Private School Planner 2021

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YOUR GUIDE TO NORTHEAST OHIO SCHOOLS

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HOME OF THE

Introducing new programs: Tourism & Hospitality Urban Studies Data Analytics

malone.edu/newprograms

Take a virtual tour Visit our campus from your phone or laptop. malone.edu/virtualtour

Online programs

Malone offers convenient online undergraduate, graduate, and degreecompletion programs. online.malone.edu

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Welcoming mentoring Serving No matter where you are on your faith journey, you are welcome here. Through personal mentorship from our faculty and staff, we prepare students for rewarding careers and to be servant leaders in their communities.

The Pendle Hill Pledge provides students with: Career-focused personality inventories One-on-one mentoring with faculty Education in the practical skills of job-seeking Internship, practicum, service-learning, or major research opportunities

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2. MALONE UNIVERSITY 3. CONTENTS / WELCOME LETTER 4. MALONE UNIVERSITY - SERVING A GREATER PURPOSE 6. HATHAWAY BROWN - LEARNING FOR LIFE 7. THINKING OUTSIDE THE SCREEN 9. DEVELOPING TOMORROW’S LEADERS 10. CLEVELAND CENTRAL CATHOLIC HIGH SCHOOL 12. GILMOUR ACADEMY 14. HAWKEN SCHOOL 16. HERSHEY MONTESSORI SCHOOL 18. LAKE RIDGE ACADEMY 20. LAUREL SCHOOL 22. MAGNIFICAT HIGH SCHOOL 24. PADUA FRANCISCAN HIGH SCHOOL 26. SAINT IGNATIUS HIGH SCHOOL 28. UNIVERSITY SCHOOL 30. VILLA ANGELA - ST. JOSEPH HIGH SCHOOL 33. THE MODEL OF ACADEMIC EXCELLENCE 35. HATHAWAY BROWN 36. MALONE UNIVERSITY Associate publisher: Amy Ann Stoessel, astoessel@crain.com Project editors: Kathy Ames Carr and Chris Lewis Reporters: Vince Guerrieri, Shannon Smith and Kathy Ames Carr For information on custom publishing opportunities, contact Amy Stoessel at 216-771-5155.

This advertising-supported section/feature is produced by Crain’s Content Studio-Cleveland, the marketing storytelling arm of Crain’s Cleveland Business. The Crain’s Cleveland Business newsroom is not involved in creating Crain’s Content Studio content.

Dear Reader, We at Malone University are pleased to be a part of this Private School Planner.

The information contained within these pages provides a glimpse of the educational opportunities available to you.

We are proud of the role we play in Northeast Ohio as the region’s Christian institution. Malone students have unmatched opportunities to explore the relationship between their calling and their career through the experiences provided by our Pendle Hill Pledge (www.malone.edu/pendlehill). You can learn more about the pledge and Malone on pages 4-5.

According to the Ohio Department of Higher Education, approximately 20% of Northeast Ohio residents have earned a college degree, a percentage that must increase to support our communities and our 21st-century economy.

We can and must do better if the region is to adapt to rapidly changing economic conditions.

Enjoy this special issue, and I invite you to explore the opportunities we provide at Malone.

David King, Ed.D. President 2021 CRAIN’S CONTENT STUDIO PRIVATE SCHOOL PLANNER 3

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SERVING A GREATER PURPOSE Malone University continues to innovate, yet remains true to its mission of preparing students for meaningful lifelong work

By KATHY AMES CARR Crain’s Content Studio-Cleveland

in technology, workforce needs, students’ expectations and evolving learning models.

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“This has been a decade of turbulence and disruption,” King said. “We recognize the marketplace we inhabit is demanding a greater pace and magnitude of change.

We have to harness what others see as a challenge or a disruption. Which levers do we pull to realize new opportunities through change? As we do that, we cannot lose our laser-like focus of continuing the continuity and integrity of our mission.”

Walter and Emma Malone had a vision of founding a school that would train students to provide practical mission work on the streets of Cleveland and throughout the world. The Quaker couple secured an old rented home on Carnegie Avenue and prayed for a small class, due to the modest size of the home — their prayers ultimately were answered.

On a blistery winter’s day in March 1892, the Christian Workers Training School opened with six registered students.

By 1957, then-named Malone College relocated to Canton, a city that at the time had a population of about 110,000 residents, and which was the largest city in Ohio without a college or university.

The institution’s move propelled its goal of enlarging its curriculum to include liberal arts and developing service-oriented students.

Now in its 129th year, Malone University has evolved into a Christian university with extensive opportunities for students to acquire a valuable mission-driven education through liberal arts, sciences, athletics and other professional degrees.

Malone University president David King considers the last few years as particularly formative in shaping the institution’s development amid the strong current of change in higher education that has been influenced, in part, by shifting dynamics

The pillars of the Pendle Hill Pledge

The underpinning of a Malone University experience includes core services of the Pendle Hill Pledge, an initiative unveiled in fall 2020, which aims to meet students’ needs for mentoring, experiential learning and career support.

“The Pendle Hill Pledge is a solid example of our faculty working together around the concept of adaptation,” King said.

The pledge provides first-year students with faculty advisers who assist them in navigating their college experience.

Undergraduate students are assured their studies include experiential learning through internships, off-campus studies, service learning or a student research project. The Pendle Hill Pledge also commits to providing students with careerreadiness services, so they are prepared to fulfill their life’s purpose.

“The day you commit to Malone, we commit to walking beside you not just in

the educational sense but in a mentoring mindset,” King said. “The Pendle Hill Pledge reminds a student why God created him or her, why the person is a gift and how they are being called to serve vocationally and purposefully.”

Students are first asked foundational questions, such as: • Who are you called to be?

• What are you called to be?

• Who will you surround yourself with?

• What will you pursue in college?

• What kind of community will you find?

• What is your vision?

• Where do you want to be in 15-20 years?

“We focus on welcoming, mentoring and serving each student. Welcoming is about cultivating a deep sense of belonging, and that you are welcome here,” said Jason Moyer, an associate professor and vice president for enrollment management.

“Mentoring involves fostering one-on-one relationships. Our other core initiative is service, which involves character formation.

We ask each young student to describe a time in their life that gave them joy — not fleeting joy, but deep joy. Our goal is to help students find this repeated sense of true joy through the service of others.”

Throughout their journey, the Malone experience pledges that each student will feel appreciated and loved, said Laura Foote, assistant professor of management studies and coordinator of the accelerated degreed programs in management studies.

“Your child will love the college they go to, but, as a parent, you want your child to be loved by the college they attend,” Foote said.

“We understand students need community, and they are not just here to attend classes and take tests. Students develop and graduate feeling valued and supported by people who have walked with them.”

Mission Statement: “The mission of Malone University is to provide students with an education based on biblical faith in order to develop men and women in intellectual maturity, wisdom and Christian faith who are committed to serving the church, community and world.”

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Malone University pledges to empower students to enter their careers and lives with meaning and purpose to serve the church, community and world through:

Preparing for the future

With 91 undergraduate areas of study, 10 pre-professional programs and five graduate degree programs to choose from, Malone University’s offerings ensure its graduates are prepared to succeed in a 21st-century global economy. The newest offerings, for example, include urban studies, hospitality and tourism, human services, cybersecurity, data analytics, digital arts and new specialized MBA programs.

Faculty are scholars who work in their fields of expertise. Malone University aims to ensure these five graduate programs are delivered through experiences that integrate leadership development skills, faith, prayer, character development and meaning.

“Students learn who they are through experiences,” said Scott Waalkes, director of general education and professor of international politics. “They serve in church, the community and the world, in paid employment, and jobs and service. We want our students to be different, better, wiser people.”

Since its founding, Malone has graduated about 23,000 students who have served their communities and the world.

For example, in 2018, The Timken Foundation awarded Malone University $1.2 million to support the creation of a new Learning Commons and establish the Timken Foundation Center for Student Success in the institution’s Cattell Library.

This gift demonstrated the community’s commitment to the investment of innovation in academic excellence, Moyer said.

Meanwhile, the development and completion of the $1.6 million Pioneer Park Competition Field underscores the university’s commitment to campus and community inclusion. The multipurpose, synthetic athletic field will be the home turf to men’s and women’s soccer teams and the newly launched men’s and women’s intercollegiate lacrosse teams.

Pioneer Park also is intended to function as a living laboratory for experiential learning in business management, operations, promotion and marketing. The field will be available as an additional gathering place for community members. Slated for the next phase of development is the Robert Starcher synthetic turf baseball field.

Building for today and tomorrow

Now, the university faces another stage of transition, as King prepares to retire in 2022 after a 10-plus years’ legacy as president.

During King’s tenure, Malone University reframed its program development to not only address academics, but also offer a cohesive strategy that incorporated readjustments to enrollment, financial and marketing models. As a result, the timeline for a new way of thinking has been accelerated, according to King. A couple years ago, he, along with institutional leaders, delivered a state-of-the-university address that encouraged a collective mindset — that each leader, faculty or student has a stake in “our Malone of the future.”

“My hope is that the work we have accomplished, particularly over the last three to four years, has positioned Malone to be an exemplar of an institution that has successfully, in meaningful ways, maintained the continuity and integrity of our mission. At the same time, we are positioned on the leading edge of independent higher education to adapt in a rapidly changing marketplace and culture and church, all of which we serve.

We want Malone to be a highly regarded example of adaptation that continues to serve our constituents, who our heritage tasked us with stewarding.”

Malone’s adherence to its core values serves to reinforce its ability to navigate transition.

Additionally, recent investments in academics, athletics and experiential learning have bolstered the Malone of today and tomorrow.

MOMENTS OF SELF-REFLECTION: These opportunities remind students to seek a higher calling and vocational purpose through general education, study programs and co-curricular activities.

INDIVIDUALIZED GUIDANCE: One-onone mentorship ensures all students receive support to facilitate their purpose and career.

EXPERIENTIAL LEARNING: Traditional undergraduate students realize their Pendle Hill Pledge experience through either an internship or practicum, a substantive research project, an offcampus study program or a course that requires significant service learning.

CAREER PREPARATION: Faculty or administration provide career readiness services, such as helping with resume and cover letter writing assistance, interviewing techniques and job search strategies.

