UPPER SCHOOL
FINDING NORMALCY IN THE UPPER SCHOOL ADAPTING EDUCATION DURING A PANDEMIC IS A CHALLENGE UNLIKE ANY OTHER. By Brandon Neblett HEAD OF UPPER SCHOOL
On an early November morning, a walk through the Upper
combine what we all learned from the spring’s foray into
School provided a glimpse of Glenelg Country School
digital learning with a longer-term perspective on what
teaching at its best. In one classroom, Joan Weber led
would serve our students best. We sought to retain the
sophomores through the Fender Method of analyzing
long-established Upper School ethos that combines
Renaissance art. In another, Heather Vavalle explored the
balance, excellence, and humanity with new academic
mysteries of corresponding angles in congruent triangles,
technology and a new schedule that would allow teachers
while, in his classroom, Memi Pluznik discussed the elements
and students maximum flexibility. Most of all, because we
of nature photography. Simultaneously, Walter Mattson
knew that the year ahead would be unpredictable, we had
pushed students to unpack the truths and ironies of a poem
to have an approach that worked well in multiple scenarios.
from early American history, while on another end of the building, Scott Proffitt encouraged students to unpack the
We developed three fundamental principles. First was
grammar and stylistic conventions of an Augustan Rome
a consistent schedule. Given the lack of stability and
poem. In each classroom, students and teachers collaborated
consistency in other areas of life under COVID, the academic
in the interest of discovery and expression. All in a day’s
year would go much more smoothly if everyone knew what
work in the Upper School.
classes were happening each day, for how long, and in what order. The weekly schedule would remain the same
Yet, while very typical of an Upper School schedule, there
every week regardless of school happening on campus, at
was something very different about what was happening in
home, or in some combination of the two.
each classroom. There were only several students present. Each teacher was manipulating several screens in various
The second was block periods. We knew that the shift to
ways to teach the students in the room and a larger group
having students at home and on campus in the same class
of students who were on a screen, students engaging in
would create the need for more time in an academic period.
class from home. On this first day of our full hybrid platform,
Accommodating the inevitable communication challenges
learning was happening as usual—with students and teachers
and technology glitches required longer chunks of time if
working together—and as it never had before. While students
each class would be productive and engaging. We landed on
and teachers remain at the heart of each classroom
75-minute periods—approximately 55% longer than periods in
experience, screens, styluses, speakers, and cameras play
previous years—to ensure high engagement and deep learning
an essential role in making that experience happen. Technology has transformed the Upper School classroom.
The final principle was health. We knew that consistently teaching through screens would mean mental and physical
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PLANNING FOR THE FALL
fatigue for students and teachers by the end of most days,
Every day this summer in the Upper School, MaryEllen Prantl,
especially those in utilizing our digital option. Meeting
dean of students, Greg Koffel, director of studies, and I
standard expectations about content coverage, skills
worked through the many layers of how to conduct classes
development, and the full scope of classroom activities under
in the academic year ahead. In preparing for both a fully
this kind of fatigue would render our academic program
digital program and a hybrid program, we sought to
unsustainable, so we made several critical adjustments to
SPIRIT OF THE DRAGON
