Spring 2016 - Notes to Friends by Friends School Mullica Hill

SPRING 2016

NOTES TO FRIENDS FRIENDSMH.ORG

8 ALUMNI SPOTLIGHT Artist Artist Kimberly Kimberly Camp Camp

IN THIS ISSUE 7 - Remembering Jacob Riley-Wasserman 10 - The Wonders of Costa Rica

mission statement To provide a fertile learning environment, rich with the nutrients that help us cultivate the intellectual growth, creativity, scholarship and social conscience of each student, within a community of values rooted in the Quaker tradition that advocates mutual respect and nurtures the spirit as well as the mind.

FRIENDS SCHOOL MULLICA HILL 15 High Street Mullica Hill, NJ 08062

Published By

Editor, Communications Manager

Educational Information & Resource Center South Jersey Technology Park 107 Gilbreth Parkway, Suite 200, Mullica Hill, NJ 08062-4446

Graphic Design

Jared Valdez Amy Wohl

Head of School

Beth Reaves Director of Admissions and Advancement

Judy Corona-Karpowicz

Spring Issue 2016

8th grader photo op in the Costa Rican rain forest

PROFESSIONAL DEVELOPMENT

Foreword

Community of Learners

ON THE COVER

By Beth Reaves By Teacher Patti

ALUMNI

6 6 7

Alumni Updates

Alumni Spotlight - Kimberly Camp

From Our Archives Remembering Jacob Riley-Wasserman By Teacher Peter

OUTSIDE THE CLASSROOM

10 The Wonders of Costa Rica By Teacher Sophie

Friends Helping Friends By Gary Morris

AROUND CAMPUS

13 Spotlight on Teacher Nancy 14 Friends Music School:

Hidden Gem of the Hanshi Building

Alum Kimberly Camp resting under a tree on Friends School Campus in the 1970s

PROFESSIONAL DEVELOPMENT FOREWORD FROM HEAD OF SCHOOL BETH REAVES I recently attended the Klingenstein Heads of Schools Fellowship program at the Teachers College of Columbia University. I joined with 18 other Heads of Schools from around the world to explore leadership in education, by reflecting on research, learning from professors, engaging in discussion and visiting schools. It was a great opportunity for thinking about education both today and in the future! Blended Learning As part of the program, we each conducted a research project on a topic of interest, to better understand how educational research can be helpful in decision making. My research project focused on the effectiveness of blended learning in literacy development in elementary and middle school age students. Blended learning can be thought of as a combination of online and digital tools used in conjunction with faceto-face instruction for students. Since this was just a week-long research project, I recognize that I only really scratched the surface of the scholarly research exploring technology use in schools.

An important point arising from the research I explored is on digital reading tools. Research shows that digital reading tools can be effective for helping students, particularly students who are struggling readers. In the research studies examined, students tended to use features on digital tools that helped with their literacy skill development, including text-to-speech features, in-text links to dictionaries and highlighting/emphasis features. Access to these tools help 4

students engage further with the text, thus extending their reading time and overall satisfaction as readers. Re-Envisioning Schools The second week of the program was spent visiting several different private independent schools and a charter school in New York City. This was a real pleasure because I always enjoy visiting other schools to see their faculty and students in action. Each school was unique, yet you could sense the commitment of the teachers to their students and their learning. A few thoughts: ● School Mission – Each school had a different mission, and it was from those school mission statements that the school operated. How the teachers taught the students in the classroom, what was visible throughout the school, and how adults/students interacted with each other, were just a few examples of school characteristics completely driven by school mission. ● Teaching – Research demonstrates that good teaching can be measured based on a combination of observation and student outcomes. Again school mission was a key determinant in how teachers were evaluated. Each school defined excellence based on their own philosophy. ● Lifelong Learners – Educators who succeed see themselves as lifelong learners, and schools that succeed are full of these educators! A willingness to learn new skills and embrace new ideas to help improve students’ learning was evident. ● What you see – This is vitally important for each school. The amount of student work that is reflected in hallways and classrooms, the measures that are visible, even the famous quotes that adorn school walls reflect the school’s mission and vision for their students. What is critical for students to embrace as part of the community is visible throughout. What does this all mean for us? ● Delving into research helped to provide data relevant to on-going projects at