ACCREDITATION: • Higher Learning Commission - HLC/ NCA • Accreditation Council of Business Schools & Programs (ACBSP) • Council for Accreditation of Counseling & Related Educational Programs (CACREP) • Council for the Accreditation of Educator Preparation (CAEP) • Council on Social Work Education (CSWE) • National Associate of Schools of Music (NASM) • Commission on Collegiate Nursing Education (CCNE)* *The baccalaureate and master’s degree programs in nursing at Malone University are accredited by the Commission on Collegiate Nursing Education • 13:1 student faculty ratio • Malone’s RN Program ranked No. 6 in Ohio in 2020.

• Malone University has been selected as one of the Best Online Bachelor’s Degree Completion Programs for 2021

by College Consensus.

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Learning for life Hathaway Brown’s signature approach inspires students

By SHANNON SMITH Crain’s Content Studio-Cleveland

S

ince its inception in 1876, Hathaway Brown School has worked to maintain its original mission, “Non scholae sed vitae discimus,” which translated from Latin is “We learn not for school but for life.”

This motto has served for the last 146 years as the guiding principle of the school’s education methods, which focus on preparing students with dynamic academic and social opportunities that will lead to success in and out of the classroom.

Located in Shaker Heights, the school grounds feature an IDEA (Innovation, Design, Engineering, Art) Lab, performing arts center, adventure learning obstacle courses and more. However, the appeal of the 16-acre campus goes beyond its exterior, according to students and school leaders.

HB’s Learn for Life Approach has four core pillars: Distinguished Academics; Fellowships in Applied Studies; Celebrated Community; and Empowered Girls.

The pillars are intended to highlight a collective experience that encourages a student’s individual development along with academic success.

“The Learn for Life Approach has made me confident to lead as a young woman,” said HB senior Desi Neal. “It has enhanced my communication skills and helped me gain the confidence to believe that I can achieve goals in both local and higher education settings.”

Distinguished academics

The core of this approach is rooted in encouraging young women to explore multiple areas of education through diverse courses and experiential learning.

HB — which is an all-girls’ school serving kindergarten through 12th grades, along with a coed infant and childhood center and early childhood program — offers a variety of classes for different age groups in subjects ranging from computer science and engineering to world languages and more.

The goal is to provide a solid foundation of knowledge for students to enhance not only their skills, but their confidence.

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“Whether it’s a challenging history debate, literary discussions or science labs … you see how much our students are able to explore and create, and the incredible levels they are able to reach,” said Middle School director Sharon Baker.

Fellowships in applied studies

HB’s nationally recognized high school program also offers elective fellowships in business and finance, global citizenship and social justice, engineering and creative arts, to name a few. Students have the freedom to choose the fellowships they want to pursue and are then matched with a mentor to guide them through the four-year program, with a maximum student to mentor ratio of 5:1.

“We really encourage students to just try out different things,” said Scott Parsons, who is a part of HB’s Upper School English Department and director of Osborne Fellowships in Writing, director of Fellowships and Applied Studies and the William McKinley & Jessie M. Osborne Chair for the Writing Center.

“You might think of yourself as a poet but why not try a business and finance class one year just to see,” he said. “Even if you don’t love it, you’re still going to find some new tools and new ways of thinking.”

Celebrated community

Along with developing quality relationships among themselves, students are encouraged to become involved within their school community and beyond. One such example is the Young Writers and Artists Festival, which offers Cleveland-area high school girls workshops in poetry, fiction and creative nonfiction.

Students can work with a professional writer and other young writers in a small workshop setting.

Additionally, the student-founded foundation GROW (Girls Reaching Others Worldwide) puts girls in positions to lead community fundraising opportunities.

Students oversee proposal writing, the awarding of grants and cultivating student philanthropic interests.

students succeed academically, HB is devoted to providing girls with opportunities to grow as empowered young women and leaders. The academic and social environment is designed to encourage students to express themselves and their passions, whether it’s in the debate club, on the field or in the computer lab.

“This empowerment was possible because of the confidence that was demonstrated to me as an HB student,” said Desi, who was elected as class president. “I’ve been empowered through sports, various clubs, and the educational schedule, which caters to each individual student at the school. The staff and mentors at HB provide the tools needed to empower every student to be the best they can be.”

Address: 19600 North Park Blvd., Shaker Heights Grades Served: All-girls K-12, Co-ed Infant and Toddler Center and Early Childhood Program Total Enrollment: 830 Annual Tuition: $3,800-$35,200; Flexible tuition available in K-12 Average Class Size: 16 Year Established: 1876 TOP SCHOOL LEADERSHIP: · Fran Bisselle, head of school · Sheri Homany, associate head of school · Valerie Hughes, chief financial officer · Elizabeth Pinkerton, director of enrollment management · Clarke Leslie, director of advancement · Kendra Davis, director of marketing TOP BOARD LEADERSHIP: · Helen Rankin Butler ’87, president · Elizabeth DeMarco Novak ’77, vice president · Edward S. Pentecost, treasurer · Margaret Roberts, secretary

Empowered girls

Along with innovative outlets to help

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Hershey Montessori School is a birth to 12th-grade independent school. Its curriculum is designed to help children master skills at different ages.

Its programs are composed of multi-age classrooms that span three years and correspond to development levels. Experiential learning is central to its educational philosophy.

Thinking outside the screen Schools maintain focus on global education, experiential learning during a pandemic

By VINCE GUERRIERI Crain’s Content Studio — Cleveland

T

he trend in education – particularly at private schools – is experiential learning.

Students shadow professionals in a career field they’re interested in pursuing. Many schools – public and private – have some type of community service requirement.

And trips abroad allow students to not just see other countries and cultures, but live in them, if only for a short time.

“Lots of schools emphasize experiential learning as part of the added value,” says Michael Ciuni, director of fellowships in global citizenship at Hathaway Brown, a private girls school in Shaker Heights. He likens international learning to mortar, holding together the traditional building blocks of learning.

But the onset of COVID-19 left faculty and administrators at many schools unable to get students out from behind a screen, much

less out of the classroom, and that posed some challenges, not just in offering global education opportunities.

“At first, we all thought, ‘well, we’ll have to postpone,’” she says. “Our crystal ball wasn’t that clear.

Gov. Mike DeWine’s order effectively ending in person school for the 2019-20 school year in March ended up officially canceling a lot of scheduled summer field trips.

“All ended up getting canceled. It was disappointing, but it also gave us an opportunity in a crisis to look at education.”

On a more elemental level, faculty are grappling with the idea of teaching global citizenship – with or without travel.

Bridgette Nadzam-Kasubick, world geography teacher, social studies chair and director of global citizenship at University School, an all-boys school in Hunting Valley and Shaker Heights, said that five trips were planned last summer, to Costa Rica, China, India, Quebec and a Lake Erie sail trip. Each served different purposes, from cultural immersion to foreign language exposure.

Even as students returned to school in the fall of 2020, things weren’t quite what they were before.

“We tried to maintain as close to what we had done before, within reason,” says Scott Looney, head of Hawken School. “Some things were just patently unsafe.

“We tried to maintain athletics, but we couldn’t.

We have a nationally ranked speech and debate team, and they travel all over the country, but they weren’t able to do that. The national speech and debate society was very creative and tried to transfer most of their tournaments to virtual.

Like a lot of things, it wasn’t quite the same.”

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“It was a conscious decision,” she says. “I couldn’t ask everyone to come up with the blood, sweat and tears to design the experience. We might be vaccinated, but the places we go may not even have access to it.”

Some schools that take boarding students actually saw their enrollment decrease due to COVID-19 related travel restrictions.

Paula Leigh-Doyle, head of the Hershey Montessori school, said enrollment dropped from 280 to about 250 as boarders were unable to come to the school, which has campuses in Concord and Huntsburg.

Elizabeth Edmondson, chief academic officer at Gilmour Academy, said international students couldn’t attend there either.

In both instances, the schools tried to remain connected to their international students, which provided them an opportunity to get if not a completely experiential educational opportunity, then at least the chance to connect with a foreign land on a deeper level than just reading about it.

“We’ve always had a framework for looking at education globally,” Leigh-Doyle says. “And our international boarders and alumni were really effective for us to connect globally when we couldn’t fly to those places.”

During a 2019 trip to deepen their understanding of global issues, 18 University School students traveled to Morocco, North Africa, gaining first-hand insight into topics such as Islam, immigration, discrimination and poverty.

Edmondson said that Gilmour, a Holy Cross school, was able to leverage its partnerships with other schools of the same order, raising money for a partner school in Bangladesh and interacting regularly with international students, which if nothing else provided real-world examples of trying to communicate across time zones.

Since March of last year, Zoom has become everyone’s favorite – or at least, most-used – app. The virtual meeting space has brought its own issues. Just as Zoom has entered the popular lexicon, Zoom fatigue has as well. But it’s flattened geography. Students that would have been unable to travel to a program in, say, Los Angeles, can now join it virtually, getting at least some benefit from it.

Integrating the educational experience within a natural learning environment is foundational to a Montessori education.

City neighborhood, noted that the school’s accomplished football team – as well as other sports – weren’t able to travel as much for out-of-state games and tournaments. The school also limited its travel this summer to one regional trip, to West Virginia for service.

Greg Miller, the provost at Malone University, said the lack of international travel led 8

to schools organizing studies in different communities within Northeast Ohio. “We were still able to have some cross-cultural experiences,” he says.

Nadzam-Kasubick also noted that the trips typically require enough advance planning that they didn’t even try to schedule anything for the summer of 2021.

The use and appetite for technology has accelerated since the pandemic started – and educators are now trying to figure out how to take the parts of it that were advantageous and refine the parts that didn’t work so well.

“Availing ourselves of Zoom actually increased the contact we had with the outdoor world,” Leigh-Doyle says. “You can’t replace actually getting out and meeting with people, but the amount of contact we had with experts outside of our school

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increased. We will keep availing ourselves of that technology.”

Marilyn Arundel, dean of faculty and academics at Magnificat High School, said students were able to participate virtually in the Engineering Tomorrow program in Washington D.C. – an opportunity that isn’t typically available to them. Inspired by what they learned in the program, this year students will take advantage of a technology for a social good program where they will have an opportunity to develop their own apps and other tech-based solutions.

On a more elemental level, faculty are grappling with the idea of teaching global citizenship – with or without travel.

“The question became, ‘how do we connect with global issues without traveling?’ It might not be as exciting, but the mission is the same,” Ciuni says.

Local private and parochial schools adapted their curricula during the pandemic to ensure students still were able to access a 21st-century global education.

