A GUIDE TO MIDDLE SCHOOL AT GPS
girlhood
noun • the state or time of being a girl 2 | A G U I D E T O M I D D L E S C H O O L AT G P S
d As a school for girls, GPS has the unique and extraordinary opportunity to design and shape our program, curriculum, and experience based on what girls need. Relying on the latest research and our 100+ years of experience in educating girls, we not only understand girls, but we also know how to best support and nurture them. While the middle school years are often known for being challenging, at GPS we see this developmental stage for its incredible opportunity. During these formative years, a girl begins to discover who she is and who she wants to become. The seeds planted during this time will shape the trajectory of her life. Who a girl becomes five, 10, or 20 years from now is shaped by her experience and growth today. Given the importance of this period in girls’ lives, it is crucial that the adults around them not only understand and recognize the remarkable changes they are undergoing, but also know how to best encourage them. GPS Middle School is intentionally and thoughtfully designed for girls in this stage of girlhood. Through a rich, developmentally appropriate and challenging experience with abundant opportunities and dedicated teachers and adults who know and love them, our girls are celebrated and well-prepared for their next steps—Upper School, then college, and beyond.
“To inspire a girl to reach her highest potential means we understand how to engage her mind, body, and spirit in the learning process. We take our lead from her and, from the first day she steps onto our campus, walk this wondrous journey of growing together.” — LYNNE MACZIEWSKI, HEAD OF MIDDLE SCHOOL
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At the time of publication, all information herein was current and accurate. Course listings, Winterim offerings, club choices, and other options are subject to change each school year.
TABLE OF contents 6
A Guide to Girls
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GPS—The Best School for Girls
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Middle School—Designed Just for Her
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Instilling Skills for Success in Middle School
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Tiered Learning
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Supporting Her Along the Way
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Middle School Program 18 | MIDDLE SCHOOL CLASSES 22 | STEM 24 | FINE & PERFORMING ARTS 26 | ATHLETICS 28 | BEYOND THE CLASSROOM
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Parent Partnership
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GIRLS + CONFIDENCE According to the 2018 Ypulse Confidence Code poll, girls’ confidence levels drop by 30% between the ages of 8 and 14. The most commonly reported reasons for this are related to physical changes and body image concerns girls experience during this time. However, girls’ self-esteem and confidence are related to not only their physical appearance, but also their internal perception of themselves and their abilities.
A GUIDE TO
girls
Rapid and significant growth and changes—physical, neurodevelopmental, psychological, behavioral, emotional, and social—occur during the many stages of adolescence. At GPS, we know that in order to best educate and guide girls through these formative years, we have to know girls—their motivations, development, experience—and then use that knowledge to not only establish curriculum and programs designed for how they learn best, but also provide an environment and culture that best nurture them.
“These years are a time of incredible growth; the only other time in a child’s life when they changed this rapidly was between birth and age two.” —PHYLLIS L. FAGELL, MIDDLE SCHOOL MATTERS
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MORE FROM THE POLL: » Th ere is virtually no difference
in confidence between boys and girls until age 12. After that, a confidence gap opens and doesn’t close through adolescence. At age 14, boys’ confidence is 27% higher than girls’.
»B etween their tween and teen years,
girls’ confidence that other people like them falls from 71% to 38%.
» More than half of teen girls feel
pressure to be perfect.
» 3 in 4 teen girls worry about failing. »B etween ages 12 and 13, the percentage
of girls who say they’re not allowed to fail increases by 150%.
»N early 8 in 10 girls want to feel
more confident in themselves.
Source: Claire Shipman & Katty Kay, authors of The Confidence Code for Girls, YPulse, 2018
WHAT WE KNOW ABOUT GIRLS E arly maturation E arly development of verbal skills Highly relational M ore emotionally and socially perceptive and expressive than boys »E xplain and experience failure differently than boys »E xperience a significant drop in confidence during adolescence
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HOW GIRLS LEARN BEST »E ffectiveness of small-group work, more so
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than for boys »F orming relationships with peers and teachers »F ace-to-face interaction »F ocus on people and relationships »P ersonally connecting with content, finding relevance and meaning
WHAT GIRLS NEED TO THRIVE »S afe, comfortable, and supportive environment
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where they can begin to discover their interests, passions, and form their identity » I ntentional nurturing to develop, increase, and keep confidence »A n environment that fosters a growth mindset
the all-girl environment In the all-girl classroom, girls feel safe to explore new topics, take risks, fail, and recover. The essential support structure girls need for healthy exploration—both in their educational pursuits and their socialization—comes in the type of environment that GPS provides, one that is simultaneously challenging and reassuring. In Boys & Girls Learn Differently: A Guide for Teachers and Parents, Michael Gurian offers important insight into how schools such as GPS can help girls develop a different perspective on their abilities and achievement. “Single-sex options are, therefore, good ones. The psychosocial stresses are removed, to a great extent, from the learning process. As girls work with girls at this very difficult and vulnerable time, self-confidence can increase along with academic performance; girls, together, without hindrance from boys, learn to manage their own and each other’s transformations.”
“There was a strikingly different quality to the atmosphere, character, and climate of the all-female class. The learning community that emerged was characterized by a profound sense of responsibility for learning, a special rapport between and among the teacher and the students, a spirit of co-learning, with both the teacher and the students feeling free to ask questions, admit mistakes, take risks, express confusion.” — PSYCHOLOGIST JOANN DEAK, PH.D., HOW GIRLS THRIVE: AN ESSENTIAL GUIDE FOR EDUCATORS AND PARENTS
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Our Three Founders: Misses Tommie Payne Duffy, Eula Lea Jarnagin, and Grace Eliza McCallie
GPS—THE BEST SCHOOL FOR girls At GPS, we recognize the extraordinary privilege we have to partner with parents during these formative years of a girl’s life. That’s why we are committed to educating the whole girl—in mind, body, and spirit. Supporting each girl in becoming the best and most fully realized version of herself means inspiring her heart as much as her mind. Our approach to educating girls is embedded in our long history and the foundations and principles upon which our school was founded and by which we continue to uphold today. Prepared for school, college, life—as a student, as a person.
OUR MISSION Girls Preparatory School inspires each girl to lead a life of integrity and purpose by engaging her mind, cultivating her strengths, and nurturing her self-confidence and respect for others.
OUR VALUES | In partnership with parents, Girls Preparatory School pledges
to integrate these values, not only in our policies but also in our daily lives.
»H ONOR: At GPS girls develop strong character; they learn to take responsibility
for their actions and understand the importance of keeping their word.
»R ESPECT: At GPS self-respect and respect for others go hand in hand; girls treat
others as they would like to be treated and learn to embrace their differences.
»C URIOSITY: At GPS each girl is encouraged to be curious about the world
around her by asking questions, challenging assumptions, and thinking critically.
