1. <em>Autonomy</em> – the desire to direct our
own lives. 2. <em>Mastery</em> — the urge to get better and better at something
that matters. 3. <em>Purpose</em> — the yearning to do what we do in the
service of something larger than ourselves.<span style="mso-spacerun: yes;">
</span>We are blessed with each of these qualities in abundance, and people
know it.</span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">In
short, I believe that there is a profound desire in all of us to go beyond the
ordinary, and, if there is one thing I am certain of about Friends, it is that
this is no ordinary school.</span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">When
I am in Meeting for Worship – whether with seniors and their families as we
were last Sunday or with younger students and their families the week before – and
I hear the members of our community speak of their gratitude for all the ways
in which Friends has so powerfully affected their lives, it occurs to me that
this is no ordinary school.</span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">When
I listen to our teachers talk about the ways in which they have reimagined
their practice as educators time and again during their careers and are eagerly
looking forward to continuing to do so for as long as they teach, I realize
anew that this is no ordinary school.</span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">When
I speak with the professionals who receive our 12<sup>th</sup> graders for our
senior projects and I hear from them over and over again how astonished they
are at the poise and self-possession, the diligence and responsibility of
Friends School students, I’m reminded that this is no ordinary school.</span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">When
I go to concerts and productions by MS students – a group not universally known
for their composure and general body control - that truly rival the quality of
some professional performances I’ve attended, I am acutely aware that this is
no ordinary school.</span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">When
I hear about some of our youngest students working collaboratively to raise
thousands of dollars to help provide the people of South Sudan with clean
water, I am affirmed in the knowledge that this is no ordinary school.</span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">When
I talk with coaches, players, and parents from other schools and they tell me
that Friends School is well known for the sportsmanship and positivity of their
athletic teams, I’m reminded once again that this is no ordinary school.</span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">When
a parent who has worked with students from all the local public and private
schools in the area through the Peabody music program tells me that she always
knew which kids went to Friends because they were the ones who were most
comfortable in their own skin, I realize anew that this is no ordinary school. </span></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">When
I hear the mother of one of our LS students talk about the fact that the
hardest part of their family’s move will be that they cannot possibly recreate
the experience they’ve had at Friends in their new setting, what she is really
saying is that this is no ordinary school.</span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">When
I visit with alumni or meet them at reunion and hear them say, more times than
I can possibly remember, that Friends School was indisputably the highlight of
their educational experience, and when I stop to remind myself that many of
these folks have attained the highest honors in their professions and attended
the most distinguished universities and graduate schools in the country, I am
humbled by the fact that this is no ordinary school. <span style="mso-spacerun: yes;"> </span></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">When
I attend our phenomenal all-school art show and can’t decide which is most
impressive – the astonishing quality of the student artwork, the brilliant
performance of the Acoustic Music Club or the genuine respect and appreciation
that the students there show for their peers’ artistic works, I remember that
this is no ordinary school.</span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">When
I hear a student say that when she arrived at Friends she spent the first few
weeks wondering why everyone was being so nice and waiting for them to go back
to acting normally, only to find out that this WAS normal here, it is brought
home to me that this is no ordinary school.</span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">When
I sit on stage at graduation as I did just two nights ago and hear three
speakers whose words so powerfully bring to life the promise of a Friends education
and so vividly illustrate the impact that all of us are having on the lives of
our students and their families, I cannot escape the realization that this is
no ordinary school.</span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">The
house we are all building and maintaining exists in order to provide this
extraordinary education and through it to prepare our students to do the work
the world will need from them.<span style="mso-spacerun: yes;"> </span>It is a
constantly-challenging, but deeply rewarding task, and I’m grateful to be
partnered with all of you in doing it.</span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1048000809463898790.post-14778080963915337492013-05-27T19:11:00.000-04:002013-05-27T19:11:53.880-04:00Two Articles on the Dangers of "Over-Parenting"Two Articles on the "Dangers of Over-Parenting"<br />
<br />
<a href="http://vitals.nbcnews.com/_news/2013/05/26/18469581-helping-or-hovering-when-helicopter-parenting-backfires?lite%20%20%20%20%20%20%20%20http://uanews.org/story/the-dangers-of-overparenting" target="_blank">http://vitals.nbcnews.com/_news/2013/05/26/18469581-helping-or-hovering-when-helicopter-parenting-backfires?lite </a><br />
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<a href="http://uanews.org/story/the-dangers-of-overparenting" target="_blank">http://uanews.org/story/the-dangers-of-overparenting</a> <br />
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<br />
A colleague shared these two related articles with me recently. We've all, of course, heard horror stories of "helicopter parents" who are eager to swoop in and smooth any bump in the road that arises for their children. This is among the first studies I'm aware of that attempts to look objectively at this phenomenon and its implications for the children involved.<br />
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The issue, of course, is far more nuanced than it is usually portrayed. Parents who might be considered over-involved are not oblivious monsters, nor are they intending to stunt the development of their children. Most of us as parents are simply trying to do the best we can to help our children realize their potential and go on to live meaningful lives. But parenting is a relentlessly humbling experience, and it's worthwhile to consider the impact of even the most well-intentioned methods.<br />
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In the end, there are no easy answers to the question of what level of involvement constitutes excessive and potentially damaging parenting. Studies and articles like these are useful prompts to parents' thinking about how we each approach the strenuous and rewarding work of making ourselves obsolete to our children. <br />
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<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1048000809463898790.post-43223549845307945562013-05-09T17:18:00.001-04:002013-05-09T17:18:18.991-04:00"I Don't Know": Words to Live By<br />
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Recently, I opened my Inbox and found this article, which had been emailed to myself and some of my colleagues by a student in our Upper School. I'm not sure which I enjoyed more, the article itself or the fact that a student was interested in sharing it with us. One of the great perks of life as a teacher is that you are constantly having your eyes opened to new perspectives by the very people you are there to <i>teach</i>. <br />
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I love the theme of this piece, that openness to our own uncertainty is actually the only real path to knowledge. As Shakespeare wrote, “The fool doth think he is wise, but the wise man knows himself to be a fool.”
Humility and honesty in the face of the astoundingly complex issues and ideas all around us changes one's focus from frustration at the inability to master all topics to excitement at the intellectual adventures that stretch before us. We should all be wise enough to know just how foolish we are!<br />
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<a href="http://opinionator.blogs.nytimes.com/2013/04/29/the-power-of-i-dont-know/" target="_blank">http://opinionator.blogs.nytimes.com/2013/04/29/the-power-of-i-dont-know/</a>Unknownnoreply@blogger.com2