As for the coming year? Well, it’s not clear.

“We’re planning on doing some traveling with kids next summer,” says Fior of Saint Ignatius. “Hopefully we can get our hands around this COVID situation as a country.”

Olympics was played in Japan as cases continued to rise. Death rates are soaring in South America. And vaccines remain in short supply in the European Union.

“We’ll likely take the first semester to continually re-evaluate,” Ciuni says.

“We’re still looking at the feasibility of off-campus travel. We’re not quite ready for international travel.”

The world may not be ready for American students. While various COVID-19 vaccines are widely available in the United States, they’re not so prevalent throughout the world. An

“If we’re teaching kids to be global citizens, the most ethical thing to do is not travel,” Ciuni says. “I know it’s a hard pill to swallow, but if our hosts aren’t ready for us, we shouldn’t be guests.”

Developing tomorrow’s leaders

By VINCE GUERRIERI Crain’s Content Studio — Cleveland

L

eadership can show itself in many ways, from a CEO directing a multinational corporation to a quarterback adjusting on the fly to a busted play.

And much as it can be demonstrated in multiple ways, there’s no “right” way to teach leadership – and it can be taught.

“We don’t believe that some students are leaders and others are not,” says Kimberley Berndt, director of Laurel’s Upper School.

“That would be a very fixed mindset. Rather, we believe that we need to provide a variety of opportunities for deliberate practice for all students so that they can develop as leaders in their own unique and important ways.”

There are any number of skills that can be considered vital to being a good leader, but they all have one thing in common, says Malone University Provost Greg Miller: They’re all part of the foundation of a liberal arts education.

“So-called soft skills are really what we call leadership skills,” he says.

As the name implies, soft skills are the opposite of hard skills – defined technical skills, that include everything from driving a car to computer programming. On the other hand, soft skills are those that aren’t necessarily as quanitifiable, but just as important.

It starts with the ability to Students at Magnificat High School, an all-girls school, are communicate effectively, on encouraged to demonstrate leadership in different ways, many levels. The mission including listening, engaging and developing an action plan to of some schools – like Saint address real-world challenges.

Ignatius, a Jesuit all-boys school in Cleveland’s Ohio City neighborhood – bakes orally is an important part of today’s world – in communication skills. and it’s always been a part of Jesuit learning.”

“Every student has an experience of public speaking in class,” says principal Anthony (Continued on page 32) Fior. “To be able to articulate your thoughts 2021 CRAIN’S CONTENT STUDIO PRIVATE SCHOOL PLANNER 9

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Cleveland Central Catholic High School

M centralcatholichs.org Address: 6550 Baxter Ave., Cleveland

CAMPUS AND FACILITIES: Cleveland Central Catholic’s (CCC) campus is centrally located in Cleveland’s Slavic Village neighborhood. Easily accessible to Broadway and Fleet avenues from I-480 and I-77, CCC is a 10-minute bus ride from Cleveland’s Public Square. Sharing a campus with Saint Stanislaus School (K-8), the school also has a football field (Ben Stefanski II Stadium), an all-weather track and a recently renovated gymnasium.

interscholastic sports include Baseball, Basketball, Bowling,

ACCREDITATION: CCC holds accreditation from the Diocese of Cleveland, the State of Ohio, AdvancED (formerly the North Central Accreditation Association) and the Sisters of Notre Dame National Education Partnership.

UNIQUE STUDY OPTIONS/ PROGRAMS: Not every student learns the same way; at CCC, opportunities are embraced to let students shine. Courses range from those designed for students needing individualized instructional plans, to honors and AP curriculum.

EXTRACURRICULAR PROGRAMS: Co-curricular activities include Art Club, Campus Ministry, Ingot Yearbook, Key Club, Millwrite Newsletter, National Honor Society, Spanish Club, Student Ambassadors and Student Senate. Meanwhile,

FALL OPEN HOUSE INFORMATION: 1 p.m. to 3 p.m. Oct. 24

Cheerleading, Cross Country, Football, Softball,Track and Field, Volleyball (Girls) and Wrestling.

FACULTY: The faculty and staff have an average of 11 years of teaching experience, and more than half hold advanced degrees.There are several Sisters of Notre Dame on staff as members of the faculty and

administration. Currently, 18 CCC alumni serve the school as either administrators, teachers, coaches or committee/board members.

ALUMNI: CCC prepares students for their futures. Graduates include writer/ director Paul Barrosse ’76; actress Vanessa Bell Calloway ’75; former NBA player and current University of Texas at El Paso assistant men’s basketball coach Earl Boykins ’94; WNBA star Jantel Lavender ’07; Ohio State Rep. Marlene (Piszczor) Anielski ’79; restaurateurs Bernie ’73, Mary ’76 (Balbier) and Michael ’79 Sokolowski; and legendary radio DJ Lawrence James Travagliante “Kid Leo” ’68.

Grades Served: 9-12 Total Enrollment: 540 Annual Tuition: $9,300 Average Class Size: 22 Year Established: 1969 TOP SCHOOL LEADERSHIP: • John Simon ’72, president • Sister Allison Marie Gusdanovic, SND, principal • Sean Belveal, assistant principal • John Crawford ’84, dean of student life; assistant athletic director • James Duke, dean of students TOP BOARD LEADERSHIP: • John Cvetic, advisory board chair • Ellen Zerucha, co-chair • Allyn Davies, secretary

It C

J P C

FINANCIAL AID: CCC students may qualify for one or more of the following: Academic/Christian Scholarships, Cleveland Scholarship and Tutoring Program, EdChoice Scholarship Program, Jon Peterson and Autism Scholarships, Diocesan Tuition Assistance and Third Federal Service Scholarship Program.

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M o th fa g C

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Mission Statement: “Cleveland Central Catholic High School is a co-educational school rooted in the Gospel values of Jesus Christ and focused on college and career readiness. Our mission is to challenge and encourage our students to excel academically, to deepen their faith in God and to live a life of service so that they may face the future with confidence and hope.”

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What Will YOUR Cleveland Central Catholic Story Be? My Cleveland Central Catholic story…..

In May of 1969, towards the end of my freshman year, my father passed away. My mother, who up to that point was a stay-at-home mom, suddenly found herself a widow with six children ranging in age from 16 to 2.

Even though I didn’t fully understand it at that time, I later realized what was plainly obvious, my mom couldn’t afford the $125 tuition.

The powers that be at school arranged a work study job for me over the summer as a means to pay my tuition bill. The compassion and generosity of the school administration towards me and my family was a watershed moment in my life. In my mind, I will never be able to do enough to repay the $125 I earned over that summer.

My story has been replayed for many other students and families over the 50+ years of Cleveland Central Catholic’s existence. It is the generosity of the adults who likely never meet the students or families they help that makes a powerful statement of the greater good that still exists in society. Their generosity gives our students CONFIDENCE and HOPE for their future.

John Crawford ’84 Dean of Students Assistant AD Cleveland Central Catholic Victor Benton ’12 Spanish Teacher Link Crew Coordinator Cleveland Central Catholic Anthony Bien ’99 Co-Chair Social Studies Dept.

Social Studies Teacher Cleveland Central Catholic Marilyn Mosinski ’83 Marketing Committee Member Slavic Village Development Corp.

Liz Alicea ’15 Guidance Counselor Cleveland Central Catholic

It’s truly my honor and privilege to lead the effort to ensure the Cleveland Central Catholic story is a never-ending story.

God Bless, John Simon ’72 President Cleveland Central Catholic High School

Cleveland Central Catholic High School 6550 Baxter Avenue • Cleveland, OH 44105 • 216.441.4700 • www.centralcatholichs.org

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Gilmour Academy after school (so students can participate in athletics and clubs/ activities) • Students can meet with teachers, use athletic facilities and participate in spiritual opportunities • Teachers may take students off campus for extended, experiential learning

CAMPUS AND FACILITIES: Recent construction projects: • The Lorraine and Bill Dodero Center for Performing Arts • Renovation of Weber Stadium (turf field, all-weather track, long jump and high jump) • Six tennis courts • Phase II of Figgie Field project (a baseball scoreboard, grandstands, a press box, a concession stand, bathrooms and an entrance plaza with ticket windows) • Outdoor learning facilities (Preschool-Grade 12): an outdoor classroom, a nature trail, a greenhouse, apiaries, giving gardens and a chicken coop • Lower School playground • Fabrication lab Existing facilities include: • Molecular genetics research lab (the only one of its kind in Ohiobased secondary schools) • Digital music studio • Broadcast journalism studio • Sports medicine training room, natatorium, gymnasium, all-turf baseball field and two ice rinks • Steinway pianos (the first private K-12 school in the Midwest to become a Steinway Select K-12 School) • Boarding option for Grades 9-12 ACCREDITATION: Accreditation is provided

through the Independent School Association of the Central States and the Ohio Catholic School Accrediting Association.

EXTRACURRICULAR PROGRAMS: • Lower School clubs/activities: 23 • Middle School clubs/activities: 17 • Upper School clubs/activities: 49 (the speech/debate team ranked in the top 5% nationally) • Fifty-four sports teams

FALL OPEN HOUSE INFORMATION: All-school Open House: Noon to 2 p.m. Oct. 24 RSVP at www.gilmour.org/openhouse.

UNIQUE STUDY OPTIONS/ PROGRAMS: Nature-Based Learning Program (Toddler-Grade 12): • Outdoor learning facilities • Environmental science courses • Sustainability initiatives Community Block (Grades 7-12): • Midday block with a myriad of options for enrichment • Club meetings during Community Block, rather than

LancerTech: • Computer science opportunities for students and professional development for teachers • Advanced courses in 3D game design, competitive robotics and web development • Recognized as a regional training hub/best practices showcase for educational institutions Wellness Initiative: • Social-emotional, physical, spiritual and financial wellness; mindfulness • Daily wellness block at Lower School (Toddler-Grade 6) VECTOR Program: • Students partner with faculty mentors to design focused academic experiences FACULTY: • Average tenure: Nine years • Average number of years of teaching experience: 14 • Percent with advanced degrees: 71%

gilmour.org Address: 34001 Cedar Road, Gates Mills Grades Served: Montessori Preschool (Toddler-Pre-K); Grades K-12 Total Enrollment: 675 Annual Tuition: $5,980-$30,520 Average Class Size: 15 Year Established: 1946 TOP SCHOOL LEADERSHIP: • Kathleen C. Kenny, head of school • Elizabeth Edmondson, chief academic officer • Whitney Daly, chief mission integration officer • NaNetta Hullum, chief diversity, equity and inclusion officer TOP BOARD LEADERSHIP: • Fred G. Botek ’85, board chair • Michael J. Baird • Lorraine C. Dodero • Michael C. Howley • James R. Pender • Katherine C. Pender • Dr. Kevin M. Stein • E. Mark Young ’92

ALUMNI: Gilmour alumni (more than 5,700 graduates) live in 36 countries, as well as every state in the U.S. They live out the school’s mission in a variety of industries.