our school. It was a good reminder that educational research can be very helpful to inform and provide context for the questions we face. Specifically regarding technology tools and integration, I am pleased to see that research confirms that digital tools can be helpful in learning and instruction for both teachers and students. Each year I believe we get better at integrating our technology tools (iPads, Smartboards, online applications) into students’ experiences here at FSMH. ● The school visits reinforced the need for us to clearly articulate our school’s mission, we certainly provide a rigorous academic program while also nurturing Quaker values in our students. It is important to keep these both front and center. ● I am also reminded of the importance of nurturing our teachers as learners. We must continue to provide occasions for professional growth and the time and resources to make that happen. We should embrace teacher learning so that they are able to always bring new and innovative learning to our students and classrooms. ● We need to continue to define our own excellence in teaching including expected outcomes for our students. What is important to our community, our goals and our mission should be visible throughout the school and evident to our community. One final point. One of the non-academic highlights of my trip was the opportunity to see Hamilton on Broadway. If you’re not familiar with this show, it is a hip-hop musical focused on the story of the life of Alexander Hamilton. Conceived and written by LinManuel Marinda, this musical is an amazingly engaging look at American history presented in a unique fashion. It was a great addendum to our exploration of education as it demonstrated the power of one person’s imagination and creativity to bring innovation (a hip hop musical) to a traditional topic (American History). I am energized by thinking about how we might encourage and unleash the same creative genius in our students.

I’m thankful to the FSMH faculty/staff and Board of Trustees for allowing me this opportunity. It is so important to have time to reflect on our school and our work with students. I am reminded of how my work supports our teachers and what a great task that is.

COMMUNITY OF LEARNERS by Teacher Patti

FSMH is a community of learners. While students learn new algorithms or how to conjugate a Spanish verb, teachers and administrators are expanding their knowledge too. There is extensive research that indicates a strong correlation between student achievement and the professional development of the adults in their community. Here are excerpts from our teachers about their recent professional development experiences: Reflection on ADVIS Gender and Sexuality Conference, PK-12 from T. Emily “What we know is that each child at FSMH is on a developmental path, all at different speeds, always changing, and searching for their identity. This continues throughout adulthood. So, instead of looking at development as distinct milestones, we must look at it as a journey and in terms of a spectrum.” Full STEAM Ahead - Art Educators of NJ 2015 Conference from T. Diane “One workshop we did was string painting with black ink. I remembered doing string paintings as a child and was intrigued to find that this teacher could apply a simple technique to higher level thinking.” NJAIS Leadership Program from T. Erica “Hearing different perspectives on trends and concerns in education is always eye-opening. As I attend these workshops, I am always thinking about what ideas I can bring back to FSMH. I am looking to build my own leadership skills so that I can apply them to the needs here at Friends School.”

Quaker Fundraisers Gathering from T. Judy “The two days of workshops brought together Quaker Meetings, Quaker Schools and other Quaker businesses to discuss everything from the basics of fundraising to blended planned giving. These workshops were so enriching and rewarding.” NJAIS Math Round Table Forum from T. Dave “Learning collaboratively continues to be a pivotal and vital way to make math more practical and fun for students. Each subject should have at least one project per year; one per term would be even better….abandoning traditional pedagogy often sparks an interest of the child who otherwise may be disengaged.” Lucy Calkins’ Units of Study: Implementing Rigorous, Coherent Reading Curriculum, 3-5 Workshop from T. Patti “‘Books teach kids to read. Get out of the way.’ This was Lucy’s opening comment in her informative workshop. The veteran teacher stressed that students should be reading a lot, while teachers track their volume and progress of reading levels. When students are reading on their level – throughout their school day and in all content areas – reading clicks to what reading should feel like.” Visiting a Peer School, Wilmington Friends School, from T. Erica “I definitely gained ideas from their program (and shared ideas from our program!). The WFS faculty meeting felt like one of our MS meetings ... we are all discussing similar situations and looking to problem-solve on similar challenges.” 5

ALUMNI

ALUMNI UPDATES

ALUMNI ACHIEVEMENTS Alex Falciani ’03, a graduate of Rutgers School of Law-Camden, recently passed the NJ Bar Exam.

HIGH SCHOOL ACHIEVEMENTS Nate Recchia, ’13, who attends Gloucester County Institute of Technology, played the lead role in his school’s January production of Picnic by William Inge.

ALUMNI UPDATES Gwendolyn Laumer nee- Sarli-Prelle ’92 moved to Lusby, MD from Sycamore, IL to be closer to her parents. She stills works for Exelon Corporation. Her brother, Andrew Sarli-Prelle, is getting married to Amy Schlutter on November 16, 2016.

COLLEGE ACHIEVEMENTS Eve Ciancia, ‘06 will graduate in May 2016 from Rowan University with a dual Bachelor of Science degree in Mathematics and Computer Science. She is the secretary of the Rowan Archery Competition Team and is currently developing a Social Media App and an Image Fusion App at Rowan. Her mother, Suzanne Ciancia can still sometimes be found at FSMH as a substitute teacher. Eric Karpowicz, ’09 who attends Elizabethtown College, earned all A’s and a 4.0 GPA for the Fall Semester 2015. Eric is a finishing his junior year and is a Computer Science Major with a minor in Cognitive Science. Alex Cera, ‘01 graduated from University of the Sciences with a Master’s Degree in Occupational Therapy in January 2016 and passed his NJ Board licensing exam in February 2016. He will be working at Genesis Rehabilitation Services in Voorhees, NJ.