» I NDIVIDUALITY: At GPS each student is unique, loved for who she is and
for whom she has the potential to become.
»R ELATIONSHIPS: At GPS friendships are built to last a lifetime, and respect
and support are at the core of every relationship among students, faculty, and staff.
OUR BEGINNING AND FOUNDERS In the spring of 1906, two young Chattanooga High School teachers, Misses Tommie Payne Duffy and Eula Lea Jarnagin, petitioned the public school board to allow girls to attend for a fourth year in order to take college preparatory laboratory science and language classes. Seeing no need for girls to complete these courses, the board rejected their request. Within weeks of that decision, the two convinced fellow teacher Miss Grace Eliza McCallie to join them in the creation of a school for girls and received a charter. Just four months after the announcement of its creation, Girls Preparatory School opened on September 12, 1906. More than 110 years later, the stories and the trajectory of the lives of thousands of girls have been written and shaped because of the tenacity of our three Founders. TO LE ARN MORE ABOUT THE HISTORY OF OUR SCHOOL , VISIT GPS.EDU/OURHISTORY.
ON MY HONOR
Dear to the hearts of many GPS students and alumnae is the principle of honor. The Honor Code, developed around the belief that “a girl’s honor is her most valuable possession,” provides the guidelines for the community while allowing each student her individual freedom. Every GPS girl bears responsibility for abiding by and upholding the system, creating a solid foundation of honesty, trust, and respect upon which she and her classmates can build community. Each year, every girl signs The Honor Code to affirm their commitments to the honor system.
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“I think the girls leave GPS knowing they were a part of something special—something you just don't get in other schools or in every workplace. They will strive to rebuild the sense of community they enjoyed here no matter what their vocation or profession.” —DR. RALPH COVINO, HISTORY AND SOCIAL SCIENCES/WORLD LANGUAGES TEACHER
A CULTURE OF SISTERHOOD At GPS, we recognize and appreciate that a vital part of girlhood is finding a place to belong. For girls, membership in a “tribe,” as Lisa Damour, Ph.D., states, is one of the most important and significant aspects of the adolescent girl’s experience. Most girls’ social worlds remain in flux as their friend groups—tribes—might change over the years as they grow and discover and pursue new interests. Therefore, GPS cultivates an environment that celebrates and nurtures sisterhood—one that encourages and supports girls as they develop relationships with girls beyond their immediate tribes. As a result, girls find belonging in a unique tribe that spans generations and includes thousands of GPS girls, past and present. While the GPS sisterhood doesn’t immediately blossom when young girls enroll here, it naturally develops over time as students share their school experience, mature, and are guided and encouraged to value and respect one another. Then, when they become alumnae, they will continue to cherish their lifelong friendships that began here. Today, GPS alumnae span the globe and their personal and professional networks are made stronger by their GPS sisters. But the sisterhood principle learned at GPS—one of building each other up—is extended to other women as well. Our alumnae don't view other women as competition, but rather as valued partners in the betterment of their lives and communities.
The spirit of sisterhood is instilled in students even before day one, when each sixth-grader is paired with a senior buddy the week before school through our Cat-Rat program—providing her with a friend, role model, and big sister. RADITIONS THAT UPLIF T T THE GPS SISTERHOOD »C at-Rat »O pening Day »C hapel Talks
»M ay Day »A nd more!
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MIDDLE SCHOOL— Through a comprehensive Middle School program designed for how girls learn best, we challenge each girl to reach her full academic potential and develop into an enthusiastic and curious learner. She is inspired to dream, stretch, and become her best self. Along the way, she receives the proper tools and support needed to thrive! Students in Middle School experience a highly individualized environment where learning is self-directed, hands-on, and multidisciplinary—making their journey more relevant and meaningful. Just as important as their mastery of academic disciplines, girls need to acquire skills that will equip them for personal growth and success outside of school. Our approach addresses girls’ intellectual, physical, social, and emotional development. Walking alongside each girl are teachers dedicated to her success. Our faculty is committed to, passionate about, and uniquely skilled in the best practices in educating girls. Each day they set out to spark girls’ curiosity, inspire them to reach beyond their comfort zones, and guide them on a journey of learning and discovery about who they are now and who they can become. With additional support from grade-level deans and teams, advisors, and members of Support Services, our girls are constantly championed along the way.
Key Goals of GPS Middle School «
Give her socioemotional support needed to optimize learning
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Expose her to learning opportunities that exercise her creativity, critical analysis, collaboration, and communication skills and lead to self-confidence
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Teach her life skills such as time management, organization, study and test-taking skills— crucial for Upper School and college success
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Encourage her to make choices that lead to discovering her passions
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Create a culture of support and mutual respect among classmates and faculty
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Instill a growth mindset in areas where she may struggle; reminding her to change “I can’t do this” to “I can’t do this YET!”
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instilling skills FOR SUCCESS IN MIDDLE SCHOOL
Critical in the 21st-century classroom and to a student’s success in school, career, and life is developing the 4 Cs—critical analysis, collaboration, communication, and creativity. At GPS, through myriad experiences and intentional programming and design, girls are taught and experience the 4 Cs. When a girl learns how to think critically and creatively, work collaboratively, and communicate her own ideas while remaining open to those of others, she is prepared for any academic or real-world challenges that lie ahead. Most importantly, our experience shows that as girls increase their mastery of the 4 Cs, confidence is incrementally developed as well. Therefore, we aim to educate girls who will grow to become global citizens, problem-seekers (not just problem-solvers), and confident leaders in all facets of their lives.
CRITICAL ANALYSIS
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THE 4 C FRAMEWORK THAT LEADS TO CONFIDENCE
Communication is not only the sharing of ideas, but also actively listening to the ideas of others with a respectfully open mind. Good communication skills translate to success in any career and in life. At GPS, emphasis is placed on all forms of communication, whether through written expression, discussion, nonverbal cues, or technology. Girls practice effective listening and exchange of ideas through classroom presentations and projects, during cocurricular activities, and by taking ownership of their school experience (e.g. emailing teachers directly) rather than depending on adults to champion their causes.
CREATIVITY In our ever-changing world, students without the initiative and know-how to create and innovate will be vastly underprepared for their educational, personal, and professional opportunities. At GPS, creativity is entrenched in everything we do—from encouraging students to express original ideas in art or music to using creative problem-solving to find innovative approaches in any class. We emphasize that creativity is not something you were born with; it’s something you practice throughout your life.
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COMMUNICATION
Learning to work with others to accomplish a task is critical to life and workplace success. A recent survey by LinkedIn listed collaboration as one of the top four soft skills valued most by companies today. At GPS, we facilitate collaboration with girls in order to help them broaden their horizons and enjoy the rich benefit of learning together.
