NPES eCurrents Fall 2024

Currents FALL 2024

Inside A New School Year: Joy, Gratitude, and Community

All In A Days Play in Early Childhood Beyond the Book: Expanding the Definition of Literacy Transformative Middle School Journey to the Dominican Republic

Second Grade’s Impactful Community Service Partnership The Benefits of Video Gaming (yes, there are some!)

Solving Real World Problems in our New Innovation Lab

Welcome..... to Currents, a North Park Elementary School publication designed to inspire, inform, and spark conversation. Currents features articles written by NPES stakeholders and is a celebration of the creative, meaningful and diverse currents that flow through our community. ** Cover Photo: NPES students celebrate Holi: An annual event hosted by the NPES Cultural Celebrations Committee.

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A NEW SCHOOL YEAR:

Joy, Gratitude, and Our Special Community

STUDENTS LEARN IN IMPACTFUL AND ENDURING WAYS WHEN ACADEMIC STUDIES ARE INQUIRYBASED, COLLABORATIVE, INNOVATIVE, CHALLENGING, AND FUN

By John Novick, Jr., Head of School As we settle into the new school year at NPES, I invite you, for yourselves and your children, to join me and our exceptional faculty and staff in committing to seeking and embracing the joy that exists, all around us, throughout the academic year ahead.

Surely the struggle, disappointment, and failure inherent in the process of learning and growing up can be painful at times (and productive pain, that leads to growth can be beautiful and impactful for individuals and a community). But there is so much joy to be had and gratitude to share, even in the challenging moments, provided we seek together to recognize and embrace it.

For decades now, students, families, alumni, and staff have talked about how at NPES you can “feel something in the air, something affirming, inclusive, and joyful.” I think that feeling is real, but not the least bit

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mystical. It’s rooted, deeply, in this simple statement from our Core Educational Beliefs (found at npeschool.org): “Students learn in impactful and enduring ways when their academic studies are inquirybased, collaborative, innovative, challenging, and fun.” In other words, a school is supposed to be a positive, engaging, interesting, and joyful place as often as possible. Our faculty/staff and parents/caregivers share the responsibility of making that vision a reality for every child. I view this simple but powerful principle as a key ingredient in our “secret sauce,” a small school with a big impact. As Head of School I experience it myself daily in every corner of our building, and at every special event and gathering.

We are a fun, joyful, and grateful school and community.

This is not to say that our students don’t feel the anxieties of coming of age in the 21st Century, nor that it

isn’t complex and difficult work to keep students in this societal context healthy and whole, thriving intellectually and as positive, contributing members of a community.

While it is true that the ideal environment for promoting a positive self-concept and intellectual and socialemotional growth is optimistic, inclusive, joyful, and grateful, today it takes an entire community dedicated to that vision to fend off the significant challenges to sustaining that culture and climate. These challenges include perfectionism and the fear of failure (when in reality all learning begins with a mistake); the increasing amount of courage it takes to present one’s authentic self in the world–and to help make it possible for others to do so; persistent (and in some instances, worsening) social injustices that drive social ills for which all ultimately pay in our society; and a digiverse that at its worst preys on our vulnerabilities, obscures truth

through misinformation, foments intolerance and reduces humanity to a single image, a few words, a soundbite.

In this challenging societal context, a school and community like ours is not just special, it’s essential. Everything begins at home, and in elementary school. Our nation and world need, more than ever, educated, enthusiastic, and engaged citizens who are intellectually curious, analytical and creative in their thinking, culturally literate, and empathetic, flexible, resilient, compassionate, and inclusive. This is what NPES strives to model and teach every day.

And when we fall short, we do our best to learn from it and get better, together. We are all fortunate to have this school and community in our lives, and as we enter the 2024-25 school year, let’s pledge to continue to make our school a loving and authentic place for children to learn and grow, a place that is not afraid to engage in hard things for the benefit of our students, but is just as committed to recognizing and embracing the joy and gratitude alive all around us. If we can do that for one another, our students will reap the benefits today, and for years to come.

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BEYOND THE BOOK:

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EXPANDING THE DEFINITION OF LITERACY AT NPES OUR STUDENTS WILL USE THEIR VARIETY OF LITERACIES TO LEVERAGE POSITIVE SOCIAL CHANGE.

Libraries have always been a hub for personal literacy, or, as defined by the Association for Illinois School Library Educators (AISLE), a place to “promote the appreciation of literature and its impact on an individual as a foundation of lifelong learning, the development of empathy, and an appreciation for the diverse, vibrant world in which we live.” In other words, a place for reading great books!