Patrick Mit who attended FSMH from 1995 to 1998 sent an update that he graduated from Yale School in Cherry Hill in 2011. He noted he has a position with a group doing office work. He lives only a ½ mile from school and is proud to be an FSMH alumnus although only attending for a short three year period! ALUMNI PARENT UPDATES Former FSMH Board of Trustee Patti Burns, who is also the mother of Sydney Burns,’06 reports that she is moving to New Hampshire to become the Executive Director of the Moose Mountain Regional Greenway. Patti, an environmental scientist, is closing her business and is ready to make the transition citing that she learned so much as a FSMH Board Trustee. We wish Patti a wonderful transition and look forward to hearing more about her adventures!

FROM OUR ARCHIVES Hanshi Deshbandhu with students at Friends School in the 1970s

REMEMBERING JACOB RILEY-WASSERMAN

By Teacher Peter Designer. Inventor. Problem Solver. Adventurer. Explorer. Chef. Student. Friend to many. These are just a few words that come to mind when we remember Jacob Riley-Wasserman (‘04). Sadly, on January 26th, after a noble battle with esophageal cancer, Jacob succumbed to the disease at the young age of 25. This was truly a terrible loss of a young man wanting to make a difference even as his life was coming to an end. Many of Jacob’s Friends School teachers and classmates attended his memorial service. With so many friends and family crammed into the sunlit synagogue, Jacob’s life was celebrated through song, stories, tears, smiles and prayers. We left inspired and deeply touched. Jacob was an inspiration. He was truly unique, in no small part because he came from a unique family. The Riley-Wasserman family has been an integral part of Friends School for many years. Keith and Betsy, Jacob’s parents, were firm believers in a Friends’ education. Friends School was blessed by their commitment of time, creativity, and ideas as they supported Jacob and his two brothers, Aharon (‘01) and Isaac (‘15), on their educational paths. As parents, they encouraged their boys to be individuals, to strive to make a difference, to be good people and to not shy away from thinking “out of the box.” Late night conversations, large family gatherings, traveling adventures around the world, endless creative support with school work, and never shying away from looking at a problem from a different angle -- all of this

gave Jacob the strength and support to make the best of his wonderful life. As just one example of what a remarkable young man Jacob was, while attending The Rhode Island School of Design, he designed and created a patriotic grilling accessory – a spatula resembling the American flag. The idea, inspired by his love of cooking, was a great success! After graduating from the design school, his creative work caught the attention of Brooklyn-based AREAWARE, a producer of functional and unusual everyday items. In the summer of 2012, the Star Spangled Spatula hit the market and began appearing in stores and featured in magazines. Jacob began receiving royalty checks as a result of the licensing deal and was looking forward to entrepreneurial success. However, just as he was beginning graduate school at NYU, he was diagnosed with cancer. Jacob returned home and went through his treatments (the new proton therapy and chemotherapy) which he viewed as a “fascinating, eyeopening experience.” In Jacob’s own words, he said: As designers we are problem-solvers and doctors are problem-solvers as well. So when I talk about how being a designer is the need to make these connections, large reaching connections between two very different fields, I feel like that’s the connection that’s being made here with me. Doctors are taking a completely different approach to try to figure something out and solve the problem.

As his fight with cancer continued, Jacob had the idea to use his famous spatula to help support cancer research. He believed that new ideas and new ways to treat cancer were on the horizon. He was determined to do something about that! Jacob channeled the proceeds from his sale of the spatula to funding research at the Abramson Cancer Center at the University of Pennsylvania where he underwent his cancer treatment. The money is raised in part from sales through flip4cancer.com, a website Jacob created. His slogan conveys his boldness and spirit: “Buy a Spatula - Kill Cancer.” Cumberland County (Riley-Wassermans live in Bridgeton) even officially designated his spatula as the county spatula! Jacob’s life and his life message are so much more than his invention of a unique spatula. It was his approach to life that is so inspiring. He was creating and designing with his hands and mind. He combined his journey with cancer with the determination to discover a way to help others. At the memorial celebration for Jacob, the quote on the program (in big letters) read “One life is too short for doing everything!” This rings so true for him. His amazing mind, body, and spirit never gave up hope for trying everything and trying something different! He will be so dearly missed.