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The majority of students entering sixth grade are concrete thinkers by nature. The development and mastery of critical thinking, reasoning, and problem-solving are a crucial component in their development as learners. At GPS, by challenging girls on an age-appropriate level, we teach them how to recognize multidimensional problems, ask the right questions, stretch their minds to consider new possibilities, and generate solutions based on research and experience.
COLLABORATION
Recent research has shown that confidence surpasses IQ in predicting success. Confident girls are more likely to take risks and advocate for themselves and their beliefs. They are also more likely to own their own learning journey and pursue their passions. Ultimately, they are well prepared to meaningfully contribute to the betterment of the world around them. At GPS, we know that girls’ self-confidence is rooted in feelings of security and belonging and serves as a cornerstone of socioemotional wellbeing. When girls feel secure and supported, their confidence increases. Confidence is also borne from an understanding of self that requires resilience and a growth mindset, and GPS programming and practices are designed to promote these qualities.
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Confidence is a key predictor for success— EVEN MORE SO THAN INTELLIGENCE. IT’S ALSO AN AREA WHERE MANY MIDDLE SCHOOL GIRLS STRUGGLE. CONFIDENCE CANNOT BE TAUGHT BUT CAN BE CULTIVATED. AT GPS, OUR PRIMARY GOAL IS TO NURTURE AND GROW EACH GIRL’S CONFIDENCE IN HERSELF AND HER ABILITIES.
CREATING A CULTURE OF CONFIDENCE In Untangled, Lisa Damour, Ph.D., explains the research on growth vs. fixed mindsets by psychologist Carol Dweck. “Dr. Dweck identifies two kinds of people: those with a growth mindset, who believe that their talents can be expanded with effort, and those with a fixed mindset, who believe that their abilities are static and cannot be changed. Her research clearly demonstrates that people with a growth mindset outperform those whose mindset is fixed.” She goes on to describe how girls with a growth mindset embrace challenges, welcome feedback from teachers and coaches, and feel inspired by talented peers. Conversely, girls with a fixed mindset fear challenges, feel threatened by feedback, and feel humiliated by their talented peers. HOW DO WE INSTILL A GROW TH MINDSET IN EACH OF OUR GIRLS WHILE NURTURING A HEALTHY, COUNTER-CULTURE ENVIRONMENT? » We celebrate effort and outcomes. » We teach the power of YET. “I’m not
great at this YET” or “I haven’t solved this problem YET.”
»C ollaborative problem-solving is encouraged
in all classes as often as possible.
» Teachers focus on skills and abilities
and communicate areas of strength and opportunities for growth, not just grades.
»O ur ungraded STEM class for seventh- and
eighth-graders allows a safe space to take risks, fail, persevere, and then succeed.
»M any teachers encourage test retakes
and reassessments so girls don’t give up and move on. They practice until they achieve success.
»O ur robust advisory program allows girls
to tackle tough topics together and set healthy goals, reframing statements such as “I want to get all A’s” to “I want to master my understanding of a concept in math.”
» A sense of belonging is a key component
of the GPS experience, from our Cat-Rat program to pairing girls with alumnae and other role models in our community.
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NEW Eighth Grade Capstone Class
TIERED learning GPS Middle School offers a rich and engaging academic program that lays the foundation for students’ academic paths while developing the vital skills for their future success in Upper School and beyond. Recognizing that intellectual development is a process, each grade in Middle School is designed to build upon the knowledge and skills attained during the previous grade. This approach allows each girl to gradually and appropriately take ownership of her learning journey.
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In sixth grade, emphasis is placed on providing a positive and individualized onboarding academic and social experience for each girl so she can: »A chieve a sense of belonging and interpersonal connection through small-group learning »G ain her footing academically »B uild a common foundation of skills competency »E mbrace the value of a multidisciplinary approach to thinking and learning
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In seventh grade, girls build acuity in their academic skills while receiving perspective on the socioemotional aspects of development through: »A n increased emphasis on collaborative classroom experiences » A focus on the development of communication skills » Th e development of solution-seeking skills by learning to ask questions, identify problems, and complete problem-solving exercises » A gradual increase in academic challenges »O pportunities to take risks, try new experiences, and gain confidence with the encouragement of their teachers and peers »G aining a healthy perspective on friendships, conflict, and choices
Through the Capstone Class, each eighthgrade girl will explore, research, and design a learning experience on a topic of her choosing and share her work and results at the end of the year. Engagement with her peers, faculty, and the wider community will enrich this process. The artifact and the sharing will be based on each girl’s guiding question, learning journey, and the goals of her individual capstone experience.
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In eighth grade, the emphasis is on the application of acquired skills, student-driven educational experiences, and readiness for Upper School through: »A rticulating/defining areas of strength and interest »P reparing them for the academic challenge of Upper School »S harpening academic abilities »H oning study and organizational skills to support increased academic challenges
A senior welcomes a new freshman to the Upper School on Opening Day after her walk across the lawn.
Preparing Girls for Success in the Upper School Middle School provides a place for exploration and self-discovery while simultaneously offering a ramping-up of academic challenges and independence. As our ninth-graders walk across the lawn on the first day of their freshman year to their new home in the Upper School, we want them to do so with the assurance that they are well prepared.
EIGHTH-GRADE EMPHASIS Throughout their Middle School experience, girls test the waters in different areas of interest through athletics, arts, class electives, and clubs. In eighth grade, they are coached to be more fluent in articulating their areas of strength and honing their interests. As a result, they are able to begin charting their academic path for Upper School. Eighth grade is also characterized by increased academic challenges and independence. For example, eighth-graders have a free study period where they use their time-management skills and learn the benefit of working on homework at school. In class, students are also introduced to more longterm projects with fewer check-in points to exercise their planning and organization skills. We redirect girls from focusing on perfection, which is an unattainable and unhealthy goal, to becoming resilient. It is during this critical time that we increase expectations, encourage her to stretch beyond her comfort zone, and take risks—all within a highly supportive environment.
FRESHMAN SEMINAR HELPS WITH TRANSITION TO UPPER SCHOOL In the GPS Upper School, new ninth graders are received with much enthusiasm and continued support for their success. Emphasis is placed on making sure freshmen know what to expect and in building their study and social skills. Freshman Seminar, a 16-week program for all ninth-graders, includes discussions that center on topics to help them have a successful introduction to high school. Through a small-group structure, girls connect with each other while also becoming familiar with Upper School faculty and staff who have a vested interest in their growth as individuals, scholars, and community members. Students further develop the skills of time management, self-advocacy, goal-setting, and healthy risktaking while learning to cultivate balance in their lives. Considerable time is also spent helping girls become proficient with their new MacBook computers.