However, as we become a more information-saturated society, school libraries need to expand their definition of literacy. AISLE offers three other types of literacy, in addition to personal literacy: Information Literacy Access information efficiently and effectively to inquire, think critically, and gain knowledge through the research process Media Literacy - Analyze, evaluate, create, and communicate using a variety of objective forms responsibly, including, but not limited to, print, visual, audio, interactive, and digital formats Digital Literacy Understand the impact of an online presence, to yourself and others, while maintaining privacy and security practices

Laura McCammack, NPES Librarian, holds a B.S. in Elementary Education, Minor in Technology from Butler University, an M.Ed. in Elementary Curriculum & Instruction from Lesley University and an M.S. in Library & Information Sciences from University of Illinois UrbanaChampaign.

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In the library at NPES, we realize that our students are already digital citizens. They will participate in digital communities throughout their educational (and likely professional) career. How can we, as elementary and middle school educators, support the development of a variety of literacies to help our students contribute positively to their communities - both face-toface and digitally? In our library, students of all ages are exposed to great books and encouraged to read for enjoyment, as developing personal literacy is a key mission. However, we are aiming to do more, both to support the classroom curriculum and develop the variety of literacy skills necessary to thrive online and in-person.

As personal literacy skills develop, students in grades three, four, and five begin to assess both the quality and validity of online resources, as well as practice using digital tools to support their interests and learning.

Students look for visual clues that online media has been doctored, implement lateral reading (a.k.a. opening a bunch of tabs!) to discover more information about a given topic, and refine their skills citing and remixing others’ intellectual property in responsible ways.

online news, information, and media and begin to explore how they can positively contribute and create within digital communities, as well as their in-person communities.

Ultimately, our students can use their variety of literacies to leverage positive social change. Certainly there will be missteps and tech overuse along the way, but we maintain a focus on the idea that mistakes are how we learn.

Students in middle school put all their literacy skills together to become responsible consumers of

Beginning in kindergarten, we introduce the idea of digital literacy and encourage safe, healthy habits. As students progress through first and second grades, we begin to lay the foundation for information literacy through basic research skills as well as continue to foster safe online behavior.

In the library at NPES, we realize that our students are already digital citizens.

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TRANSFORMATIVE MIDDLE SCHOOL JOURNEY TO THE DOMINICAN REPUBLIC

By FrankO Mansilla 4th-8th Grade Spanish Language & Cultures Teacher

As an educator with a passion for travel, inherited from my grandmother, coupled with my previous career as a flight attendant, the opportunity to travel with our students to the Dominican Republic was a highlight of this past school year. Our recent trip not only expanded horizons but also touched upon various curricular areas such as Spanish, social studies, science, socialemotional, and service learning, providing an enriching educational experience in profound ways.

I was drawn to becoming a flight attendant because of my passion for travel; I enjoy exploring new destinations, experiencing different cultures, and meeting people from all walks of life. I now channel that passion for travel and cultural exploration into teaching Spanish language and culture. Transitioning from being a flight attendant to a Spanish teacher may seem like a significant shift, but the connections between the two roles are clear (and I was trained and worked

FrankO Mansilla, 4th-8th Grade Spanish Language & Cultures Teacher, holds a B.S. in Bilingual/Bicultural Elementary Education from the Instituto Guatemalteco Americano Guatemala.

previously as a teacher in Guatemala). Education and air travel revolve around effective communication and interaction with individuals from diverse backgrounds, adaptability, resourcefulness, and organizational skills.

Furthermore, the love for travel and cultural exploration inherent in my previous profession emerges when guiding my students through the wonders of the Spanish language and cultures, and when creating immersive educational experiences such as our trip to the Dominican Republic.

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in the classroom on a daily basis, traveling to a Spanish speaking country is truly the best form of cultural immersion for students.

NPES students visiting a school within the Rio Grande Abajo community.

Learning a second language in early childhood through middle school offers numerous benefits, including cognitive advantages like improved problem-solving abilities, enhanced working memory, and better executive functioning skills which can be applied across content areas. Language learning also fosters cultural appreciation and facilitates effective communication in diverse settings. With Spanish being widely spoken both within the US and across the globe, language skills open doors to communication and cultural understanding in many ways, from daily life and travel to future career opportunities.