“One life is too short for doing everything!” 7

ALUMNI

Make sure the arts are an integral part of education – an integral part of life. The arts are the soul of our civilization. They are the evidence of our humanity. Shown above: “Raphael”, 30” x 40” acrylic on canvas 2005

ALUMNI SPOTLIGHT:

Kimberly Camp

It would be difficult to overestimate the accomplishments of Kimberly Camp since she graduated early from Friends School Mullica Hill in 1973, as a junior, at the age of 16 (back when FSMH had a high school.) As an aspiring artist, she went on to dual major in Studio Arts and Art History at the University of Pittsburgh, later getting a graduate degree in Arts Administration from Drexel University. After college she worked for the city of Camden, using her love of art as a vehicle of social action through the development of a citywide mural program. In 1986, she became a Fellow for the National Endowment for the Arts and began as the Program Director for the Pennsylvania Council on the Arts. Through the 1990s, she took leadership positions at Smithsonian Institution, Charles Wright Museum of African American History and then assumed the role of President and CEO of the Barnes Foundation, an internationally esteemed art and cultural institution located in suburban Philadelphia with holdings valued upwards of $70 billion. More recently, Kimberly was the CEO of Richland Public Facilities District in Washington State until 2011 where she oversaw the construction of the Hanford Reach Interpretive Center, a 61,000 square foot, $40.5 million museum of science and natural history designed to advance science education for K-12 students. She is currently Senior Lecturer in the Department of Visual and Performing Arts at Lincoln University where she is designing a Museum Studies program. Kimberly is also President of Galerie Marie, an art gallery in Collingswood which features much of her own artwork and is named after her mother. Her paintings and handcrafted dolls have been exhibited everywhere from the Smithsonian Institution to the American Craft Museum. Her extraordinary career as an artist and institutional leader has led to countless awards, travel opportunities and media interviews. Despite these accomplishments, Kimberly describes herself more humbly as a “working artist.” Her journey as an artist started at the age of 12 when she held a sidewalk exhibition in Woodbury, not far from Woodbury Friends School where she was attending. She came to Friends School Mullica Hill in 1969, as a happy, artistic and fiercely intelligent youth but she was not always the model student. “I misbehaved in Teacher Pat’s French Class to the point that Teacher Mary Claire allowed me to do independent study French… and five other students joined me!” Kimberly has

fond memories of skating on the lake in Woodbury, school fairs, Teacher Doris and her saddle oxfords and Teacher Bud Demaris who told her that she would be a great scientist. She remembers seeing Teacher Hanshi wearing her beautiful saris every day. Kimberly’s time at Friends School Mullica Hill imparted more than lasting memories: It taught me about speaking truth to power. That everyone has their own personal relationship to God and that there is wisdom in silence. I learned that people who deserve respect deserve honesty and truthfulness too. Every day is an opportunity to help myself and others to be better people. She still keeps touch with many of her former classmates and planned the 10th, 20th, 30th and 40th reunions. As a former Board Member, Kimberly added tremendously to the vitality of the Friends School community and still continues to play an integral role in its future development. Towards that end, she has some important advice for current families: Do everything you can to expose your children to meaningful interaction with people of color. It’s not about tolerance or liberalism – it’s about growing up responsible and engaged in what life may bring. When asked where her journey has taken her since her time at Friends School, Kimberly gave a one word answer: “Everywhere.”

To learn more about Kimberly Camp and her art visit: www.KimberlyCamp.com All of the paintings shown are on display at Galerie Marie.