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supporting her
ALONG THE WAY
FOR GIRLS, RELATIONSHIPS MATTER For many, success in school is measured by GPAs, athletic trophies, or popularity. But at an all-girls school, relationships provide an immeasurable boost to student success. We understand what girls need to succeed—healthy relationships to fuel learning. Ask any GPS girl, present student or alumna, what aspect of her GPS education matters most, and she will report friendships with schoolmates and relationships with faculty and coaches.* In more than a century teaching girls, we have seen evidence that supportive and caring relationships with teachers allow girls to achieve success in and out of the classroom.
“MY TEACHERS ENCOURAGED ME AND HELPED ME FIND MYSELF AT A YOUNG AGE .”*
“BESIDES MY FA MILY, GPS WAS THE MOST IMPORTANT INFLUENCE IN MY LIFE .”*
*2018 student survey
As children experience positive relationships with teachers, they develop interests in school activities, are more motivated and willing to learn, and report higher academic achievement. Source: 2016 study published by the US National Library of Medicine
OUR FACULTY Following teaching methods and the best practices in educating girls, our faculty is committed to and passionate about nurturing and supporting girls in their intellectual and emotional development. GPS teachers inspire students to reach beyond their comfort zones and guide them as they discover who they are now and who they can become in the future. Small-class settings allow teachers to not only know students as individuals, but also to recognize when they need more individualized support. This support extends beyond the classroom. Whether on a grade-level retreat, in an advisory group, in an after-school theater rehearsal, or at practice, she will be surrounded by teachers and coaches who make her feel safe to ask questions, take risks, to fail and try again, and to believe she can accomplish anything. 80% OF ALL FACULT Y HOLD ADVANCED DEGREES
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8:1 STUDENT:TEACHER RATIO
17% OF ALL TEACHERS ARE GPS ALUMNAE
“My favorite part of teaching at GPS is the relationships with the girls. It is an honor to watch them grow from age 11 to 18 and have a front-row seat to their developing into strong, confident young women. I can’t tell you how many times I’ve learned something from their thoughts and actions that has bettered my life.” —LAUREL MOORE ZAHROBSKY ’90, DANCE TEACHER
SUPPORT SERVICES Students also have access to our Support Services Team, which includes the GPS Learning Center (with faculty learning specialists and peer tutors) and counseling services. While counselors address social and emotional needs, learning center specialists reinforce skills and provide instruction to support the learning styles and needs of any girl who requires assistance, including girls with documented learning profiles. The Support Services Team also plays a key role in facilitating communication between students, teachers, parents, and other key players to help her realize her highest academic potential. Any girl is welcome at Homework Help Club, an opportunity offered after school each day and staffed by one of our Learning Specialists. This resource allows girls to receive additional support and guidance on her daily homework. Our Support Services Team »M iddle School Counselor (Licensed Clinical Mental Health Counselor) »L icensed School Psychologist
»L earning Specialists »L icensed Special
Education Teacher
ADVISORY From sixth grade to senior year, girls are placed in an advisory group led by a faculty member. (Beginning her sophomore year, she will remain in the same advisory group until graduation.) During advisory, she will participate in activities and discussions designed to support her socioemotional growth. Advisory groups also provide a time to dig deeper into discussions prompted by special speakers. Grade-Level Advisory Themes Sixth: Learning the Ropes »W hat does it mean to be a GPS girl? »W hat pieces look “the same”? »W hat pieces are different for you? Seventh: Living the Middle »H ow do you self-advocate and take initiative? »H ow do you grow as a student, a self-advocate, and as a positive community member throughout the year? Eighth: Leading the Way »W hat does leadership look like? »H ow do you lead others in our community? »H ow do you support other members of a group?
ENCOURAGING SELF-ADVOCACY THROUGH STUDENT-LED CONFERENCES Authentic self-advocacy begins when a girl learns to use her voice in an environment where she feels safe and supported. During student-led conferences, along with her advisor, girls personally relay their progress. Beforehand, students take time to consider their academic progress so they can articulate what has been both successful and challenging for them to-date and how they can use each experience as an opportunity for growth. This self-evaluation process is crucial as girls take on more ownership of their learning journey. Parents benefit from hearing directly from their daughters and having another point of connection to her GPS experience.
“Student-led conferences provide an opportunity for parents and students to have more meaningful conversations about school and allow students to be involved in the conversation about their learning. Girls get to take ownership of their successes and struggles.” —ANNIE LOVELESS SOLLMAN ’02, MIDDLE SCHOOL MATH TEACHER A G U I D E T O M I D D L E S C H O O L AT G P S | 1 7
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MIDDLE SCHOOL classes SIXTH GRADE (all classes available to 6th graders) ENGLISH »E nglish 6 HISTORY AND SOCIAL SCIENCES »G lobal Cultures MATHEMATICS »M ath 6 SCIENCE »L ife Science WORLD LANGUAGES » I ntroduction to the Romance Languages ARTS »A rt 6 »D ance 6 »E xploring Music »W ind Ensemble »B eginning Winds & Percussion » Beginning Strings »M iddle School Advanced Orchestra » Theater Arts 6 P HYSICAL EDUCATION »S HAPE 6 C OMPUTER SCIENCE » Discover Computer Science SKILLS »M iddle School Skills
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SEVENTH GRADE (all classes available to 7th graders) ENGLISH »E nglish 7, Honors English 7 HISTORY AND SOCIAL SCIENCES »A ncient Civilizations MATHEMATICS »P re-Algebra, Honors Pre-Algebra »H onors Algebra I SCIENCE »E arth and Environmental Science WORLD LANGUAGES » I ntroduction to French, French I » Introduction to Latin, Latin I » I ntroduction to Spanish, Spanish I ARTS »A rt 7 »D ance 7 »S trings »W inds & Percussion »A dvanced Wind Ensemble »M iddle School Advanced Orchestra »M iddle School Choir » Th eater Arts 7 PHYSICAL EDUCATION »S HAPE 7 COMPUTER SCIENCE »D esign and Discovery (Computer Science and Engineering) STEM »S TEM Elective SKILLS »H uman Growth and Development
EIGHTH GRADE (all classes available to 8th graders) ENGLISH »E nglish 8, Honors English 8 HISTORY AND SOCIAL SCIENCES »C itizenship in Action MATHEMATICS » I ntroduction to Algebra »A lgebra I, Honors Algebra I »H onors Geometry SCIENCE »P hysical Science WORLD LANGUAGES »F rench I, French II »L atin I, Latin II »S panish I, Spanish II ARTS »A rt 8 »D ance 8 »A dvanced Wind Ensemble »M iddle School Advanced Orchestra »M iddle School Choir » Th eater Arts 8 PHYSICAL EDUCATION »S HAPE 8 COMPUTER SCIENCE »D igital Makers STEM »S TEM Elective SKILLS »C hanges & Choices
SIXTH-GRADE SKILLS COURSE
This course introduces skills essential for being a successful sixth-grader and Middle School student at GPS. Students will work on staying healthy, managing stress and anxiety, communicating effectively with peers and teachers, resolving conflict with peers and parents, using social media and technology appropriately, and maintaining self-esteem. Topics Covered: » peer relationships »p ersonal hygiene » study skills »h ow our brains » organization and bodies work » self-awareness SEVENTH-GRADE HUM AN GROW TH AND DEVELOPMENT
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The next step in the health and wellness curriculum, Human Growth and Development, teaches students how their brains and bodies change and about human reproduction. Students explore adolescent emotions, practice resolving conflict, and identify choices that nurture their bodies and brains through nutrition education and proper hygiene practices. An emphasis is placed on self in the context of relationships. Objectives Include: » self-awareness »b oundary-setting » self-care » fi nding balance » self-esteem
The Middle School years are a time of many changes in the life of a girl. It is important that she be equipped to understand and process the emotional, physical, and social aspects of adolescence and be constantly supported along the way. At GPS, preparation in life and study skills is an integral part of the Middle School program and a crucial part of preparing girls for a lifetime of emotional and physical health.
