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 School provided a glimpse of Glenelg Country School teaching at its best. In one classroom, Joan Weber led sophomores through the Fender Method of analyzing Renaissance art. In another, Heather Vavalle explored the mysteries of corresponding angles in congruent triangles, while, in his classroom, Memi Pluznik discussed the elements of nature photography. Simultaneously, Walter Mattson pushed students to unpack the truths and ironies of a poem from early American history, while on another end of the building, Scott Proffitt encouraged students to unpack the grammar and stylistic conventions of an Augustan Rome poem. In each classroom, students and teachers collaborated in the interest of discovery and expression. All in a day’s work in the Upper School.

Yet, while very typical of an Upper School schedule, there was something very different about what was happening in each classroom. There were only several students present. Each teacher was manipulating several screens in various ways to teach the students in the room and a larger group of students who were on a screen, students engaging in class from home. On this first day of our full hybrid platform, learning was happening as usual—with students and teachers working together—and as it never had before. While students and teachers remain at the heart of each classroom experience, screens, styluses, speakers, and cameras play an essential role in making that experience happen. Technology has transformed the Upper School classroom.

PLANNING FOR THE FALL Every day this summer in the Upper School, MaryEllen Prantl, dean of students, Greg Koffel, director of studies, and I worked through the many layers of how to conduct classes in the academic year ahead. In preparing for both a fully digital program and a hybrid program, we sought to combine what we all learned from the spring’s foray into digital learning with a longer-term perspective on what would serve our students best. We sought to retain the long-established Upper School ethos that combines balance, excellence, and humanity with new academic technology and a new schedule that would allow teachers and students maximum flexibility. Most of all, because we knew that the year ahead would be unpredictable, we had to have an approach that worked well in multiple scenarios.

We developed three fundamental principles. First was a consistent schedule. Given the lack of stability and consistency in other areas of life under COVID, the academic year would go much more smoothly if everyone knew what classes were happening each day, for how long, and in what order. The weekly schedule would remain the same every week regardless of school happening on campus, at home, or in some combination of the two.

The second was block periods. We knew that the shift to having students at home and on campus in the same class would create the need for more time in an academic period. Accommodating the inevitable communication challenges and technology glitches required longer chunks of time if each class would be productive and engaging. We landed on 75-minute periods—approximately 55% longer than periods in previous years—to ensure high engagement and deep learning

The final principle was health. We knew that consistently teaching through screens would mean mental and physical fatigue for students and teachers by the end of most days, especially those in utilizing our digital option. Meeting standard expectations about content coverage, skills development, and the full scope of classroom activities under this kind of fatigue would render our academic program unsustainable, so we made several critical adjustments to

preserve energy, limit after school screen time, and embrace sleep. Most important were later start times, non-academic Wednesdays, specific limits on the length and frequency of homework assignments, and shortened assessments and evaluations.

LOOKING AHEAD Currently, about a third of Upper School students engage with the school in a wholly digital mode. The remaining students attend school two days per week on campus and two days per week from home in an alternating arrangement. All students attend school from home on Wednesdays, a day reserved for advisory, enrichment, Forum, and Office Hours.

The vast majority of the on-campus students with whom I’ve spoken are delighted to be back after months of learning from home. The same is true of teachers. The refrain echoing through the Gould Building is, “It’s so great to have the kids back!” Being together in person, even if only in part, reaffirms our sense of community, togetherness, and fellowship in something special. I have never appreciated what it means to be at Glenelg Country School as I have in these first days of our hybrid platform.

We will continue hybrid learning as long as we can. Increasingly, the experts point to a significant resurgence of infections this winter, so we know that we may all have to transition back to a fully digital experience for weeks or even months in this new year. While disappointing if it happens, we will adjust as we have to, embracing yet another pivot for teaching and learning under COVID-19. Whenever we return to campus, I eagerly anticipate another stroll through the hallways, and I can feel that spirit of the dragon all around me once more.

Previous page: Sabrina Swing ’23 and Valerie Swing ’24 on the first day of hybrid learning.

This page, from top: Amy Ro, head nurse, takes a student’s temperature; Habhi Takkar ’24, Story Witenstein ’24, and Hailey Tate ’24 attend freshman orientation; Brian Bonn, physical education teacher, donned an inflatable dragon costume to greet students on their first day of hybrid learning; Scott Proffitt, world languages teacher, talks with students in the Upper School Forum; and Olivia Marx ’21.