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Mrs. Sanchez, my professor back in education school, told me, “To teach a language you have to teach its culture, teaching a language is not just grammar itself, it's much more than that.” I carry this piece of wisdom into my classroom at NPES on a daily basis. Learning a language through its culture fosters a deeper connection and understanding, allowing learners to not only grasp the language itself but also understand the context, history, traditions, and nuances that shape its usage. My classroom teaching calls upon Spanish speaking, writing, and listening skills, as well as cultural awareness of the Spanish-speaking world. While I do this work

Our journey to the Dominican Republic provided students with a living classroom where they could apply their language skills from shopping at local markets to conversing with native speakers. Just ask the parents who received many handcrafted turtle souvenirs because the students were able to effectively bargain in the market, a very common practice in Latin America. This immersive approach fosters a deeper connection with the language, making learning more enjoyable and memorable. In just six days of immersion, students significantly accelerated their language acquisition and comprehension. By exploring cultural sites and experiencing daily life firsthand, students took meaningful steps towards linguistic proficiency and cultural awareness. Witnessing the diversity of accents and dialects within the country further enriched their understanding of the complexities of the Spanish speaking world and subtle cultural distinctions. These experiences will undoubtedly be useful to students in high school, college, and beyond.

Engaging in many educational activities had a deep impact on our middle school students, and our journey touched upon various curricular areas. Personal development was also evident throughout our trip and, as chaperones, it was a privilege to witness such meaningful growth. Here are just a few of the connections we saw:

SERVICE LEARNING: Engaging in service-oriented projects and environmental conservation efforts, such as coral reef restoration, allowed NPES students to make a positive impact on the local community and environment.

This hands-on approach to learning encouraged collaboration, responsibility, and civic engagement, fostering a sense of global citizenship.

CULTURAL CONNECTIONS: Interactions with locals and exposure to different lifestyles and perspectives fostered empathy, self-awareness, and cultural appreciation among students.

Visiting the rural Río Grande Abajo community in Santiago to learn about chocolate cultivation and sharing lunch with local families allowed students to gain firsthand knowledge of sustainable farming practices and community development initiatives. Who could have anticipated that after a student picked and tasted a cacao fruit, that the fruit seed would then be planted to grow into a new tree?

SOCIAL STUDIES: While exploring historical sites, such as the Colonial Zone of Santo Domingo, students were able to learn about colonialism in Latin America, indigenous cultures, and the importance of cultural preservation. Moments such as walking the Calle Del Conde or simply explaining that we were not surrounded by a lake like in Chicago, but by the Caribbean Sea, provided students with insights into the rich history, geography, and culture of the Dominican Republic.

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SCIENCE: By exploring the Pomier Caves students learned about the region’s geology and archaeological significance offering a hands-on opportunity to examine earth and life science topics, as well as anthropology as we studied cave pictographs drawn by the Taino people. Snorkeling in the Caribbean coral reef ecosystem allowed students to learn about marine biology, and the interdependence of ecosystems, and the impact of human activities on these environments.

SPANISH LANGUAGE: Immersion in a Spanishspeaking environment enhanced language acquisition and proficiency as students actively used Spanish to communicate. Real-life interactions provided context and motivation for language learning, leading to increased fluency and confidence. As their Spanish teacher, I felt immense pride throughout our trip. At times I had to remember to step back and just listen to them using Spanish with confidence, as their sideline cheerleader I was always rooting for them, as they persisted in breaking down the language barrier.

Grinding chocolate beans in the the Rio Grande Abajo community, where they have been growing and processing cacao for generations.

Orchestrating an international trip for middle schoolers requires meticulous planning, many logistical challenges, and flexibility when faced with the unexpected (like almost missing our connecting flight in Miami). It also requires a dedicated team of educators.

Chaperones provided emotional support and mentorship to students throughout the trip, helping them navigate unfamiliar situations, keeping them safe, managing homesickness or anxiety, and processing their experiences in an inclusive

and supportive environment.

Chaperones served as cultural ambassadors between the students and the host country, helping bridge language and cultural barriers, facilitating interactions with locals, and providing insights into the customs, traditions and etiquette. It was a particularly special opportunity for me to be able to share more about my Guatemalan roots with the students as I highlighted cultural similarities and differences with other Latin American countries.

Our recent trip to the Dominican Republic stands as evidence of the transformative power of experiential learning, cultural immersion, and the profound impact on students’ holistic development. Through authentic experiences and interactions, NPES’ middle school students expand their horizons, deepen their understanding of language and culture, and develop essential skills for global citizenship. As an educator, witnessing their growth and enthusiasm reaffirms my belief in the transformative power of education beyond the classroom walls. Together, we embarked on a journey of discovery and growth, unlocking new horizons and paving the way for a future filled with curiosity, empathy, and lifelong learning.