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Preparing Her for School and Life
EIGHTH-GRADE CHANGES AND CHOICES
This interactive class is designed to assist eighth-graders as they learn to make informed decisions based upon factual information and to identify and discuss ways to cope with their emotions and social pressure. The class encourages girls to have self-respect and to choose wisely as they encounter new freedom and experiences. Topics Covered: » responsibility » e ffective » respect for others communication » decision making » relationships » dealing with » a ppearance ideals peer pressure and media »p roper nutrition A G U I D E T O M I D D L E S C H O O L AT G P S | 1 9
HUMANITIES
“The more we provide girls the opportunity to find relevance in their own lives, to personally connect with the people and topics they are studying, and to bring to life the content, the more they learn and comprehend.” —LYNNE MACZIEWSKI, GPS HEAD OF MIDDLE SCHOOL
What can a girl discover if she knows where and how to look? Due to the cooperative nature of the Middle School humanities faculty, the English, world languages, ancient civilizations, citizenship in action, and global cultures teachers are able to blend concepts and values across disciplines for the benefit of their students. This interdisciplinary approach, combined with an inquiry-based process, prompts a student to learn while employing a variety of resources. As a result, she becomes a careful reader, a curious questioner, and a clear communicator. Most GPS Middle School humanities classes begin the year with essential questions— queries that drive the curriculum and provide a way for girls to connect the content to their own lives. For example, simply asking, “How do I fit into a global environment?” can drive analysis of a literary text or reflection about another civilization or country. She also experiences cultural immersion in her world language classes. Girls are exposed to many different lived experiences—both of their peers and students around the world. They are taught how to curate evidence and gather quality information, as well as share their thoughts and ideas through civil discourse. Whether through a Socratic seminar or the Harkness method, sharing of thoughts, ideas, and perspectives with peers in a respectful and supportive learning environment leads to a greater understanding of the subject matter. In English, her teachers integrate Latin into methods to increase her vocabulary. Often away from their desks and spread across the classroom floor or huddled in small groups, girls might use design-thinking to propose solutions to real problems such as creating an artistic map on how a bill becomes a law. In every project, students are challenged to use evidence to support their findings—aloud or on paper—and to consider more than one position along the way. Acquisition of these skills sets the stage for success in the GPS Upper School and beyond as our girls become global citizens and critical thinkers.
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STEM At GPS, we have changed the narrative in STEM, particularly as it applies to girls. Our students discover a passion for and go on to pursue degrees and careers in STEM fields at more than five times the national average rate. Of GPS alumnae from the classes of 2011-14 who have graduated college, 38 percent received a degree in a STEM field.
science • technology engineering • math OUR STEM LEARNING PHILOSOPHY Our goal is for all students to gain a mastery of foundational STEM skills that will empower them as global citizens and future contributors in whatever field they choose. »S tart early | We expose girls to STEM in sixth grade to increase familiarity
and fluency. While opportunities in STEM increase throughout Middle School, it is important for girls to remain confident in themselves and their abilities in STEM subjects.
»S TEM for all | Each girl benefits from the skills obtained in STEM class,
and girls can choose projects that align with their interests and passions— from designing a hoverboard car to 3D printing virtually designed pottery.
»Y es you can | We embrace the power of YET, changing the narrative from
«
Each Middle School student uses an iPad across her curriculum.
“I’m not good at math” to “I’m not good at math YET!”
»B etter together | Problem solving is done in a collaborative setting to which
girls are naturally drawn. Students are encouraged to work in teams, creating a positive and supportive environment where risk-taking and failure are safe.
»K eeping it real | Courses focus on human-centered instruction by involving
mentors and solving real-world problems.
» I nspiration for aspirations | Girls are inspired through interactions with
women in a wide variety of STEM careers, including GPS alumnae who often return to campus to meet with them.
»L ow-stakes options | Our clubs, enrichment opportunities, and an ungraded
STEM elective allow girls to take risks, problem solve, try new things, and explore areas of interest without focusing on perfection.
»H ands-on, real-life | STEM at GPS is designed to maximize learning
through approaches that leverage how girls think, feel, and behave. They are instructed to be planful but not overly cautious, and to be open to a messy process as they make allowances for the unexpected.
»P roblem-solving and critical thinking | Students are exposed to myriad
problem-solving opportunities and real-world applications of knowledge and skills in math and other STEM classes.
»L ab-based sciences | Students learn to identify problems, design experiments
and explorations, analyze data, and draw scientific conclusions.
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6.7
Our Middle School computer science lab features Mac desktop stations.
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38
NATIONAL PERCENTAGE OF WOMEN WHO EARN A DEGREE IN A STEM FIELD
PERCENTAGE OF GPS ALUMNAE WHO RECEIVED A DEGREE IN A STEM FIELD BETWEEN 2011 AND 2014
ROX (RulingOurExperience.com)
National Student Clearinghouse
LIBRARY AND MAKERSPACE No limits to what she can do! GPS students benefit from one of the best-equipped libraries and makerspace studios in the region. Here everything is hands-on—from the books and 3D printers to the robotics studios. Girls can “play” and learn with anything they can imagine, thereby increasing their mastery and confidence with technology.