Opposite page, from top: Sydney Naylor ’21 and Anna Lucas ’21 join class digitally from home; Photography students practice close-up shooting near the Upper School garden; Tiffany Blakely ’24; Participants join a virtual Forum meeting; Ryan Russo ’21; Connor Wilson ’23 and Jalil Nasseri-Asl ’23.

From top, left to right: Students work in the Upper School’s photography studio; Trinity Skidmore ’22, Caroline Rehder ’21, Celia Pell ’21, Dylan Sterry ’21, and Seth Miller ’21 show off deaf-friendly face masks; Tryston Brown ’24 and Dominic Smirne ’24; Students learning virtually connect with an on-campus teacher; David Weeks, global education and community service director leads a class; Students enjoy lunch on the Upper School patio.

FACULTY SPOTLIGHT Shay Tyndall

Shay Tyndall joined the GCS faculty in 2020 as the newest humanities teacher. Born in Guyana, Tyndall wanted to become a teacher from an early age.

PLEASE GIVE US SOME BACKGROUND ON YOURSELF AND YOUR EXPERIENCE.

I was born in Guyana, a country in the northern mainland of South America but considered part of the Caribbean region due to its cultural ties to other Caribbean countries. When I was five, my family and I moved to Toronto, Canada, where we lived until we moved to New Jersey when I was 13 years old. After high school, I decided to pursue higher education at the University of Maryland, College Park (UMCP). I was a member of the Arts Scholars living and learning program and majored in English Literature and Chinese Language and Culture and received a certificate in East Asian Studies. After college, I took a year off to tutor literacy in Baltimore City Public Schools. Then, I returned to UMCP to pursue my Masters in English Literature. I graduated in May of this year.

WHY TEACHING?

I’ve wanted to be a teacher since I was 10 years old. I thought my fifth-grade teacher was so cool. She challenged me to think outside of the box, which was frustrating but always so satisfying when I met the challenge. I remember asking for pieces of chalk so I could pretend to be a teacher at home. My fifth-grade teacher even gave me class rosters so I would have an attendance to take. That’s when the seed was planted, but it wasn’t until high school that I decided to be a teacher. For me, high school English was the best because of all the projects the teachers gave us. We weren’t just writing essays; we were applying literature to other mediums; we were allowed to be creative. We were looking at books in ways that I didn’t even think about, and it deepened my understanding of the application of literature to life in general. Through this experience, I decided I wanted to be a teacher and share my love of English with future students in hopes that they would develop the same passion for the subject that I have.

WHAT BROUGHT YOU TO GCS?

I fell in love with GCS when I learned about how important community and student relationships were. Those aspects of teaching are so important to me. I loved the idea of a school that felt close-knit because it showed me that GCS had the same approach to education that I had. I also love that teachers can make the curriculum their own and add themselves to the work they give to their students because that means I can use some of the strategies my high school English teachers used in my classroom.

WHAT IS ONE OF THE MOST REWARDING MOMENTS AS A TEACHER?

I am making connections with students! This is an essential part of teaching, especially as a new teacher and as a teacher in a pandemic. It’s hard to foster those connections in a digital platform, so when they happen, I feel so happy, and I try to continue cultivating that relationship.

HOW HAS THE PANDEMIC CHANGED YOUR APPROACH TO TEACHING? ANY ADVANTAGES?

The pandemic has taught me to roll with the punches when it comes to teaching. Much can change in a moment, so you have to be prepared for anything. The advantages to this are that you learn to be ready for anything, you learn to adapt, and when you see your colleagues and the students adjusting and preparing for anything, you learn how fantastic everyone is. I feel so blessed to be experiencing this crazy year alongside such an amazing group of people.

WHAT ADVICE DO YOU HAVE FOR STUDENTS LEARNING IN A PANDEMIC?

Take it one day at a time. A lot is changing. The answers aren’t always certain. Know that we’re going through this together, and trying our best. Be patient with yourselves, your family, and your teachers. We will get through this together! When things get rough, remember to find something to make you laugh. I promise it is 100 times better than crying.

A RISING STAR SHINES IN THE UPPER SCHOOL

PROGRAM FOR ADMISSIONS COUNSELORS DEVELOPED BY COLLEGE COUNSELING DIRECTOR RECEIVES NATIONAL AWARD.