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ALL IN A DAY’S PLAY: FOSTERING INCLUSIVITY AND SUPPORT

By Lauren Russell Early Childhood Team Leader

Lauren Russell, Early Childhood Team Leader, holds a B.S. in Health Studies, Minor Family Relationships from Miami University (OH) and an M.Ed. Early Childhood Education from DePaul University.

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PLAY IS AN ESSENTIAL TOOL FOR LEARNING, CREATING, EXPERIMENTING, AND HEALTHY RISK TAKING.

Open-ended play in early childhood includes a mixture of materials and natural art mediums.

Have you ever asked your child, “What did you do today?” and they respond with a simple one word answer… “played”. What does that mean, what did they play, who did they play with? This simple word can carry so much weight, yet be so ambiguous.

What is play?

"Play" can refer to a wide range of activities that are engaged in for enjoyment, amusement, recreation, or relaxation. Essentially a voluntary activity, for adults and children alike, that brings joy. In early childhood, play is an essential tool for learning, creating, experimenting, and healthy risk taking.

What does play look like in the NPES preschool classroom?

Play is at the root of every part of the preschool day. Play

begins at morning arrival time with an hour of daily gross motor play on the playlot. To the untrained eye it looks like children running, chasing, digging, climbing, biking, and sometimes exploring the play lot with peers. To the trained eye, this is an essential space to develop a variety of foundational school readiness skills. Physically, outdoor gross motor play develops the large muscle groups like a child’s core, back, legs, and arms. Our daily outdoor time translates in the classroom to improved concentration, better self regulation, increased engagement, and the development of social emotional skills. Children who have had a chance to move their bodies and expend energy, are regulated and ready to learn—wait, but first they must have a snack!

Okay, now they are ready to learn.

After our gross motor play and snack, we meet daily as a class for the Morning Meeting.

During Morning Meeting kids practice school readiness skills such as sitting and active listening, speaking with relevance, practicing body awareness in a small space, and being engaged members of our classroom community.

Throughout the day we schedule purposeful short blocks of activity, followed by focused learning, and back to movement and activity again.

Weaving in energizing activities with concentrated tasks is essential for the brain and body development of young learners, not to mention the playfulness in learning how to move their bodies mindfully and skillfully.

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In the fall, JK students are each invited to bring in their favorite vegetable for our group vegetable soup. We used the left overs for veggie printing!

Free Choice: At NPES our play-based Reggio Emilia inspired program prepares our youngest learners for future success by offering expertly curated play-focused curriculum, designed by our students themselves. Our ever changing curriculum has led us to studies ranging from ice cream to outer space and from ants to soup. Designing curriculum based on the students interests leads to engaged, invested, and joyful learning in our students. It’s also inspiring and fresh for the teachers.

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Daily access to playdough encourages and develops fine motor skills.

Yes, Chef! The preschool chefs show off their favorite culinary tools.

Outdoor cooperative play includes sharing ideas, listening to friends and negotiating.

STEAM concepts meet fine-motor development for an engaging, multi layered project.

Daily our preschoolers engage in literacy, math, science, sensory, and social-emotional growth through playful centers. Gone are the days of “Letter of the Day,” rote memorization and drills, as research shows that these methods don’t produce understanding and skills that last. We teach through play, engagement, exposure, inquisition, and interest. Play meets learning when we transform our dramatic play area into an ice cream store.

Isn’t math more fun when you’re the cashier counting out five construction paper dollars, or the chef measuring out two cups of carrots diced by your peers?

Literacy learning explodes when kids are in charge of creating and writing a name for a wooden boat they built and tested in a sink or float experiment. Social-emotional development becomes more meaningful when a child has to negotiate how many seats are available on the class submarine made out of a donated cardboard box. This type of exploratory play is where lasting, useful, and energizing learning takes place.

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After a four month study of ice cream the JK students visited “Teddy’s Ice Cream” our local ice cream store to ask owner, Ted, questions about owning a business.

Important learning happens not when the teacher is lecturing and spouting information, but when the children are leading the play and pursuing their curiosities, with the teachers in a supporting role.

Along with creative emergent play in our classrooms, you will see a variety of centers that are teacher curated to develop specific skills. Whether it be fine-motor based centers, teacher-guided projects, or our Art Studio, there is an area in the classroom for every type of growth. We find that some of our most “high interest” areas—from the kitchen center to the building stations—are where preschoolers are doing some of their highest level critical thinking. Our building areas, for example, inspire big, math-based ideas related to geometry, symmetry, categorizing, and patterning, all while simply “playing”.