“Preservation Hall”, 40” x 60” acrylic on canvas 2006

“Sacred Space”, 40” x 60” acrylic on canvas 2014

OUTSIDE THE CLASSROOM

THE WONDERS OF COSTA RICA By Teacher Sophie Ragone At the Finca Educativa de Don Juan, in Alajuela, students tour a sustainable organic farm. Our tour guide Christian speaks Spanish, carries a large machete, and picks flowers for our Head of School. Everyone likes him immediately. It is a tour that engages all the senses. Students sniff plants that are natural insect repellents. They observe a group of bats resting underneath the leaves of a banana tree. They put their hands in the soil to pick lettuce for our lunch, and they taste…. Students try a freshly picked pineapple, a green smoothie made with plants in the garden, sugar cane, and turmeric. As they bite into the bitter orange turmeric root fearlessly and smile, they notice that the orange color has stained their teeth. Christian tells them it won’t last long, only a month, or two. They understand his Spanish and shriek in protest, until he assures them that some water and toothpaste will do the trick. When we arrive at a grove of cocoa trees, students stand transfixed as Christian hands 8th grader Vicki a cocoa pod and takes out his machete. The 8th graders start to giggle. Vicki tenses up, and the teachers look at each other nervously. Christian lifts his machete, uno, dos, tres… and uses his free hand to grab the cocoa pod out of Vicki’s hands. Relieved, we taste the fruit of the plant whose seeds, when dried and processed, becomes our favorite treat -- chocolate. The students stand fully engaged throughout this tour, listening intently to Christian, and asking thoughtful questions. I am struck by how willing they are to immerse themselves in this new environment: watching for toucans in the trees, listening for the unique call of the Bell Bird, reaching out for plants that close when touched, and trying fruits with foreign flavors. Don Juan, a former schoolteacher, started this farm as a model for sustainable living in Costa Rica. It is a community institution employing locals from the town of La Fortuna, and educating local school children on native plants and the importance of living a sustainable life style. Any extra food that they grow is sent to local schools for children’s lunches. We are lucky to have the chance to tour this special place and to have a window into a culture committed to sustainability and carbon neutrality. We wave goodbye to Christian and the Finca Educativa de Don Juan, but the students continue to face questions of sustainability through their interactions with ticos, a colloquial term for native Costa Ricans, and their homeland. Leaving Alajuela we pass Lake Arenal, the largest lake in Costa Rica, which sits at the foot of the Arenal Volcano. As students leave the bus for a quick photo by the scenic view, the wind whips around them, their hair blowing in all directions. Some “selfies” emerge, looking quite different than expected. Later, while ascending the rolling green hills, we see that that same wind is being utilized. We are in the middle of a vast wind farm. I am immediately swept up in how beautiful the turbines look turning in the wind and, having never been so close to one (how giant they are!) Thoughts of Don Quixote come to my mind, but our tico guides Mario and Carla, who remained with our students throughout the entire trip, have a very different conversation in mind. They ask the students to consider what types of energy are best for the environment. They guide the 8th graders in thinking about the different types of “green energy” -- geothermal, hydroelectric, wind, and solar. Again students ask relevant questions about how the use of different energies has historically affected the people who live on and

work this land. Eventually, the conversation shifts. Students consider what things they can do each day back home to conserve energy. Hiking into the Bosque Eterno de los Niños, the Children’s Eternal Rainforest in Monteverde, the students are surrounded by jungle. The air is humid, misty rain comes and goes, enormous green leaves hang over the muddy path, and the sounds of birds and insects reverberate around them. We are going to the San Gerardo research station and the only way in is by foot. The hike in is muddy, but mostly downhill. Everyone tries to ignore thoughts of the hike out. The research station has amazing views of the Arenal Volcano when the skies are clear, and the expansive porch is lined with hammocks. Students swing in the hammocks, write in their journals, and chat with each other. In the evening we play games together and enjoy being silly. Some of the best moments of this trip occur when we have time to relax with each other: swimming in the hot springs, riding through the winding mountain roads, socializing over a meal of rice and beans, and reflecting together at the end of each day. In the morning, the 8th graders are transformed into researchers. Mario and Carla show the students how to use a compass and some string to mark out a ten-by-ten meter plot of the rainforest for study. After dividing the plot into ten sections, students will count the trees, shrubs, and epiphytes in each sector. This is no small task in the rainforest, but the students take the work seriously and work in teams to complete it. Back at the research station, students use Simpson’s Diversity Index to calculate the biodiversity of the forest and judge whether or not this forest is healthy and thriving. The guides prompt the students, “Why is the health of the forest important? What would you say to local people living in poverty who want to sell the wood from the forest, or clear the forest to raise cattle?” And then, “What kind of results would you get if you were to conduct this experiment in New Jersey?” Students wonder about the health and diversity of the woods behind our Adventure Course back at school. Throughout the trip to Costa Rica, students had opportunities to be totally immersed in a different place. Each student appreciated different parts of the experience. Working as a scientist, observing insects, swimming in a waterfall, and flying over the forest canopy on a one-kilometer long zip-line, while different, all provide an appreciation for this special ecosystem. Eating Salsa Lizano hot sauce, talking with Spanish speaking naturalist guides, and buying local foods at a grocery store all provide a different kind of cultural experience. As educators we hope that our students will make connections, that they will see Don Juan’s farm and think about our new school garden. That they will taste the green smoothies Christian offered them, and think about the green smoothies we made at school this past fall with spinach from our garden. We hope that they will think about conserving energy in their own lives, and notice our own school’s solar panels. Teaching about sustainability links us to our Central American neighbors. Science can be a common language, a way to communicate across cultures. Students have used both Spanish and science as a way to connect with others during this trip. Using those two languages as tools, they have begun to make a bridge between their own home and a foreign place, and hopefully recognizing these connections will affect how they think and act for years to come.