By Maria Morales

FREELANCE WRITER

Damian Garcia, director of college counseling, received the National Association for College Admission Counseling (NACAC) 2020 Rising Star Award. His program was nominated for the national award after winning the same prize from his chapter, the Potomac and Chesapeake Association for College Admission Counseling (PCACAC).

The professional associations serve college admissions counselors from high schools and colleges. The PCACAC chapter includes school counselors from Delaware, Maryland, the District of Columbia, Virginia, and West Virginia.

The Rising Star Award honors individuals and programs that exemplify excellence and dedication to serving students’ needs in the transition from high school to college. While the leadership program was recognized, not Garcia, specifically its co-creator, still considers it a significant achievement.

“The Rising Star Award is a nationally recognized award in our profession,” said Garcia. “It’s a great honor to be considered as an emerging leader.”

The Leadership Education Webinar Series that Garcia created provides professional development for PCACAC early to mid-career members looking to advance or grow. The program brings together seasoned professionals within the membership to share best practices and practical advice.

Garcia said the program’s goal is to empower the counselors with tools and resources to step up in their organizations.

Garcia partnered with a chapter colleague, Anthony Ambrogi from St. Catherine’s School in Richmond, Virginia, that he met at PCACAC’s 2019 conference. They struck up a conversation at the conference about leadership development. That summer, Garcia was asked to be a co-leader.

They organized topics, secured presenters, coordinated logistics, and advertised the program. The program was up and running by mid-fall of the 2019–2020 school year. In the 2019–2020 school year, they hosted five webinars. This school year, seven webinars are planned.

The sessions have been well attended, with 50–100 attendees per session. Members who attend five or more webinars and the chapter’s annual regional conference will earn a completion certificate.

The award has brought the national spotlight to Garcia and his program. He’s had conversations with other NACAC regions wanting to know how they executed it.

Garcia worked 11 years as an admissions counselor on the college side. For the last two years, he’s worked at GCS, but he draws from his prior experience to benefit both his colleagues and students.

Organizing the panels with colleagues from the college side has built a network for him and GCS, Garcia said. For example, one of his panelists will be presenting to GCS juniors and their families about the college admission process, financial aid, and what the application process is like during the pandemic.

“The support I receive at GCS allows me to continue my engagement within my profession,” said Garcia. “Staying up on national trends is important to staying relevant so I can provide the best information to our students and parents.”

DIVERSITY & INCLUSION IN ANY LANGUAGE

DIVERSITY COORDINATOR FACILITATES INTERNATIONAL PANEL ON SOCIAL JUSTICE.

By Maria Morales

FREELANCE WRITER

Sheena Jordan, diversity coordinator, facilitated a panel on social justice during the annual fall conference of the Greater Washington Association of Teachers of Foreign Languages (GWATFL).

More than 100 people attended the virtual panel, including educators from Melbourne, Toronto, and Lagos.

Jordan, who serves on the executive board of GWATFL, was Teacher of the Year for the association in 2017. She was also a finalist for the Northeast Conference of Teachers of Foreign Language Teacher of the Year in 2018. She wrote her winning essay on incorporating social justice in the foreign-language classroom.

The panel, entitled “Having 2020 Vision: Courageously Seeing World Language Students,” focused on helping world-language teachers be more inclusive and incorporate diversity into their lessons.

Jordan contends that students should see themselves reflected within the lessons, the literature, and the classroom environment.

“Do we really see our students and acknowledge them for all of their differences, or are we still forcing the old colorblind paradigm that limits the vastness of what world language truly represents in breaking through systemic barriers?” she asked.

Jordan’s panel included three world-language teaching professionals. The panelists encouraged teachers to move beyond the textbook in planning more profound lessons that include race, gender, age, sexual orientation, religion, and socioeconomic status.

Collaborating with other teachers is a way of hearing diverse voices on how to present a topic. A Spanish teacher who is a native speaker may have a different perspective when teaching about immigration, said Jordan, an African American. Expose students to more than one side of the story.

“Critical thinking is also a part of social justice education,” says Jordan. “Educators should not tell students what to think but help them unpack the information and process it independently.” Her advice for any teacher discussing social justice issues in the classroom is to minimize your voice without interjecting a personal stance. Allow students space to share their thoughts and experiences.