MIDDLE SCHOOL COMPUTER SCIENCE & ENGINEERING AT A GLANCE
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Discover Computer Science | Sixth Grade Intro to concepts such as computational thinking, algorithm development, logic, and program design
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Design and Discovery | Seventh Grade Incorporates computer science, technology, and engineering principles to emphasize research, teamwork, digital organization, creativity, and problem-solving skills
«
Digital Makers Elective | Eighth Grade Harnesses the technology GPS has to offer to help students manufacture a product using tools such as iMovie, littleBits, and 3D printers
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STEM Elective | Seventh and Eighth Grades A deeper dive into design thinking and prototype creation using virtual reality, video, animation, podcast production, 3D printing, drone programming, and robotics
Our library and makerspace include: »D atabases including EBSCO Discovery Serviceservice »L ibrary book collection: 9,156 nonfiction, 5,258 fiction, 861 multimedia, and 180 new books added annually »N ine virtual reality stations with software integration across curricula »3 D printing studio with six Taz printers and eight mini printers »M akerspace including a laser cutter, drill presses, cordless hand tools, CNC machine, glassworking band saws, vacuum former, tile saws, and hot glue guns »P odcast studio with mixing board and computer with audio recording/ editing software »V ideo production studio with green screen and animation capabilities »R obotics studio with Lego Mindstorm EV3 robots, Spheros, Mini Spheros, remote control vehicles, 22 coding drones, a wide variety of small and large drones, and 12 soldering stations as well as a wide variety of electronic components »W oodworking equipment including a wood-turning lathe, scroll saws, and desktop belt sander
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FINE & PERFORMING ARTS
creativity, expression,
A recent study showed that integrating arts with other subjects improved test scores and student learning measures overall. Researchers also discovered that skills learned in the visual arts helped with literacy skills and that playing an instrument led to better math outcomes. (Source: Forbes.com) At GPS, we recognize the value of integrating arts into nearly every facet of life. Therefore the arts are not limited to studio spaces and stage performances. Arts education, as an essential component of our curriculum, is embraced by every discipline including STEM and humanities. Guiding and nurturing a young student with a creative and curious spirit in her artistic journey is the primary purpose of the GPS Fine Arts experience in Middle School. Not only do our Middle School students have arts classes built into their daily schedules, but they also experience a rich, multidisciplinary program that allows them to connect and better understand what they are learning in other disciplines through their art classes. From sixth-grade year through senior year at GPS, girls have nearly 50 fine and performing arts options—both in school and after—from which to choose, including music, theater, dance, and visual and digital arts.
PERFORMING ARTS Boasting one of the largest theaters in Chattanooga, GPS offers thespians, dancers, singers, and musicians myriad opportunities to fulfill their performance dreams. The Middle School theater arts program seeks to be highly inclusive, welcoming each student who wants to perform, video, or work backstage on the coordinate performances with McCallie School students. A model program for dance education throughout the country, GPS dance provides beginning and advanced dancers with appropriate outlets for discovery and mastery of skills in three professional dance studios. Middle School students may enroll in our dance extracurricular program—Motion Makers—and receive extra performance experience and training in technique and improvisation. If she finds her passion for dance, she can audition for Terpsichord, the longest-running high school contemporary dance company in Tennessee. Vocal performance is another exciting program at GPS, featuring a Middle School coordinate choir that practices and performs with McCallie. At the upper school level, advanced singers have many opportunities to perform, from GPS Singers to coordinate Candlelight Choir and Chamber Singers.
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The GPS instrumental music curriculum boasts one of the largest performance-aimed programs in the area. The program includes several levels of strings and wind ensembles, from beginning to intermediate, while Advanced Orchestra and Wind Ensemble provide the perfect outlet for more experienced musicians. Students can pursue their instrumental interests through classes and a variety of music activities: Junior and Senior Clinics, soloist and small groups joint recitals with McCallie School, and Tango Strings, a talented performance quartet widely known and sought-after in the Chattanooga area.
FINE ARTS Visual arts, or fine arts, is created primarily for aesthetic purposes and judged for its beauty and meaningfulness, specifically in the areas of painting, sculpture, drawing, watercolor, graphics, and architecture. Our fine arts curriculum offers students a strong foundation in art elements and design principles while developing organizational and group-thinking skills.
ARTS AT A GLANCE FINE ARTS Middle School: » Art 6, 7, 8 Upper School: » Art I, II, III » Ceramics I, II » Sculpture I, II » AP 2D » AP 3D Design » AP Studio Drawing
» College Portfolio Art » Graphic Design I, II »A dvanced Photoshop
I, II
»M edia Arts I,
II: Filmmaking, Advanced Filmmaking » AP Art History
DANCE Middle School: » Dance 6, 7, 8 » Dance Club » Motion Makers* Upper School: » Modern Dance
» Terpsichord »U pper School
Dance Ensemble
»C horeography,
Advanced Choreography
INSTRUMENTAL MUSIC Middle School: »M iddle School » Exploring Music Advanced Orchestra »W ind Ensemble, Upper School: Advanced Wind » Senior Orchestra Ensemble »A dvanced Senior »B eginning Winds Orchestra & Percussion, » Tango String Ensemble* Winds & Percussion »T ornado Winds, GPS/ » Strings McCallie Pep Band* VOCAL Middle School: » Middle School Choir »G PS/McCallie Middle School Coordinate Choir
“The self-confidence she feels when she challenges herself is awesome to witness. Whether performing a dance, in a play, or a musical number or creating a masterpiece in the art room, girls gain tremendous respect for themselves and their peers.” —MEG PERSINGER BROCK ’79, FINE ARTS DEPARTMENT CHAIR
THEATER Middle School: » Theater Arts 6, 7, 8 »G PS/McCallie Middle School Musical* »M cCallie/GPS Middle School Play* Upper School: » Th eater Studio I, II, III, IV » Technical Theatre » Public Speaking
Upper School: » GPS Singers »M cCallie Candlelight Chorus*
»G PS/McCallie
Upper School Fall Play*
»G PS/McCallie Upper
School Spring Musical*
» McCallie/GPS Fall Play* »M cCallie/GPS
Spring Play* »G PS/McCallie 10-Minute Plays*
* Offered after school
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ATHLETICS
Athletics at a Glance GPS Athletics teaches girls to: »B e team players »U nderstand the importance
of mental toughness
»A ccept challenges
enthusiastically
»V alue strength, fitness,
stamina, and good health
Research shows that every aspect of a girl’s life can be enhanced by participating in sports: relationships, confidence, emotional well-being, health, body image, even academic performance. According to the Women's Sports Foundation, girls drop out of sports at two times the rate of boys, and more than half will quit playing sports by age 17. At GPS, however, girls keep playing. Two out of three GPS Middle School students and 60 percent of Upper School students participate in sports, compared to 36.8 percent in Tennessee (the second lowest in the country). With 15 varsity sports and 12 Middle School sports, every girl can find her place—on the field, court, river, track, course, or in the gym or pool. To keep girls in sports, we tailor coaching to their socioemotional development, ensuring they have the support they need to succeed. This means a coaching model focused on encouragement and positive feedback. Coaches are also relational and take time to explain the why behind what they are asking of each girl to increase buy-in. GPS athletes and coaches were recognized with the AF Bridges Award for the TSSAA East Region for the 2018-19 school year. The annual award recognizes the high ideals of ethics and integrity in the teaching and promotion of citizenship and sportsmanship. 2 6 | A G U I D E T O M I D D L E S C H O O L AT G P S
BRUISER DEFINITION: A BRUISER IS A GPS GIRL WHO—IN SPORTS AND IN LIFE—IS AN ATHLETE , FIGHTER, LEADER, HARD WORKER, TEA MM ATE , WINNER, AND SISTER. SHE IS TOUGH, AGGRESSIVE , STRONG , UNBREAK ABLE , DEDICATED, BOLD, RESILIENT, FAIR, SM ART, CONFIDENT, PREPARED, AND EMPOWERED. A Bruiser as defined by our students
SINCE 2006, GPS BRUISERS HAVE WON
20 27 100% STATE TITLES
THE VALUE OF ATHLETICS FOR GIRLS
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Source: Ernst & Young
»G irls
typically experience a significant drop in confidence throughout middle school; however, girls who play sports report confidence at consistently higher rates than girls who don’t consider themselves athletes. Source: RulingOurExperiences.com
I am a confident person (athlete) 88
% of girls
REGION CHAMPIONSHIPS
OF OUR ATHLETIC RESOURCES IS DEDICATED TO THE SUPPORT AND SUCCESS OF OUR FEMALE ATHLETES.