I’m in Costa Rica, how long will it last? By Julia Carrigan

Exploring culture It’s so different here It’s so similar Speaking Spanish Strengthening skills everyday Talking is like being in the dark I don’t know if they understand me There is a thrill to the adventure Spanish is a vacation for me, here it is their home Carla and Mario are the best guides They show us everything “Sustainability” they preach I learn to preserve our planet So eco-friendly here, it makes me jealous Food is rice and beans every day It’s delicious anyway Edible and flavorful The fruit is fresh and cool and sweet Nature surrounds us Everywhere we turn Blooms bustling with life Butterflies flutter around us Seeing creatures I haven’t thought about since 4-year old dreams The rain forest is isolated Alone and Big and Beautiful With only the towering trees, the animals and each other Hiking up a mountain A long uphill walk I want to complain, but I tell myself “I’m in Costa Rica, I’ll never do this again.” Zip Lining across a plain of sky Trees fly by me in an instant I am soaring above the clouds, All my problems are miles away Creating Friendships To last forever Do we have to graduate? Together in Costa Rica Do we have to leave? Playing Spy, and falling off hammocks, now only memories in the past I was in Costa Rica, How long did it last?

OUTSIDE THE CLASSROOM

FRIENDS

Helping FRIENDS

By Gary Morris, Director of Marketing for Friends Village Friends Village, a full service, non-profit continuing care retirement community located in Woodstown, is always looking for ways to enrich the lives of all of our residents. We utilize various programs to keep the mind fresh. One of our more beneficial partnerships is the one we have with Friends School Mullica Hill. Through this outstanding partnership, we are able to bridge the gap between school age children and our active senior community. Our residents cherish the interactions they have with the kids and the kids genuinely enjoy their time with us. The partnership has been in place for many years now, and it includes such activities as literacy circles, music demonstrations, crafts, bingo and room to room visits. The residents at Friends Village always look forward to their time with the kids and often reflect on the pleasant experiences they have had. The bridge that has been built between our active senior community and Friends School continues to be a strong asset for us. What makes this partnership even more special is some of the residents are former teachers at the Friends School. Every time the students visit, wonderful memories from their past are stirred up in these residents. They take great pride in what the current students can accomplish and continue to admire and respect the educational quality of the school. It is always nice to bring the energy and excitement of the students to the Village. This program has become an enduring part of our community and enriches the lives of our residents as was recently highlighted in an article in the South Jersey Times. We look forward to each and every visit from the Friends School. 12

SPOTLIGHT ON

Teacher Nancy

AROUND CAMPUS

When you mention the name Teacher Nancy, you hear things like “Friends School institution,” “the reason we decided to come here,” and “favorite teacher.” The everyday smiles on her students’ faces convey the joyful nurturing of her educational approach. Next year, Nancy Goldsmith, who teaches PreK, will have been at Friends School for 30 years. What a treasure she has been and continues to be! Teacher Nancy agreed to be spotlighted and answer some of our burning questions.

When did you start teaching at Friends School and what made you decide to teach here? I began my teaching career at Friends in 1987. I had been working at The Children’s Garden – a Christian Daycare that a friend of mine and I opened and ran for the church I attended. Although I enjoyed teaching there I wanted to move to a new school setting. A friend who worked here at Friends told me about an opening for a PreK teacher. So, I applied and was invited to visit the school and interview. As I walked through the school, I could see the teachers and students’ excitement about learning and knew immediately this was where I wanted to teach. The rest is history! What was your first year of teaching like? Like my students, I felt like I was learning daily. Although your professors give you many ideas and techniques – applying them is challenging. I needed to discover what worked and didn’t. How have things changed from then to now? Honestly, for the age I teach not much has changed. I still need to be a surrogate parent to my students. When they are sad, I give hugs and when they are sick, I cuddle them. I guess the biggest change has been technology. I was not very apt in technology and have learned through experience and guidance of my fellow teachers. What are a couple of your favorite memories from your time here? The school’s Thanksgiving Gathering – it is heartwarming to see our entire school community participate in this special meal. The PreK annual teddy bear picnic – I love watching the children interact with their bears – feeding, dancing, talking and cuddling with them. What is your favorite part of being a teacher? I love watching a child’s face light up with excitement upon learning and discovering something new. Also, having been here for so many years, having my former students visit and seeing the wonderful adults they have become! What do you do for fun in your free time when you are not teaching? Spending time with my family and friends; cooking and baking; going to movies and cheering on my favorite sports team – THE PHILLIES! What is something your students would be surprised to learn about you? I have always

been a big fan of Mister Rogers and his Neighborhood. I love his gentleness, his puppets and the wonderful lessons he brought to us. A big thrill for me was when I heard him speak in Philadelphia with a group of college classmates. If you could visit anywhere in the world, where would it be and why? Italy. I was there with a Friends School group in 1996. I would love to re-visit with my husband, Dan, and share all the beautiful historical sites. Next on my list would be visiting the Baseball Hall of Fame in Cooperstown, NY. What is your favorite meal? Macaroni and cheese, especially the way my mother made it. What are your favorite TV shows? I enjoy watching cooking channels, DIY shows and mysteries. What is your perfect night out? Dinner and a movie with my husband Dan. Or an evening with friends. Do you have any pets? Only tropical fish. Who inspires you? My parents because they taught me the importance of respect, honesty and compassion – characteristics that I use in my daily life.