“So often, we want to dominate the lesson,” said Jordan. “It’s important to know when to pass the mic and allow students to amplify their voices when they express the desire to do so.”

“Traditionally, teachers have shied away from teaching about social justice because they’re afraid they don’t know enough about it or that their biases will get in the way,” Jordan said. “It’s important when teaching controversial topics to admit that you have a bias at the beginning of the lesson and you don’t know everything.

“A big part of social justice education is about recognizing your vulnerability,” Jordan said. “Lean into the things that may seem or feel uncomfortable.”

While Jordan has been teaching other coursework since coming to GCS two years ago, she has remained engaged with her colleagues. Through GWATFL, she serves as a mentor for new teachers.

“My passion is supporting world-language teachers and what will help them navigate the profession better,” Jordan said.

LAUNCHING A VIRTUAL FRESHMAN EXPEDITION

IN A FIRST FOR GCS, AN IMMERSIVE NINTH-GRADE EXPERIENCE MOVED ONLINE.

By David C. Weeks

GLOBAL EDUCATION AND COMMUNITY SERVICE DIRECTOR

Entering the Upper School as a freshman can be a daunting experience, and even more so for a student new to the Glenelg Country School. Even rising ninth-grade students from the Middle School need to adjust. For this reason, GCS holds a two-day Freshman Expedition at the Claggett Center in Buckeystown, Maryland, before the official start of the academic program to strengthen personal identity awareness, encourage socialization, and build class cohesion. To further enhance this experience’s quality, each student is assigned a Grade 12 mentor, who will provide guidance during the Expedition and support Upper School newcomers during the academic year.

As the GCS community adjusted to the COVID-19 pandemic with virtual learning in the spring of 2020, Freshman Expedition mentor applications were made available. Seventeen applications with teacher recommendations were submitted, and in May 2020, 10 rising seniors were chosen to serve as mentors. The Class of 2021 seniors includes Moyo Ariyo, Hailey Claussen, Matt DeVeau, Caroline Haynes, Erin Jacobs, Olivia Milne, Catherine Morningstar, Imroze Singh, Noor Singh, and Juliette Yoltay. While all mentors possess the leadership skills required to be supportive mentors, their skills and mentor disposition would be tested in ways that have never been experienced by rising seniors in past years.

At the beginning of the summer, mentors were eager to participate in the Freshman Expedition. But with the pandemic raging, students were unaware of how it would occur. Health officials forecasted a spike in COVID-19 cases in the fall, and David Weeks, who coordinates the event, recognized the traditional program would need to be considerably altered.

The risk of having on-site activities due to the pandemic was high. In June, it became apparent that plans must change. Dorm rooms and the meals were canceled. What would replace these essential components of the Freshman Expedition?

The Close -Up Foundation in Washington D.C. has skilled facilitators knowledgeable in community building and teaching students how to assess societal issues online critically. David Weeks, global education and community service director, began discussions with Close-Up’s educational coordinator in July. In August, Brandon Neblett, head of the Upper School, approved a virtual Freshman Expedition with four Close-Up facilitators and two administrators. Senior mentors prepared for a two-hour training in effectively facilitating online group work at the start of Expedition week. After leadership and group facilitation orientation from Weeks and the Close-Up staff, mentors were assigned a small group of seven to eight freshmen. Mentors shadowed the Close-Up facilitators in an afternoon session of ice breakers and online team building activities. Then, in preparation for their session, seniors worked on a presentation about community building for their assigned group. At the end of the Expedition, Weeks thanked the mentors and reminded newcomers that the seniors, who facilitated their small group, would be their go-tocounselor during the academic year.

The freshmen class soon strengthened their relationship with their senior mentor.

In the first week of the academic year, mentors led an online discussion on the experiences influencing the ninth graders’ adjustment to the Upper School. Freshmen recognized each other’s different comfort levels entering a new school environment and the importance of supporting each other to build a robust ninth-grade community. In the second week, mentors discussed the importance of personal engagement in the school community and various ways freshmen can establish their identity and influence in the classroom, on stage, in athletics, or with a service project. Seniors helped their younger counterparts see the value of elevating their voice to address topics of interest that will enrich the school community.

Building community in a virtual way is challenging. Still, with senior mentor engagement, ninth-grade students strengthened their relationship with peers and were guided into the Upper School community in a supportive way. The traditional senior mentors’ experience changed with the pandemic, but their value to the freshmen remained the same.