FINANCIAL AID: Merit-based and need-based tuition assistance is offered for students in Grades K-12. For the 2020-2021 school year, $8.5 million was awarded.

Mission Statement: “To develop the competence to see and the courage to act in creating a more humane and just society.”

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ol

We teach the child.

We reach the heart.

Innovative curriculum and state-of-the-art facilities are what you would expect from one of the best private schools in Northeast Ohio. But it is how Gilmour Academy teaches students what it means to be a person beyond the classroom that makes our school truly unique. Entrepreneurial opportunities; service projects; and experiential 12

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programming in technology, the arts and science empower students to not only learn about the real world, but how to positively impact it. Gilmour educates the mind and empowers the heart of every student. That’s the advantage of an independent, Catholic school.

To learn more or schedule a personal tour, visit gilmour.org/admission

Gilmour Academy is an independent, Catholic, coed school in the Holy Cross tradition.

Montessori (18 months - Preschool) and Grades K-12 | 34001 Cedar Road | Gates Mills, Ohio | 44040 gilmour.org

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Hawken School The Sally and Bob Gries Center for Experiential and Service Learning, located in University Circle, adjacent to the Mastery School of Hawken, supports off-campus programming for all Hawken students.

ACCREDITATION: Hawken School is fully accredited by the Independent Schools Association of the Central States (ISACS).

CAMPUS AND FACILITIES: The Lyndhurst campus (ToddlerGrade 8) features an Early Childhood Center, a newly designed Lower School, an Innovation Lab, two libraries, an auditorium, an ecogarden, two gyms, a musical arts center, a swimming pool, an indoor climbing wall, tennis courts, a track and multiple playing fields.

The Gates Mills campus (Grades 9-12) features Stirn Hall, the main academic building that includes a fabrication lab, a media and communications lab, a science center and more.

There also is a modern athletic complex with two gyms and a swimming pool, a challenge/ ropes course, a weight room, a wrestling room, eight tennis courts, grass and artificial turf fields, a stadium and a track.

Birchwood School of Hawken (Preschool-Grade 8) offers families on Cleveland’s West Side access to a Hawken education.

The facility celebrates Birchwood’s close-knit, diverse community and reflects Hawken’s emphasis on

the development of character and intellect.

The Mastery School of Hawken campus (Grades 9-12) opened in August 2020 and is located within steps of many of the

FALL OPEN HOUSE INFORMATION: Open House (Lyndhurst): Toddler-Grade 8, 1 p.m. Nov. 21 Open House for Birchwood School (Cleveland): Preschool-Grade 8, 2 p.m.

Oct. 24 Open House (Gates Mills): Grades 9-12, 1 p.m. Nov. 7 Open House for Mastery School (University Circle): Grades 9-12, 1 p.m. Nov. 14 most engaging and innovative cultural, educational, arts and medical institutions in the world.

It offers students and faculty an abundance of opportunities for partnerships and real-world, problem-based learning.

EXTRACURRICULAR PROGRAMS: Hawken School provides a breadth of co-curricular offerings, including a full range of athletics offerings, speech and debate, academic challenge, a literary magazine, dance, stagecraft, outdoor leadership, robotics and more.

UNIQUE STUDY OPTIONS/ PROGRAMS: Hawken offers semesterlong “macro” courses in entrepreneurship, engineering, architecture and more. Other signature programming includes travel immersion experiences, maker space opportunities, STEMM internships, senior projects and computer science classes.

FACULTY: Eighty percent of Hawken’s faculty hold advanced degrees.

ALUMNI: Hawken alumni hail from every state, as well as 28 countries around the world; many return to campus for “Alumni Give Back Day” to share their career paths with students.

FINANCIAL AID: Hawken distributes over $10.7 million in financial aid annually.

hawken.edu Addresses: Lyndhurst Campus 5000 Clubside Road 440-423-2950 The Birchwood School of Hawken 4400 West 140th St., Cleveland 216-251-2321 Gates Mills Campus Mayfield and County Line Roads, Gates Mills 440-423-2955 The Mastery School of Hawken 11025 Magnolia Drive, Cleveland 440-423-8801 University Circle Urban Extension Center The Sally & Bob Gries Center for Experiential and Service Learning 10823 Magnolia Drive, Cleveland Grades Served: Toddler-Grade 12 Total Enrollment: 1,500 Annual Tuition: $5,590-$36,820 Average Class Size: 12-16 Student-Teacher Ratio: 8:1 Year Established: 1915 TOP SCHOOL LEADERSHIP: • D. Scott Looney, head of school • Kathy Mitchell O’Neal, assistant head of school for enrollment management • Suzette Dyer, director of the Upper School • Charles Debelak, head of Birchwood School of Hawken • Julia Griffin, director of the Mastery School of Hawken TOP BOARD LEADERSHIP: • Charles P. Cooley, chair GRADUATION RATE: 100% COLLEGE ACCEPTANCE RATE: 100%

Mission Statement: “Forward-focused preparation for the real world through the development of character and intellect.”

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SCHOOL REDEFINED Get ready to do school differently!

P lan your visit today: Lower & Middle School Wednesday, 9/29/21, Parent Visit Thursday, 10/21/21, Parent Visit Sunday, 11/21/21, OPEN HOUSE Toddler – Grade 8 | Lyndhurst Campus

Mastery School Thursday, 9/30/21, Parent Visit Tuesday, 10/19/21, Parent Visit Sunday, 11/14/21, OPEN HOUSE Grades 9–12 | University Circle Campus

Upper School Tuesday, 9/21/21, Parent Visit Thursday, 10/14/21, Parent Visit Sunday, 11/7/21, OPEN HOUSE Grades 9–12 | Gates Mills Campus

Birchwood School Sunday, 10/24/21, OPEN HOUSE Preschool–Grade 8 | Cleveland-West Campus Events will be virtual if they are unable to be held in person.

To RSVP and for more information, call 440.423.2950 (Lower & Middle School), 216.251.2321 (Birchwood School) 440.423.2955 (Upper School), 440.423.8801 (Mastery School), or visit hawken.edu/admissions.

On-campus and virtual tours are available.

We are offering in-person individual family tours and virtual tours for all campuses.

Call now to schedule!

COEDUCATIONAL, TODDLER – GRADE 12 Lyndhurst

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Gates Mills

University Circle

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Hershey Montessori School real-life challenges as part of their curriculum.

Adolescents learn leadership skills that focus on social and emotional intelligence, effective communication, social leadership, conflict resolution and collaborative decision-making.

FACULTY: Hershey faculty are specifically trained in Montessori pedagogy.

CAMPUS AND FACILITIES: Hershey is one of the first Montessori schools in the world to offer a birth through 12th grade education that most closely replicates Dr. Maria Montessori’s vision, including a residential program on a working farm.

The 13-acre Concord Campus educates children from infancy to sixth grade. It includes wooded trails, play areas, gardens and a chicken coop. Classrooms are designed to respond to the psychology of learning, according to each stage of a child’s development.

The 97-acre Huntsburg Campus educates students from seventh through 12th grades. It includes a working farm, a greenhouse, wooded trails and environmentally sustainable classrooms.

ACCREDITATION: An ISACS Provisional Member School that is AMI recognized for ages 0-6+, Hershey Montessori School also is a member of OAIS. EXTRACURRICULAR PROGRAMS: Huntsburg’s farm creates essential businesses and community

enterprises that connect students to their local community, as they contribute to it and have a purpose within it. Coined as the “microeconomy,” academic concepts are integrated with

FALL OPEN HOUSE INFORMATION: Concord Campus: 1 p.m. to 3 p.m. Sept. 18 and Oct. 16 Huntsburg Campus: 10 a.m. to Noon Sept. 18 and Oct. 16 Huntsburg Virtual Open House (Q&A): 6 p.m. to 7:30 p.m.

Nov. 16 economics and entrepreneurism, as students enhance their personal growth, along with their business, communication and managerial skills.

UNIQUE STUDY OPTIONS/ PROGRAMS: The curriculum integrates core academics, creative arts, physical education and entrepreneurism.

Student engagement is deepened through opportunities to authentically develop problemsolving competencies, using

New teachers at the Huntsburg campus are sponsored to take the Montessori training as it applies to middle and high school education.

All lead teachers at the Concord campus hold an Association Montessori Internationale (AMI) teaching diploma, in addition to their four-year or graduate degrees.

Hershey also annually hosts an Orientation to Adolescent Studies for teachers from around the world. It has become an internationally renowned model for Montessori education.

ALUMNI: One-hundred percent of Hershey graduates have been accepted into their college of choice. Alumni report being well prepared for college and career environments, as they stand out in areas of collaboration, leadership, communication and problem solving.

FINANCIAL AID: Hershey Montessori School seeks to attract and maintain a diverse student body from a variety of cultural, economic and geographic backgrounds. Hershey’s Financial Aid Committee uses objective criteria, based upon the needs identified in an independent report from a third-party service.

hershey-montessori.org Addresses: Concord Campus (Birth-Grade 6) 10229 Prouty Road, Concord Twp. Huntsburg Campus (Grades 7-12) 11530 Madison Road, Huntsburg Grades Served: Infant-Grade 12 Total Enrollment: 245 Annual Tuition: $350-$23,560 (varies, based on the program) Average Class Size: Ranges from 10-25, depending on the program Year Established: 1978 TOP SCHOOL LEADERSHIP: • Paula Leigh-Doyle, head of school • Judy Venaleck, associate head of school/Huntsburg campus director • Lynette Ruple, director of finance • Lakisha Wingard, director of admissions • Deanna Meadows-Shrum, director of marketing and communications TOP BOARD LEADERSHIP: • C. Fraser Elliott, president • Patty Emond, vice president • Sandy Giallanza, secretary • John Cunningham, treasurer • Debbie Guren, ex officio

Mission Statement: “Grounded in the tradition of Dr. Maria Montessori, Hershey Montessori School provides carefully prepared learning environments for children, from birth to 18 years.