AROUND CAMPUS

FRIENDS MUSIC SCHOOL:

HIDDEN GEM OF THE HANSHI BUILDING Nestled in the basement of the Hanshi Building is Friends Music School, a hidden but brilliant gem of our school community. Friends Music School was developed by Sue Greenspan in the early 1990s out of the Rowan Campus School of the Arts program. It was originally called Friends Fine and Performing Arts School and offered mostly piano and string instruction. It has continued to expand its offerings over the years and is now one of the most diverse installations for musical practice in the area, with faculty who are recognized leaders in their instrumental fields. Classes are offered in instrumental performance, music theory, flute, cello, group violin and more. Students have gone on to be winners of many of the most prestigious regional and national music competitions. Part of what makes Friends Music School so special is that it is uniquely located on the campus of a Quaker school. Piano teacher, Fran Kesselman, says being part of Friends School Mullica Hill was what originally attracted her: The Friends Music School is unique because of the environment it is located in. The calm all-inclusive Quaker values are what drew me to teach here. I like the warm feeling on campus and I am grateful to be part of this vibrant school where all are valued. Violin teacher, Set Rodriguez, who is part of the Philadelphia String Quartet and has performed at the Kimmel Center and 14

Carnegie Hall, also sees special value in the relationship. “Friends School Mullica Hill and Friends Music School work together to develop a musical knowledge and instrumental abilities in our students to nurture their lives and to enjoy not only their talent, but also their musical creativeness,” said Rodriguez. Faculty take a holistic approach and work closely with families to meet the individual needs of students. Recently, the violin students started an instrumental loan program that will help provide learning opportunities to students in need. This special attention to students is what sets Friends Music School apart. “Our teachers always leave room for the personalities and interests of their students to shine through in the material they practice and perform at our recitals,” observed Brad Gibson, Director of Ancillary Programs. “I have really enjoyed watching the progression of our students from enthusiastic beginners into confident young musicians.” Friends Music School offers up to three trial lessons on any instrument with no commitment or registration fee. Families have the opportunity to meet and practice with the faculty before they make enrollment decisions. Enrollment is open year round.

www.FriendsMusicSchool.com

BOARD OF TRUSTEES FREQUENTLY ASKED QUESTIONS William Carrigan is clerk of the Board of Trustees at Friends School Mullica Hill and a parent of two students, Julia and Sara. Julia will be graduating this year. William (or “Bill,” as he’s better known around campus) and his wife Emily are both professors at Rowan University and members of Mickleton Monthly Meeting. From time to time, parents and others will ask me questions about the role of the Board of Trustees at Friends School Mullica Hill. The Board consists, at present, of eighteen members, and I am the clerk of the Board (a position that might be called “chair” in nonQuaker schools). You can read more about the individuals on the Board on our website (http:// www.friendsmh.org/about/board-of-trustees/). I thought it might, however, be worth sharing a few of the most frequently asked questions (and my answers) here. Does the Board run the school? What exactly does the Board do? The Board is not involved in the day-to-day operations of the school. The Board is dedicated to supporting the mission of the school and ensuring that Quaker education with a focus on both academics and character will be available for generations to come. To this end, the Board is responsible for fiduciary oversight of the school, major fundraising efforts, longterm strategic planning, and the hiring and evaluation of the Head of School (who holds responsibility for the daily running of the school).

When does the Board meet and are Board meetings open to the public? The Board meets at least seven times a year (six evening meetings and one longer retreat meeting on a weekend). The meetings are not open to the public, but the Board can, and has, invited particular guests to attend in the past. The majority of the work of the Board, however, is actually done in the Board’s committees. What are the committees of the Board? The standing committees of the Board include: Advancement, the Committee on Trusteeship, Finance, Head Support and Evaluation, and Property. Board members also participate in various school and ad hoc committees, such as the Quaker Life committee. How does the Board make decisions? Is it true that you don’t vote? Board meetings are conducted according with the Quaker decisionmaking process, which means that we do not vote. Quaker decision-making is based on “sense of meeting.” What this means is that the job of the clerk is to sense what the group as a whole thinks is the “right” thing to do. At some point during the discussion, the clerk will suggest that the group has reached unity and will then state their understanding of that decision, allowing each Trustee an opportunity to provide feedback. If all are in agreement with the clerk, the decision is approved. If not, the clerk may table the decision and suggest steps to prepare for future discussion, such as additional research by a committee. The clerk may also ask the members who are not in unity with the decision to “stand aside.” By standing aside, one asserts that while one is not sure that the decision is right, one is also not certain that it is wrong. If the Trustee is not willing to