percent of female C-suite executives participated in sports as teenagers.
75
5th »
82
78
I am a confident person (non-athlete)
73 64
73
67
65
72
69
6th
7th
59
56
57
55
57
8th
9th
10th
11th
12th
ationally, middle school students participating in one or more N interscholastic sports have higher grades than nonathletes, even when socioeconomic status, gender, age, and family composition are taken into account. Source: NASSP.org
#BRUISERSTRONG
Outside of organized sports, we look for ways to incorporate exercise and movement. In 1990 GPS was recognized in the Southeast for creating SHAPE—Starting Habits to Attain Physical Excellence—our Middle School physical education program. SHAPE continues to prepare every GPS girl for lifelong healthy habits through fitness, nutrition, wellness, and play.
TRAILBLAZERS IN GIRLS SPORTS
1909 1974 1994 2005 «
GPS WAS THE FIRST IN CHAT TANOOGA TO OFFER GIRLS:
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Basketball Bowling** Cheerleading Climbing** Cross Country Diving Golf Lacrosse Rowing** Soccer Softball Swimming Tennis Track & Field Volleyball
Middle School girls have access to their expertise each Wednesday through Bruiser Power Hour, an optional, after-school enrichment that emphasizes self-care while preparing girls for the next level of competition.
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15 Varsity Sports 12 Middle School Sports
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SPORTS OFFERED
One way we stand out among other programs is our newly redesigned strength and conditioning program, which is the area’s only all-female program with two National Strength and Conditioning Association-Certified Strength and Conditioning Specialists. Every aspect is geared toward improving performance, speed, and recovery along with injury prevention.
BASKETBALL*
GOLF
ROWING
L ACROSSE
*spearheaded the formation of the city’s first league
**Offered only in Upper School
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BEYOND THE classroom
As girls move through the adolescent stage of development and begin to become who they are and who they want to be, they need opportunities— to explore interests and passions, try new things, meet others beyond their inner-circles and community, and venture to new places. At GPS, through a robust cocurricular program including clubs, after-school enrichment, Winterim, and more, girls have abundant opportunities to do just that. BENEFITS OF THESE PROGRA MS » I mprove students’
academic performance and engagement in learning
»P rovide girls with
opportunities for growth in areas and skills outside the classroom
» I ntroduce them to possible
career paths, leadership, and philanthropy
»S trengthen the
relationships between students and cultivate the spirit of sisterhood
»B uild meaningful
connections with other adults and students beyond our community
»S howcase the talents
of our girls
AFTER-SCHOOL ENRICHMENT While the school day will certainly be full, we recognize that Middle School girls have many different passions, skills, and abilities beyond our diverse curriculum. Therefore, we created a program to cultivate those interests through our After-School Enrichment Programs. Middle School girls have the opportunity to partake in the following programs: »A rt Club »B ruisers Power Hour
»M otion Makers »H omework Help Club (Strength Training) »R obotics Team »M ath Team »Y oga »M iddle School National History Day » Y oung Authors Writing Club »M iddle School Science Olympiad *No additional cost to families.
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CLUBS Once a week, girls participate in a club elective of their choice. The wide variety of club offerings allows our girls to explore additional interests and passions outside of their daily Middle School courses. SAMPLE OF MIDDLE SCHOOL CLUBS: » » » » » » » » » » » » » » » » »
Art Club B all Club Book Club Card Sharks Christian Forum Cursive Writing Cooking Club Dance Club E ntrepreneurship Club E nvironmental Club F ellowship of Christian Athletes G ames Club Girls Who Code Improv Club Kindness Club Music Masterclass R iver Girls (partnership and mentorship with Upper School Tucker River Fellows girls) » Shark Tank » Stock Market Club » And MORE! In Upper School, the list of clubs grows and becomes more tailored to specific interests, passions, possible areas of study, or career paths.
WINTERIM Each February, our Middle School girls participate in a highly anticipated week of learning and bonding outside the classroom. Winterim offers each girl the opportunity to engage in activities she might not otherwise be able to explore during the school year. Each four-day experience is carefully crafted by the Middle School faculty to encompass both experiential learning opportunities tied to the curriculum and time to have fun and build relationships with classmates. PREVIOUS WINTERIM OPPORTUNITIES FOR MIDDLE SCHOOL
Sixth Grade: An in-town adventure to engage the heart, body, and mind with our local community while strengthening the bonds of sisterhood. Destinations and Activities Included: »C reate tessellations (tiles with geometric shapes) at a local pottery studio and learn how they connect to both math and global cultures »E xplore Rising Fawn Gardens for hiking, yoga, sampling native winter plants »V isit the Creative Discovery Museum and its exhibits Seventh Grade: Exploring the magic of Nashville—a city full of music, history, culture, and fun! Destinations and Activities Included: »C omplete a Design-Thinking Challenge based on the Science Olympiad Sound of Music contest »T our of the replica of the Greek Parthenon and Vanderbilt University campus »S ee a show at the Grand Ole Opry and visit the Country Music Hall of Fame, Frist Museum, the State Capitol Building, and the Tennessee State Capitol Building Eighth Grade: A four-day tour of cities of the South—Chattanooga, Atlanta, and Birmingham. Destinations and Activities Included: »T our of the Bessie Smith Cultural Center and the African American Museum »V isit Zoo Atlanta, The World of Coca-Cola, The Center for Puppetry Arts »V isit The 16th Street Baptist Church, Kelly Ingram Park, The National Center for Civil and Human Rights, McWane Science Center and Museum
In Upper School, Winterim offerings include a long list of local as well as domestic and international travel opportunities designed by faculty to pique students’ interests and expose them to career-oriented or cultural experiences that can prove to be life-changing. During the week, an Upper School girl might discover her ability to steer a dogsled, navigate a remote trail, dye fabric with plants, or swim with sharks. She might venture to a faraway place where the culture, language, and food are much different from her own. She might hone her test-taking or interviewing skills or learn to drive. Sometimes a potential career path takes root, a new college option is added to her list, or a quiet time of introspection resets her mind and allows her to return to the classroom with a renewed sense of purpose. A sample of our most recent Upper School Winterim experiences: »S tay Local: Career exploration
(mentoring and shadowing opportunities with local professionals including several GPS alumnae), film camp, and workshop in creating a successful business and entrepreneurial endeavor »H it the Road | Domestic: White Stallion Dude Ranch in Arizona, Dogsledding in Minnesota, college tours, NASA University (a five-day mathematics and engineering mission at Johnson Space Center in Houston), senior trip to Disney World »H it the Road | International: India, Japan, Costa Rica, Chile, Belize » and more!