Our community fosters personal and academic growth, independence, confidence, responsibility and joyful, lifelong learning.”

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www.Hershey-Montessori.org admissions@Hershey-Montessori.org

Nurturing the spirit. Engaging the intellect. Inspiring creative thinkers.

Ask about our transportation and boarding options!

Montessori education encourages students to follow their innate interests,engage in deep intellectual inquiry, and reach academic mastery. Self-awareness of the student’s potential is expanded, allowing them to confidently construct their future. The student develops a strong sense of self and personal expression, developing agency of their own voice.

Montessori promotes leadership, responsibility, selfdiscipline, independence, adaptability, resilience, curiosity, and a passion for lifelong learning.

CHILD CENTRIC SCIENTIFICALLY ALIGNED LEADERSHIP BUILDING FINANCIAL LITERACY PROJECT BASED STUDIES CRITICAL THINKING

SOCIAL & EMOTIONAL DEVELOPMENT BUSINESS & ENTREPRENEURIAL SKILLS COMMUNITY ORIENTED NATURE CONNECTIONS

**NOW ENROLLING**

Is Hershey Montessori School right for your family?

CONTACT US TODAY!

Birth - 12 Years

10229 Prouty Rd. Concord, OH 44077

440-357-0918

12 - 18 Years

11530 Madison Rd. Huntsburg, OH 44046

440-636-6290

2021-2022 IN-PERSON SATURDAY OPEN HOUSE DATES

September 18 | October 16 February 5 | March 5 April 9 | May 7 Huntsburg Campus: 10 am-12 pm Concord Campus: 1-3 pm Huntsburg Campus Virtual Open House with Q&A November 16th from 6-7:30 pm.

Virtual tours are available on our website. www.Hershey-Montessori.org Contact us for information or to schedule a tour: admissions@hershey-montessori.org PRIVATE SCHOOL PLANNER.indd 17

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Lake Ridge Academy

lakeridgeacademy.org

CAMPUS AND FACILITIES: Lake Ridge Academy’s centrally located campus, set on 93 acres, contains a large pond, woods, gardens, a windmill and a solar panel array, which are used as a living laboratory and classroom in the school’s natural world education.

The Kemper Science and Engineering building includes an engineering fab lab (equipped with 3D printers, a CNC router, and vinyl and laser cutters), a collegelevel chemistry and research lab, and a greenhouse.

The campus also includes a 500-seat auditorium, a full-court gym, a fine arts building, science and computer labs, a large library and dedicated Lower, Middle and Upper school facilities.

ACCREDITATION: Lake Ridge is accredited by the Independent Schools Association of the Central States.

EXTRACURRICULAR PROGRAMS: There are over 45 Middle and Upper School athletic teams and student-led clubs, including one of the state’s top Mock Trial teams.

UNIQUE STUDY OPTIONS/ PROGRAMS: Lake Ridge’s three Centers of Excellence, the academic pillars of its curriculum, provide enhanced learning opportunities for K-12 students, along with intensive graduate certificate programs for interested Upper School students.

cultivate an appreciation in music, voice, dance, theater and visual arts. Its Lower School utilizes the Orff-Schulwerk approach of incorporating music and movement to build early music appreciation. Meanwhile, the School of Fine Arts accepts Upper School students who are seeking a greater emphasis and training to develop their artistic talents.

FALL OPEN HOUSE INFORMATION:

Center for Global Citizenship: Lake Ridge’s humanities and world language curriculum enables students to become proficient participants in the increasingly interconnected world by building political acumen, communication skills, cultural literacy and empathy. By joining the Global and International Studies Program, Upper School students embark on a two-year immersion in a self-selected area of study that’s related to world history, literature or affairs, including international travel experience opportunities.

K-12 Fall Preview Day, 1 p.m.

Oct. 24 Center for Scientific Research and Exploration: The STEAM science curriculum incorporates science, technology, engineering, art/design and mathematics to establish a solid foundation in biology, chemistry and physics.

Upper School students can be accepted as fellows into the Institute for Scientific Research or as apprentices in the Institute for Engineering and Innovation.

In addition, they can conduct an independent, two-year research or engineering project.

Center for Fine Arts: Lake Ridge’s arts education encourages students to develop skills and

Address: 37501 Center Ridge Road, North Ridgeville Grades Served: K-12 Total Enrollment: 417 Annual Tuition: $8,460-$33,150 Average Class Size: 13 Student-Teacher Ratio: 8:1 Year Established: 1963 TOP SCHOOL LEADERSHIP: • Mitch White, head of school • Peter Srsen, chief financial officer • Megan Zahler, director of enrollment management TOP BOARD LEADERSHIP: • Brian Shimko ’04, chair • Benjamin P. Norton, vice chair • Andrea Manning, secretary • Laurie Gatten, treasurer GRADUATION RATE: 100%

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COLLEGE ACCEPTANCE RATE: 100%

FACULTY: Our devoted faculty (most of whom have advanced degrees) has an average teaching experience of 16 years.

FINANCIAL AID: Over 70% of families receive financial assistance.

Mission Statement: “To send into a changing world confident, young people of integrity, who think critically and creatively, while embracing the joy of lifelong learning.”

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MAGAZ

The West Side’s Premier K-12 College Preparatory School

Small Classes.

Big Outdoor Spaces.

K-12 Fall Preview Day SUNDAY, OCTOBER 24 / 1 PM

Register online today!

LAKE RIDGE ACADEMY 37501 Center Ridge Road, North Ridgeville, OH 44039, 440-327-1175, www.lakeridgeacademy.org

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Laurel School laurelschool.org Addresses: Lyman Campus 1 Lyman Circle, Shaker Heights Butler Campus 7420 Fairmount Road, Russell Township

CAMPUS AND FACILITIES: Laurel’s suburban-rural advantage gives girls the edge. Its traditional Lyman Campus is in suburban Shaker Heights, while its beautiful 150-acre Butler Campus, located just seven miles away in Russell Township, enables Laurel students to immerse themselves in the natural world. Both campuses are used by all students from 18 months through 12th grade.

However, when the need to spread out — due to the COVID-19 pandemic — arose, Laurel moved third through fifth grades to its Butler Campus so all students could experience an in-person learning environment year-round.

The move built upon Laurel’s existing, innovative experiential learning curriculum and set the girls up for success — so much so that third through fifth grades will continue to learn at Butler for the 2021-22 school year.

The Lyman Campus covers 11 acres and features two libraries, two gymnasiums, a rock climbing wall, a bouldering wall, a maker space, a dance studio, dedicated science labs in all divisions, 2D and 3D art spaces, extensive

outdoor play areas and a restored Chapel Theater.

The Butler Campus, meanwhile, features 150 acres of woodland

FALL OPEN HOUSE INFORMATION: Kindergarten-Grade 12: 5 p.m. to 7 p.m. Oct. 6 Register at www.laurelschool. org/openhouse.

and waterways; world-class athletic facilities, including a 16,000-square-foot fitness center; a Magic Tree House; two all-season lodges; a 16-element Project Adventure Course; and five classroom yurts.

UNIQUE STUDY OPTIONS/ PROGRAMS: At Laurel, three kinds of learning distinguish its Preschool-Grade 12 curriculum: experiential, interdisciplinary and communitybased.

An option for its youngest learners is Laurel’s Outdoor Pre-Primary School. Nestled in the forest, and away from a highly structured

indoor curriculum, children make their own choices about how to spend their time and how to manage their own body signals.

They become engaged and highly motivated learners. The Outdoor Pre-Primary provides a curriculum that ensures children are developing the skills that are necessary to be successful in kindergarten, while also gaining the resilience and creativity that comes from learning in the forest.

In Laurel’s Upper School, girls can apply to participate in the Capstone Experience. Capstone cultivates purpose, relationships and leadership, using one of four lenses — civic engagement, entrepreneurship, global studies or STEAM (science, technology, engineering, arts, mathematics).

Capstone candidates explore issues through guided research, intellectual discussion, relevant internships and purposeful travel.

Using expert guidance from mentors, each candidate creates a research focus that’s based on her individual interests. This innovative program provides students opportunities to approach real-world issues, while also building mentor and peer relationships.

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Grades Served: 18 months-Pre-Kindergarten (co-ed); Kindergarten-Grade 12 (all girls) Total Enrollment: 540 Annual Tuition: Pre-Primary School: $6,760-$18,460 Primary School: $21,460-$29,710 Middle School: $30,870-$33,470 Upper School: $33,930-$35,920 Average Class Size: 10-12 Year Established: 1896 TOP SCHOOL LEADERSHIP: • Ann V. Klotz, head of school • Megan Weiskopf, director of teaching and learning • Andrea Ausperk, chief financial officer • Abigail Steinberg, director of enrollment management TOP BOARD LEADERSHIP: • Megan Mehalko, chair • Bethany Bryant, treasurer • Susan Luria, secretary

Mission Statement: “To inspire each girl to fulfill her promise and to better the world.”

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Laurel girls today. Leaders tomorrow.

At Laurel, girls are leaders in the classroom, on the field and on the stage. Through a demanding academic curriculum informed by our Center for Research on Girls, our unparalleled public-speaking coursework and our beyond-the-classroom experiences, girls at Laurel lead every day.

Come see how Laurel girls lead.

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JOIN US FOR OUR

K-Grade 12 Open House

October 6, 5:00-7:00 pm Pre-registration is required.

Reserve your spot at LaurelSchool.org/OpenHouse

SHAKER H EIGHTS, OH I est . 1896

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Magnificat High School

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magnificaths.org Address: 20770 Hilliard Blvd., Rocky River Grades Served: 9-12 Total Enrollment: 705 Annual Tuition: $17,100 Average Class Size: 18 Year Established: 1955 CAMPUS AND FACILITIES: Magnificat High School is a girls’ Catholic, college-preparatory high school — founded by the Sisters of the Humility of Mary — that prepares young women to learn, lead and serve in the spirit of Mary’s Magnificat. More than 700 students with a diversity of backgrounds, interests and aspirations choose Magnificat for the distinctive educational experience it provides. Classroom learning is enriched through experiential learning, service and leadership opportunities.