Good-Bye Friends By Lori Rowe

stand aside, the discussion will continue until all members agree on a next step or are willing to stand aside. How are Board members selected? In naming Board members, FSMH follows the best practices and procedures outlined by our accrediting body, the New Jersey Association of Independent Schools (NJAIS). The process begins with the name of a potential board member coming to the Committee on Trusteeship from a friend of the school. That committee then considers the individual nominated and whether or not their skill set matches a current need of the Board. If so, the process continues to face-to-face meetings and information sharing. Eventually, if all agree there is a good fit, the name of the Board member will come before the full Board for approval. As with many things involving Quaker process, this often takes quite a bit of time, a year or more. What does the Board have planned for the 2016-17 school year? In the coming year, the Board looks forward to completing fundraising on our “Building Greatness” campaign, which will impact the facilities and grounds of the campus. We are also working on the development of our first formal planned giving program. As is the case every year, we will continue to monitor the changing world of independent schools in order to understand what resources our staff will need in the future to maintain the high quality of the program at FSMH. Bill Carrigan Clerk, Board of Trustees

and administrators as our last child, Emily, will be graduating. While this good-bye will be somber, I feel a great sense of accomplishment knowing that our children not only received the best education available to them, but so much more. As I look back on the 12 years that our family has been a part of this school, I wanted to share some of our experiences that have made Friends a very special place. My husband and I started this journey in 2004 with our son Kyle entering Preschool (he’s now an honor student at St. Augustine Prep). Emily followed two years later, and our family soon expanded to include teachers and administrators that not only taught our children, but took an interest in their overall development. We learned early on that FSMH is about teaching the whole child. This means the academics are exemplary, but so is the stress on personal accountability, teamwork, and social responsibility.

The Rowe Family has had a deep and active presence in the Friends School community for over a decade. Garry has been an integral member of the Board while Lori has showed tremendous leadership as clerk of the Parents’ Association. Their two children, Emily and Kyle, are testimonies to the benefits and impact of a Friends School education. With Emily, their youngest, graduating in 2016, Lori wanted to give a few parting words. The time will come at the end of this school year that I will say “Good-bye, Friends” for the last time to teachers, parents,

An early example of the school’s focus on the whole child is when Kyle, a very quiet child when entering Friends three months earlier, was at center stage singing proudly at his first winter concert as a part of Teacher Nancy’s class. My husband and I were amazed at how social Kyle became under the umbrella of the caring teachers, and this continued over his ten years at Friends. Another experience that made us proud of Friends was when Emily spent days learning about her country, Nigeria, to support her Social Studies project for Teacher Peter and the World’s Fair. She worked for hours designing clothes, cooking native food, (story con’t on next page)

UPCOMING CALENDAR OF EVENTS

GOOD-BYE FRIENDS (con’t) and studying their culture and politics. Listening to Emily present Nigeria at the fair, you would have thought she had once lived there. There are many other experiences that have made Friends a special place for our family, but what stands out more than others was when we took our children to open houses at potential high schools. The high schools where our kids shadowed all knew of Friends School Mullica Hill and its reputation to produce high achievers. This was evident when Kyle tested out of freshman math and Spanish at St. Augustine, and Emily found out that she had already had the classes offered to the majority of freshmen at the schools she visited. We will miss Friends, but the school community’s impact on our family will last a lifetime. We look forward to see our children grow into adults, and plan on supporting Friends for many years to come to repay all they have done for us. In Kindness,

Lori Rowe

MAY MAY

One of the fun and easy ways to get more involved at FSMH is to increase your engagement with us on social media. On Facebook you can like our page, share our content, post to our timeline and mention us if you post something related to the school. Don’t forget to share our page with your friends and families. If you’re on Twitter, follow us @FriendsSchoolMH. If you like what we post, retweet and favorite our tweets. We also love feedback. If you want to see us post something up or have a great idea you’d like to share – tell us about it! Together we can make our online community a reflection of the highly engaged and active community we have on campus.

Memorial Day (School Closed)

JUNE JUNE

JUNE

12 JUNE

Engage with Us!

May 30, 2016

JUNE

15 JUNE

June 9, 2016

8th Grade Canoe Trip

June 12, 2016

8th Grade Meeting for Worship (All invited)

June 14, 2016

8th Grade Graduation (All invited)

June 15, 2016

Closing Day (Noon Dismissal)

June 27, 2016

Summer Camp Begins

FSMH BOARD OF TRUSTEES Justin Aglialoro Mike Ayars Ken Austin Nancy Beauchemin John Bond William Carrigan James Cibroski Hanshi Deshbandhu John Falciani Brian W. Jones Chris Kimberly Dorothy Kramme Dorothy Lopez Joe Moczydlowski Beth Reaves, ex officio Garry Rowe William Schmidt Kathi Stetser Alice Waddington