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« «
“Winterim trips give us the extended opportunity to travel and visit institutions or take part in cultural experiences that enhance our current curriculum. We know that girls learn best when they experience something together, discuss it in the moment, and share their thoughts and process their ideas with their peers and their teachers. Most importantly, our girls continue to build the sisterhood that is so important to them and to our community as a whole.” —LYNNE MACZIEWSKI, HEAD OF MIDDLE SCHOOL A G U I D E T O M I D D L E S C H O O L AT G P S | 2 9
GPS and McCallie students enjoy a picnic and games before watching the Middle School fall musical.
MIDDLE SCHOOL CAREER EXPLORATION DAY Girls need to see it to be it! Each fall our Middle School students spend a day visiting and shadowing local businesses to learn about various careers and life paths. From urban farming to medical professions, startups, adventure and tourism, and more, these careers come to life and become more real as our girls gain early exposure to a few of the unlimited possibilities for their futures.
STUDENT LEADERSHIP At GPS, every leadership position is held by a girl. Even in Middle School, students learn to lead classroom discussions, small group projects, and in clubs or student organizations. Here, leadership of all kinds is cultivated and encouraged in our students.
COMMITTED TO SERVING OTHERS We strongly believe that our students should be engaged members and leaders of their communities—today and throughout their lives. That mindset is fostered through myriad service opportunities at GPS that allow girls to realize the importance of being part of something bigger than themselves. Throughout the year, our girls support Partnerships in the Community by baking desserts for families staying at the Ronald McDonald House, making dog toys for local shelters, or raising money through a coin drive to purchase meals for those in need. Then on Martin Luther King Jr. Day of Service, they join our entire community—teachers and students—to work together on projects throughout the city.
OVERNIGHT RETREATS Not only do we teach girls about relationships in their middle school Skills classes, but we also plan and implement trips and activities so she can learn to relate to her peers outside the classroom setting. Middle School students are often excited and a bit anxious about starting a new school year. New teachers. New coursework. New expectations. Our Middle School overnight camp retreats allow girls to build and strengthen their bonds with each other and their teachers. Being away from school and participating in fun—and sometimes challenging— activities designed to foster team building and connection is a great way to begin each year. These adventures help to create a cohesive class spirit, promote character development, and encourage middle-schoolers to form friendships with the girls who will be their GPS sisters for life.
COORDINATE PROGRAM As much as we believe in the importance of an all-girls education and employ the research supporting singlesex classrooms, we recognize the benefit of helping our girls gain the ability to communicate well and establish healthy relationships with their male peers. Our coordinate program with the all-boys McCallie School allows both our students and theirs to reap the benefits of a single-sex education while still having an abundant number of ways to interact, work side-by-side, and make lasting friendships. EVENTS S ixth-Grade Riverwalk G ame Nights F ootball Tailgates L ake Parties D ances F ield Day C oncerts T alent Shows
» » » » » » » »
PERFORMANCES »F all Musical » I nstrumental Music
Concerts
»C horal Concerts,
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Girls digitally create their own rollercoaster simulations during Middle School career day.
Sixth-grade girls canoe during overnight retreats.
Coordinate Choir »S pring Play
PARENT partnership
RECENT GUEST SPEAKERS AT GPS
We firmly believe the credit for your girl’s success does not rest solely with her GPS experience. As her parents or guardians, you have laid the foundation for her to go far in school and in life. Every action and interaction she experiences at our school builds upon what she’s learned at home and at her elementary school.
»D R. LISA DA MOUR, Executive
Director of Laurel School’s Center for Research on Girls in Ohio and author of two New York Timesbestselling books: Untangled: Guiding Teenage Girls Through the Seven Transitions into Adulthood and Under Pressure: Confronting the Epidemic of Stress and Anxiety in Girls.
While teaching methods continue to evolve over time, one predictor of academic success remains constant: family engagement. Ongoing research by the National Education Association (NEA.org) confirms that family engagement in their child’s school improves their academic achievement, reduces absenteeism, and restores your confidence in their educational journey. As a result, she earns higher grades and test scores, has better social skills, and exhibits better behavior than her classmates with no parental involvement. To better partner with you during her time at GPS, we offer many opportunities for you to connect with other parents, communicate with her teachers, learn from experts in girl development, and support your daughter through fun and engaging school activities. We even celebrate her grandparents with a special day devoted to them on campus each year.
»D R. MICHAEL C . GURIAN,
Cofounder of the Gurian Institute (Spokane, Washington), and author of several books including The Wonder of Girls and Boys and Girls Learn Differently!
You are always welcome on campus, and we encourage you to take an active role in her education at GPS. We will regularly host special speakers who are experts in girl development who also meet with our faculty and staff to ensure we stay abreast of the most recent research related to girls. Daughters and Donuts
»D R. ELI LEBOWITZ , from Yale
Child Study Center, an expert on the development, neurobiology, and treatment of anxiety and related disorders
Sixth-Grade Mother/Daughter Tea
»K ATIE MCPHERSON, Executive
Director of the Gurian Institute and expert presenter on the effects of social media on girls
» R OSALIND WISEM AN, author
of Queen Bees and Wannabes and national expert on creating Cultures of Dignity
RECOMMENDED READING The books authored by our special guest speakers as well as:
« «
Why Gender Matters and Girls on the Edge by Dr. Leonard Sax
« Back-to-School Night for Parents
The Confidence Code and The Confidence Code for Girls by Katty Kay and Claire Shipman
Screenwise: Helping Kids Thrive (and Survive) in Their Digital World by Dr. Devorah Heitner
Dr. Lisa Damour A G U I D E T O M I D D L E S C H O O L AT G P S | 3 1
Where everything begins and ends with
what is best for girls.
205 Island Drive | Chattanooga, Tennessee | 37405 GPS.edu © 2020 Girls Preparatory School | All Rights Reserved