Under the mentorship of teachers, counselors and advisers, each student designs a unique educational experience, choosing from a course selection that includes over 30 AP and Honors courses, more than 50 cocurriculars and 15 varsity sports.

Students are given the tools to reach their academic and leadership goals, as well as the flexibility to discover new interests and talents.

The Magnificat Center for Science Exploration & Innovation, which was completed in August 2020,

has innovative, flexible spaces that will allow interdisciplinary exploration across the sciences.

One of Magnificat’s most interesting course offerings

FALL OPEN HOUSE INFORMATION: 11 a.m. to 1:30 p.m. Oct. 3

is a Mechanical Engineering class, featuring a partnership with Motogo Cleveland. During this course, students learn mechanical engineering concepts through disassembling and reassembling motorcycles in the former Sisters of the Humility of Mary convent garage, which was converted into a sophisticated, modern-day workshop. Magnificat was the first Northeast Ohio high school to partner with Motogo on a mechanical engineering curriculum.

Exceptional spaces at Magnificat include the Magnificat Center for the Performing Arts (PAC) and Karnatz Family Field. The PAC is a state-of-the-art space that

features a 1,100-seat theater, a scene shop, a green room and a dance studio. Karnatz Family Field, meanwhile, is the only synthetic turf field among all-girls Catholic high schools in Northeast Ohio.

FACULTY: Seventy-five percent of Magnificat’s faculty hold a master’s degree or higher; and due, in part, to a student-faculty ratio of 11:1, Magnificat students graduate with the essential skills, knowledge and values they need to transition to college and life.

ALUMNI: Magnificat prepares students to be confident, well-rounded leaders in their careers, communities and world. There is a proud Magnificat tradition, which has graduated more than 13,000 accomplished alumnae over the last 65 years.

TOP SCHOOL LEADERSHIP: • Moira Clark ’77, president • Marilyn Arundel ’76, dean of faculty and academics • Katie Higgins ’99, vice president of mission • Julie Reines, dean of student life and formation TOP BOARD LEADERSHIP: • Colleen Moran O’Neil ’88, board chairperson; partner, Calfee, Halter & Griswold LLP • Sister Carole Anne Griswold, HM, former leadership team member, Sisters of the Humility of Mary; executive committee member • Linda Loesch Kelley ’77, senior vice president, KeyBank National Association; executive committee member • Laura Nortz, president, Nortz Consulting Group; executive committee member • Margaret Jeffers Rowe ’87, director of business development, CGI Federal Inc.; executive committee member

FINANCIAL AID: With a variety of scholarship opportunities available, 75% of families receive financial aid.

Mission Statement: “We educate young women holistically to learn, lead and serve in the spirit of Mary’s Magnificat.”

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Magnific

MAGNIFICAT

Educating faith-filled women leaders since 1955

M A G N I F I C AT H I G H S C H O O L 20770 Hilliard Boulevard | Rocky River, OH 44126 www.magnificaths.org Magnificat Ad 8.25 x 11.25_Crains Private PRIVATE SCHOOL PLANNER.indd 23 School Planner.indd 1

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Padua Franciscan High School Ohio’s largest co-ed Catholic high schools.

Padua also is one of the first to develop a Virtual Reality program to teach anatomy in conjunction with the MedTrack program — with the goal to expand its use in the MyTrack program. Twenty-four headsets were utilized last school year. More headsets will be added this fall to enable graphic design/ gaming development in the computer science curriculum.

Furthermore, the addition of Raspberry Pi devices gives MyTrack Computer Science students the opportunity to advance their technological skills, while MyTrack Studio Art students enjoy hands-on learning, using iPads and Apple Pencils for digital drawing.

CAMPUS AND FACILITIES: Padua Franciscan High School’s computer labs were just renovated into an innovation center for both advanced curriculum and computer science.

In addition, it will be utilized for the hands-on experience of design, which includes robotics, programming and maker spaces.

As a result, the Robotics team will be able to fully develop and realize their designs as they prepare for competition.

approach to health care, which only Padua can provide.

UNIQUE STUDY OPTIONS/ PROGRAMS: Padua’s focus on premier academics is evident in the award-winning MedTrack program and MyTrack program. MedTrack is a four-year advanced science track that helps students explore and prepare for careers in health care. The comprehensive program combines advanced coursework, enrichment opportunities and practical experiences, while integrating the Franciscan

1 p.m. to 4 p.m. Oct. 24 6 p.m. to 8 p.m. Oct. 25 Register at www.paduafranciscan.com/ openhouse.

Meanwhile, the MyTrack program prepares students in the Franciscan tradition for careers in business, computer science, engineering, law and studio art with an emphasis on a strong academic foundation,

FALL OPEN HOUSE INFORMATION:

career course electives, career exploration, professionalism training, hands-on experiences and shadowing opportunities.

By providing students with emerging technologies, Padua has remained one of Northeast

EXTRACURRICULAR PROGRAMS: With over 30 clubs for students to join, there is something for everyone. Other annual schoolwide activities, such as Spirit Week, Christmas for Others and Olympic Day, help students feel connected and part of the community.

FACULTY: Padua is celebrating its 60th anniversary.The faculty and staff are instrumental in sharing Franciscan values and traditions, while also making sure students are happy, healthy, holy and highly prepared.

paduafranciscan.com Address: 6740 State Road, Parma Grades Served: 9-12 Total Enrollment: 755 Annual Tuition: $13,150 Average Class Size: 19 Year Established: 1961 TOP SCHOOL LEADERSHIP: • David Stec ’86, president • Robert DiRocco, principal • Elizabeth Oles Smith, vice principal • Mary Zolkowski, assistant principal of women • Chris Dziedzicki ’02, assistant principal of men TOP BOARD LEADERSHIP: • John Chmura ’99, chairperson • James Climer, vice chairperson

Every student is known and loved, while they’re also challenged to achieve academic excellence and live out a lifelong commitment to Christ in holiness and learning.

Students commonly say they feel at home.“Never Alone, Always a Bruin” is more than just a saying; it helps students understand what it means to be part of the Padua Franciscan family.

Mission Statement: “Padua Franciscan High School, a Catholic, college preparatory school, committed to the traditions and values of Saint Francis and Saint Clare of Assisi, educates young men and women within a community where all are challenged to achieve academic excellence and to live out a lifelong commitment to Christ in holiness and learning.”

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Bruins are happy, healthy, holy and highly prepared

Premier Academics MedTrack® Preparing students for Healthcare careers

MyTrack® Business, Computer Science, Engineering, Law, and Studio Art

Visit paduafranciscan.com to learn how you can be a Bruin!

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Saint Ignatius High School

ignatius.edu Address: 1911 West 30th St., Cleveland

CAMPUS AND FACILITIES: Located in close proximity to downtown Cleveland in the vibrant and energetic Ohio City neighborhood, Saint Ignatius High School occupies 23 acres and includes 19 buildings and three athletic fields. The newest building on campus is The Carfagna Family Magis Athletic Center, an indoor athletic facility that features batting cages, an indoor golf simulator, rowing ergometers, open space for all teams to utilize, locker rooms, offices and a meeting space.

ACCREDITATION: Saint Ignatius High School is accredited by the Ohio Catholic School Accrediting Association (OCSAA).

EXTRACURRICULAR PROGRAMS: With nearly 100 clubs and student groups on campus, there’s something for everyone.

Visit www.ignatius.edu/ extracurriculars for a full listing of extracurricular programs and descriptions.

UNIQUE STUDY OPTIONS/ PROGRAMS: The Saint Ignatius High School Health Sciences Program helps students explore and prepare for careers in health care. The comprehensive academic programming strikes a balance between classroom instruction and exposure to the real world of health care through handson application at Northeast Ohio’s internationally acclaimed hospitals.

FALL OPEN HOUSE INFORMATION: 2 p.m. to 6 p.m. Sept. 26 Visit www.ignatius.edu/openhouse for more information.

FACULTY: The school has 110 faculty members, 90% of whom hold advanced degrees. Fifty-six percent have spent 10 years or more teaching at Saint Ignatius.

ALUMNI: Upon graduation, students enter a brotherhood of more than 18,000 alumni living across the world.

This network includes alumni like Derek Dietrich ’07 (MLB second baseman), Congressman Ted Lieu ’87, Brian Hoyer ’04 (NFL quarterback), Rory O’Malley ’99 (Tony Award-nominated Broadway actor), Larry Dolan ’51 (owner, Cleveland Indians), Rev.Timothy Broglio ’70 (Archbishop, United States Military Services), Nick Lowe ’98 (senior editor, Marvel Comics) and Chuck Geschke ’56 (cofounder, Adobe Systems).

FINANCIAL AID: Thanks to generous alumni and benefactors, nearly 50% of Saint Ignatius students receive some form of tuition assistance. This year, Saint Ignatius will provide approximately $9 million in tuition assistance to students. Saint Ignatius High School participates in both the Cleveland Scholarship and Tutoring Voucher Program and the EdChoice Scholarship Program.

Grades Served: 9-12 Total Enrollment: 1,470 Annual Tuition: $18,360 Average Class Size: 23 Year Established: 1886 TOP SCHOOL LEADERSHIP: • Rev. Raymond P. Guiao, S.J. ’82, president • Dr. Anthony T. Fior ’02, principal • Richard Klingshirn ’79, vice president of operations and chief financial officer • Dr. Deborale Richardson-Phillips, vice president of diversity, equity and inclusion • John Morabeto, vice president of institutional advancement TOP BOARD LEADERSHIP: • Kevin Ryan ’80, board chair • Ted Carter • Kathleen Ferry • Michael Meadows ’82 • Wendy Hoke • Rev. Thomas J. Pipp, S.J. • Neil W. McCarthy ’71 • Karen Nestor • Taras Szmagala ’84 • Jack Walton ’68

Mission Statement: “Saint Ignatius High School, with its Catholic tradition rooted in the Spiritual Exercises of St. Ignatius Loyola, prepares young men for their adult lives by: challenging them to academic excellence and the desire for lifelong learning; nurturing them to be open to growth, intellectually competent, religious, loving and committed to work for peace and justice; and inspiring them to know, love and serve Jesus Christ.”

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B

www.ignatius.edu

BE A PART OF SAINT IGNATIUS Saint Ignatius High School is not just a place you come to – it’s a place you’re a part of. We invite you to a tradition, an experience, a brotherhood. We invite you to begin your Saint Ignatius journey at our 2021 Fall Open House on Sunday, September 26 from 2 - 6 p.m. ignatius.edu/how-to-apply PRIVATE SCHOOL PLANNER.indd 27

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University School In addition to 16 AP and post-AP courses, independent research options are available in all disciplines through fellowships and internships, beginning in the middle school. Internships are an important component of the independent study opportunities in science, entrepreneurship and writing. And US offers an array of robust computer science courses, including a post-AP elective in Data Structures. As a result, students consistently excel at the national level in debate, math, business and science competitions.

CAMPUS AND FACILITIES: University School (US) has two campuses.The 220-acre Hunting Valley campus (Grades 9-12) includes a 52,000-square-foot academic wing, with more than 10,000 square feet each devoted to science and research, and handson learning, including robotics and rocketry labs, and CAD classrooms.

In addition, the humanities spaces include 27 classrooms for English, history, math and languages.

The Shaker Heights campus (Junior Kindergarten-Grade 8), meanwhile, features a 32,000-square-foot performing arts and science complex, a primary wing specially designed for young boys and a state-ofthe-art woodshop and innovative design lab. Both campuses (Hunting Valley and Shaker Heights) have extensive athletic and arts facilities too.

ACCREDITATION: • Independent School Association of the Central States • Ohio State Department of Education

• International Boys’ School Coalition UNIQUE STUDY OPTIONS/ PROGRAMS: As an all-boys’ school, US is a place where each boy is inspired to let his true self thrive. The

FALL OPEN HOUSE INFORMATION: Virtual Open House: Oct. 6 On-Campus Family Open House: Nov. 14 (Shaker Heights and Hunting Valley campuses)

program focuses on learning that addresses not only how to excel in academics, but also how to grow into a young man of integrity and empathy. The curriculum, while rooted in liberal arts, uses an innovative interdisciplinary framework that blends science, technology, engineering, math and arts.

FACULTY: The student-teacher relationship is a source of mentorship and friendship for many students long after graduation. The faculty are accomplished, 83% hold advanced degrees and the average tenure at US is 12 years.

ALUMNI: • Anthony Doerr ’91, Pulitzer Prize-winning novelist • Nick Caserio ’94, general manager, Houston Texans • Jason Garrett ’84, offensive coordinator, New York Giants • Raymond Headen ’78, judge, 8th District Court of Appeals • Jon Kaplan ’91, chief revenue officer, Pinterest • David Kaval ’94, president, Oakland Athletics • James Park ’94, CEO and cofounder, Fitbit • Doug Smith ’79, senior wildlife biologist, Yellowstone National Park • Orin Wolf ’97, Broadway producer and Tony Award winner FINANCIAL AID: More than $8 million in financial assistance is awarded annually to 50% of students. Merit aid awards are available.

us.edu Addresses: Grades 9-12 2785 SOM Center Road, Hunting Valley Grades Jr.K-8 20701 Brantley Road, Shaker Heights Grades Served: Junior Kindergarten-Grade 12 Total Enrollment: 870 Annual Tuition: $17,420-$36,770 Average Class Size: 12-14 Year Established: 1890 TOP SCHOOL LEADERSHIP: • Patrick T. Gallagher, head of school • Jennifer Beros, associate head of school; director of the Lower School • Jonathan Bridge, assistant head of school for advancement • William Daughtrey, director of the Upper School • Lindsay Arnoult, director of the Middle School TOP BOARD LEADERSHIP: • Richard R. Hollington III, chair, Board of Directors • Michael C. Adams, director • R. Richard Banks, director • Durga Chigurupati, director • Matthew V. Crawford, director • Suber S. Huang, MD, director • Joseph K. Juster, director • Dale R. Naylor, director • William E. Oberndorf, director • David R. Smith, director GRADUATION RATE: 100% COLLEGE ACCEPTANCE RATE: 100%

Mission Statement: “University School inspires boys of promise to become young men of character who lead and serve. Our dedicated faculty, rigorous curriculum and experiential programs foster intellectual, physical, creative and moral excellence. University School is a diverse and inclusive community where each boy is known and loved.”

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THE FREEDOM TO EXPLORE, CREATE, AND PLAY.

Join us for an Open House!

VIRTUAL: WEDNESDAY, OCTOBER 6 IN-PERSON: SUNDAY, NOVEMBER 14 Register at www.us.edu/visit University School boys are inspired and empowered to let their true selves thrive. Boys build on their strengths, harness their talents and blaze their own paths to excellence with joy and confidence.

For boys, Junior K-12

School for Boys in Ohio STEM School in Cuyahoga County

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Villa Angela-St. Joseph High School Credit Plus (CCP) program offers eligible VASJ students the opportunity to earn high school and college credits.

VASJ is proud to be certified by the Ohio Department of Education as a provider of educational services for students with mild to moderate learning differences who hold the Autism Scholarship. Students with the scholarship, who are accepted to VASJ, experience the same inclusion, resource room and support services as non-Autism Scholarship students who have IEP/SPs.

CAMPUS AND FACILITIES: Located on the shores of Lake Erie, Villa Angela-St. Joseph (VASJ) High School was founded in 1990 after the merging of Villa Angela Academy (1878-1989) with Saint Joseph High School (1950-1989). It has a rich past and is celebrating over 140 years of educational excellence in the Diocese of Cleveland. VASJ also is proud to be the only school in the world that’s co-sponsored by the Ursuline Sisters and Marianist Brothers.

Over the last several years, the campus and school building have seen renovations to the gymnasium, Founders Chapel, courtyard and Tech Building.

ACCREDITATION: VASJ is accredited by the Ohio State Department of Education, the North Central Association of Colleges and Schools, and the Ohio Catholic Schools Accreditation Association.

EXTRACURRICULAR PROGRAMS: VASJ has a wide variety of clubs and activities that ensures its

campus remains vibrant and interesting. Offerings include a full range of athletics, Campus Ministry, Drama Club, Girls Empowerment Meetings, Kairos, National Honor Society, Red Cross Club, Student Ambassadors, Yearbook and more.

UNIQUE STUDY OPTIONS/ PROGRAMS: VASJ provides a broad and rich curriculum tailored to individual student needs and interests for college preparation and life.

FALL OPEN HOUSE INFORMATION: 1 p.m. Oct. 10 6 p.m. Nov. 4 Please visit www.vasj.com/admissions for more information.

Advanced Placement and Honors classes are offered in a wide range of disciplines. With a lower student-to-teacher ratio, personal attention, especially for students who need academic support, is always available. And the College

In addition, VASJ students with learning differences are provided with assistance from licensed intervention specialists within a dedicated resource room space and are supported in their dayto-day learning and standardized test preparation.

FACULTY: VASJ is proud that 21% of faculty and staff are alums of the school.

vasj.com Address: 18491 Lakeshore Blvd., Cleveland Grades Served: 9-12 Total Enrollment: 475 Annual Tuition: $9,300 Average Class Size: 20 Year Established: 1990 TOP SCHOOL LEADERSHIP: • Thomas M. Carone, president • Lorenzo M. Jones, principal • Patti Marxen, dean of academics • Michael Gavin, dean of students TOP BOARD LEADERSHIP: • Patrick Gliha ’03, board chair GRADUATION RATE: 100% COLLEGE ACCEPTANCE RATE: 97%

ALUMNI: VASJ has a long history of 97% or more of graduates receiving further education at distinguished colleges and universities across the country.

FINANCIAL AID: VASJ makes every effort to keep tuition affordable for families.

Approximately 93% of our families receive tuition assistance.

Numerous scholarships and tuition credits are available as well.

Mission Statement: “Villa Angela-St. Joseph High School is a Catholic, comprehensive collegepreparatory school rooted in the Ursuline and Marianist traditions and committed to the spiritual, academic and personal growth of each student.”

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s

7%

discover the

VASJ

A D V A N T A G E VILLA ANGELA-ST. JOSEPH HIGH SCHOOL is a place where students grow in their faith, are challenged academically, are encouraged to follow their passions, and create lasting memories and friendships.

At VASJ, diversity is embraced and celebrated as something that makes our school truly special. Students at VASJ become members of our family and develop close relationships with their classmates and teachers. Our students embrace and respect differences in others and are committed to advocating for issues of peace and justice.

Ready to learn more? Schedule a tour today or attend an Open House and see who our students are, what our hallways look and sound like, and the atmosphere and culture of our school that makes VASJ truly special.

VASJ Admissions Department

216-481-8414 ext. 285 | admissions@vasj.com vasj.com/admissions

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VILLA ANGELA-ST. JOSEPH HIGH SCHOOL 18491 LAKESHORE BOULEVARD

/ CLEVELAND, OHIO 44119

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Cleveland Central Catholic High School’s Link Crew aims to empower, encourage and build solid bonds. (continued from page 9) But it’s not just about public speaking. It’s learning when to listen as well, says Marilyn Arundel, dean of faculty and academics at Magnificat High School in Rocky River.

“Leadership is about having a voice and being able to respectfully communicate those views, but also how to respectfully listen and engage with other people,” Arundel says. “Collaboration is a key part of leadership.”

Students at Magnificat, an all-girls school, are encouraged to take part in the planning of student events. As juniors, they all take part in the Agape Experiment, which encourages students to not just study an issue in the world today, but develop an action plan to address it.

“Some students write bills for state and federal lawmakers,” she says. “We had a student take old blouses and repurpose them into masks.”

One student worked with the Cleveland Clinic on a pull-tab system that enables victims of human trafficking to send messages to health care providers that they didn’t feel safe, she says.

Similarly, students at Gilmour Academy in Gates Mills raise funds for other schools in the Holy Cross network, and raised money for COVID relief in India earlier this year.

The school’s Praxis project, which allows juniors to create action plans on social justice issues, also provides opportunities to hone leadership skills.

Elizabeth Edmondson, the chief academic officer of Gilmour Academy, says that 32

Strong communication skills are integral to building leadership capabilities in St. Ignatius High School students.

similarly, leadership is embedded into the school’s mission.

– and between students and school administration.

“It’s about being able to look out beyond yourself to see problems and opportunities, and take action,” she says.

“We want our students in the Upper School to be an active part of leading the school and not an echo of adult voices,” Berndt says. “Our goal is for students to understand their capacity to collaborate with adults using their voices and their minds in meaningful and impactful ways.”

Montessori schools are structured around the idea that students learn independently and at their own pace, providing leadership skills of self-determination from an early age.

“We’re student-led learning with adult guides,” says school head Paula Leigh-Doyle.

“Students are trained to be independent thinkers and interdependent collaborators.”

Scott Looney, the head of Hawken School, says leadership is a reflection of purpose.

Happiness and success are correlated, he says, because both occur when people have mastery of a skill, they think they matter and they feel their work has some sense of importance. And that sense of purpose can only be found through trial and error, Looney says, making experiential learning vitally important.

“If you want someone to be a leader, they have to have a sense of their own strengths, a sense of their own purpose and a sense of their own agency,” he says. “Your education should be a necessary, useful component of finding and fulfilling your purpose.”

Looney points to the establishment of Hawken’s new master school in University Circle, a space that will cultivate leadership skills through hands-on learning. And Laurel has carved out space in its upper school for a think tank, designed to encourage collaboration between students

Leadership starts in the classroom, says Bridgette Nadzam-Kasubick, world geography teacher and social studies chair at University School.

“Leadership is modeled first,” she says.

“Sometimes I’ll ask students to start the lesson, or if they’ve considered running for class president. The nudge is important.

Leadership doesn’t mean you have to be a CEO. It can mean guiding the conversation.

It can mean supporting people and doing the right thing when no one’s looking.”

Sharon Baker, the middle school director at Hathaway Brown, notes that leadership comes in huge moments – public speaking, running meetings – and smaller ones that might not as obvious.

“Leaders have to have judgment to know when to collaborate as a team player or when to take charge,” she says.

Leadership opportunities at Hathaway Brown include a variety of clubs, class offices and sports. And because Hathaway Brown is an all-girls’ school, all the leadership roles are filled by girls – vitally important as women fill a disproportionately small amount of leadership roles in government,

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corporate America and the scientific community, just to name a few instances.

“Girls from a single-sex school are more likely to put themselves forward when they are in a co-ed environment,” Baker says.

“There’s so much more work to be done.”

Arundel noted that students from all-girls schools are more likely to participate in class in co-educational settings and also have careers in STEM fields, which have historically been male-dominated.

One key component of teaching leadership skills is mentorship roles. High school students at Hathaway Brown work with middle school students, and middle school students work with elementary students. At

Cleveland Central Catholic High School, students participate in the Link Crew, part of the international Boomerang Project, which is based on the idea that “you get back what you give.”

In the program, upperclass students mentor ninth graders, offering guidance academically and in extracurriculars. It’s an important component to keeping students thriving and involved, says Sister Allison Marie Gusdanovic, the school’s principal.

“We want to get freshmen connected socially and emotionally as well as academically,” she says.

Dave Stec, who is taking over as president of Padua Franciscan in Parma after more

than a quarter-century with the school, said leadership – be it the people directing the school or the students at the school – is a reflection of culture.

“Empowering leadership isn’t a new concept,” he says. “The key is creating a continuity plan. It’s important to create a culture within the company that doesn’t have to be restarted every time there’s a new leader.

“So we share the culture of the school that puts people in a position where they can take over and strengthen the talent and skill set of the people around you. When you have someone who believes in the vision and mission, you have to strengthen their talents so they continue to have passion.”

The model of academic excellence Private and parochial schools emphasize education with purpose and intention

By VINCE GUERRIERI Crain’s Content Studio — Cleveland

D

uring the pandemic, educators and administrators from kindergarten through college had to consider how to best reach their students when actual physical proximity wasn’t an option.

The value of technology has been proven throughout the past 18 months, but some schools are taking it further. Every school – public and private – is obligated to teach some of the same core subjects, per state guidelines. Curriculum is a major pillar – and selling point – of private schools.

Even before the pandemic, some schools were moving toward new models of teaching, in some instances altering the structure of the school day itself.

“When people watch a movie about higher education, they have this idea of a tiered auditorium, and a professor at the front,” says Malone University Provost Greg Miller.

“We’re moving away from that.”

Before the pandemic, Malone had created its Pendle Hill Pledge initiative, which cast aside the traditional model for more experiential, hands-on learning. Realworld experiences are spread throughout a student’s time in college – not just an internship as a junior or senior, by which time, Miller says, a student may find out all

too late that their field of study isn’t what they quite expected and may not be right for them.

Looney believes that the century-old model of traditional education was designed in a bygone era to cultivate industrial workers.

Malone is also small enough that each student can have a mentor.

“We want to produce people who can navigate the changing environment,” Miller says. There are jobs today’s students will have that don’t even exist yet.

“All of us will need to head in this direction.

We’re just ahead of the curve.”

Also ahead of the curve is Hawken School, which a decade ago started planning a school that emphasized solving real-world problems in group settings. The school, with campuses in Lyndhurst and Gates Mills, developed a building in Cleveland’s University Circle neighborhood for its new Master School, which opened in the fall of 2020 – right in the teeth of the pandemic.

“We opened in masks,” says Scott Looney, the head of the school. “It was not the ideal time to open a problem-solving and projectbased hands-on school.”

The school emphasizes trial and error, both as part of the learning process and for students to find their purpose, Looney says. “No two students will have the same experience at the Master School, and that’s what we think education is like now.”

Engaged learning happens in the classroom and outdoors on Lake Ridge’s 93-acre campus.

“It was built in the time of industrial processes, which encouraged specific repetitive tasks,” he says. “It worked then, but it’s a good way to be unemployable now.

“The schedule of most schools is built around the needs of adults, not the learning needs of children.”

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addressed by externships and guest speakers. This year, the pool of speakers increased greatly, thanks to the prevalence of virtual meetings.

“If you had asked me what’s next in education, virtual and augmented reality are going to change the game,” says David Stec, a longtime education leader at Padua who took over July 1 as the school’s president.

“One of the things we learned from COVID is that technology can unquestionably help us educate.”

Padua’s MedTrack program combines advancement coursework and practical experience that is gleaned through off-site experiences, including a summer externship at leading Cleveland-area hospitals such as the Cleveland Clinic.

Saint Ignatius also recently adjusted its daily schedule, which principal Anthony Fior says is an important component to the Jesuit school’s mission. The day starts a halfhour later now for students, at 8:30 a.m., reflecting young people’s circadian rhythm, which is different from that of adults. And on Wednesdays, students start at 9 a.m., which Fior says allows for more intentional, professional learning.

The whole school day has shifted as well, with 70-minute periods, instead of the typical 40-45 minutes, a change that Fior says came from input from alumni in the corporate world.

“We think the longer periods of time will enable teachers to offer learning experience that teach teamwork, collaboration and problem-solving,” Fior says.

Additionally, there is now common time in the middle of the day. Students were kept busy with sports and activities before and after school, and transportation needs might not allow them to come to school early or leave later. Club activities can now be done during those common school-day periods, which Fior said will lead to more engagement.

Many schools also offer breakout programs within their educational structures. Lake Ridge Academy in North Ridgeville offers a high school certificate program in four concentrations: fine arts, scientific research, engineering or global and international studies.

“Think of it as a college minor,” says middle school director Tim Unger. “You’re still getting a Lake Ridge diploma, meeting state 34

requirements, but students can focus on areas of passion, interest and skill on top of the regular Lake Ridge experience.”

Students’ interest in those fields can start in middle school, Unger says, where students are engaging in project-based classwork in a variety of subjects.

At Hathaway Brown, there are a variety of academies in the middle school, while in the upper school, girls can participate in a fellowship for applied studies, offering the opportunity to work in medical schools or with NASA.

Many schools, public and private, also include some type of service component.

The school’s business and finance group helps run the school café (and even formed a franchise with fourth-graders in the primary school) and actually gets real-world investment experience by working with a member of the school board and managing a percentage of the school’s endowment.

“They’re really smart and mindful of how much risk they can take,” says Elizabeth Pinkerton, director of enrollment management at Hathaway Brown. “They’re doing an impressive job.”

Padua Franciscan in Parma offers a series of tracks. MedTrack prepares students for medical careers, with curriculum that not only includes science, but also bioethics (a reflection of the empathy the Franciscan school wants to teach) and other topics,

In addition to MedTrack, Padua offers MyTrack, which delivers classwork and career exploration through five different programs: engineering, studio art, business and entrepreneurship, computer science and law. Stec estimates that around half of the school’s 750 students are in one of the tracks.

Many schools, public and private, also include some type of service component.

Service projects remain an important part of schools formed by religious orders. And while the pandemic forced some schools to adjust how they served, it also showed the need for community service – and community connections – is of significant value.

“COVID made us all isolated,” Stec says.

“Service brings us into the world.

“A lot of the service component comes back to serving your family and then moving out to the community. We continued to teach how to make a difference, even in the digital world.”

Service projects also offer the experiential learning so prized in education today. Fior notes that service, like education, can draw students out of their comfort zone. At Saint Ignatius, students feed the homeless on Sunday nights, offer tutoring to other local students, and even serve as pallbearers when requested.

Marilyn Arundel, dean of faculty and academics at Magnificat High School in Rocky River, said the school normally has a robust outreach program. However, students were unable to distribute meals despite the rising demand due to higher levels of unemployment during the pandemic.

So they came in – properly masked and sanitized – and prepared and packaged meals for faculty to drop off.

“They had to be creative, and this is where our students were really stepping up and finding new ways to do things,” she says.

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Hathaway Brown’s distinguished academics empower girls to learn for life.

Now Accepting Applications

Flexible tuition and transportation available HB.edu

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Girls K-12 • Co-ed Infant & Toddler Center and Early Childhood

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MaLonE UnivErsity

Pendle Hill Lancashire, England

PENDLE HILL PLEDGE

Meeting students’ needs for mentoring, experiential learning, and career support WE ALL nEE nEEd EEd A purpos purposE

WE ALL nEE nEE EEd d mE Entors ntors

Malone responds by helping students to find their calling and prepare them to serve the church, community, and the world.

All students have trained faculty advisers. All first-year students also receive mentoring in the first-year College Experience program.

WE ALL BENEFIT FROM LIFE & WOR WORk kE Exp xpERIEN ERIENc cEs

WE ALL BENEFIT FROM cAREER c AREER skILL skILLs

All traditional undergraduate students will engage in experiential learning through internships, off-campus study, service learning, or a major student research project.

All students will reflect on their career aptitudes and options, draft cover letters and resumes, develop an online career profile, practice interview skills, and develop career search strategies.

Discover your transformational moment at Malone.

Visit malone.edu/pendlehill to learn more.

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