These popular centers are also where a large part of our social-emotional curriculum is

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modeled and practiced. Imagine having a grand idea of building a double-decker castle while having to share your Magna-Tiles with twenty-three other four-year-olds, all with different ideas. What if a rogue foot knocks down your “rocket launcher” that you have spent time building. While big feelings of disappointment might occur, our youngest learners practice a variety of strategies such as, taking a breath, rebuilding, or asking peers to help. A preschooler’s day is a revolving door full of choices and negotiations. As early childhood experts and teachers, we model with intention how to respond to these unexpected, upsetting scenarios for young children. Play can elicit every emotion you can imagine, joy, humor, sadness, uncertainty, love, frustration, satisfaction, shame, and more. It is so much more than having fun. Play, while often fun, is essential to the learning and development of preschoolers, preparing them for success throughout elementary school and beyond. So next time you ask your child, “What did you do today?” and they respond, “We played,” know that it was so much more than just play.

NPES 2nd Graders' Journey

By Sarah Woltmann Second Grade Teacher

Sarah Woltmann, Second Grade Teacher, holds a B.A. in Early Childhood Education, Minor in Psychology, from Northeastern Illinois University, and a Type 04 Certification.

Students bring in donations and stock the shelves of NPES’ permanent food pantry.

Thanks to the generosity of the NPES community, our students successfully collected approximately 1,000 pounds of food for families in need.

Parents join their children for a special I-visit, showcasing how learning comes to life and spreads a message of community.

Our NPES food pantry is open year round accepting donations of non-perishable food and essentials.

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A heartwarming moment as a team member from the Common Pantry collects donations from our first official food drive.

UNVEILING THE HEART OF SERVICE In the bustling halls of NPES, a profound question sparked a transformative journey for our 2nd graders—a journey guided by curiosity, compassion, and a shared commitment to making a difference. This journey wasn't just about finding answers; it was about embracing the process, igniting imaginations, and cultivating lifelong learners.

At the heart of it all lay a simple yet profound question, "What does food insecurity and poverty look like in my community, and how can I make a difference?" This question, though daunting, became the catalyst for a year-long odyssey of discovery and action.

The essence of service learning lies not just in finding solutions, but in the journey of exploration itself. Our young scholars dove headfirst into this inquiry, embarking on a voyage of research, reflection, and hands-on engagement.

The first step on this journey was our local food bank, The Common Pantry. They are a steadfast beacon of hope in our community.

Stepping through the doors of The Common Pantry, our students didn't just observe they immersed themselves in the work of the pantry. From the bustling kitchen to the shelves stocked with essentials, they gained a firsthand understanding of

the work of this local pantry.

It wasn't just about learning; it was about fostering empathy and connection.

A highlight of this interdisciplinary unit was meeting with local author Diane O’Neill—an encounter that sparked a whirlwind of creativity and inspiration.

Diane authored Saturday at the Food Pantry and shared how she wrote the book based on her real life experience with hunger as a child. She helped encourage the second graders to write their own stories about food insecurity launching their creative writing adventure!

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AS THE CURTAIN FALLS ON THIS CHAPTER OF THEIR (2ND GRADERS) EDUCATIONAL JOURNEY, ONE TRUTH REMAINS CLEAR: SERVICE LEARNING ISN'T JUST A LESSON— IT'S A WAY OF LIFE.

Students proudly share their service learning project at an NPES event, explaining how it worked, what they learned, and their exciting future plans.

This meaningful study seamlessly integrated service learning experiences into every facet of the 2nd grade curriculum, deepening the student’s understanding of various subjects while fostering a deep sense of empathy and civic responsibility.

But service learning isn't just about knowledge; it's about action. With boundless enthusiasm and the support of dedicated parents, our 2nd graders rolled up their sleeves and got to work. From organizing snack pack days to dreaming up their very own pantry, they embodied the spirit of "Yes We Can"—a rallying cry for positive change.

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At their special I-visit they were able to unveil the "Yes We Can Pantry"—a tangible symbol of their dedication and determination. This event allowed all their families, students and teachers at NPES to share a magical moment together. The grand opening was more than just a celebration; it was a testament to the power of community and the ripple effect of kindness. As shelves overflowed with donations and tears of joy flowed freely, our students realized the true impact of their efforts—a legacy of compassion that would endure for years to come.

As the curtain falls on this chapter of their educational

journey, one truth remains clear: service learning isn't just a lesson—it's a way of life.

Through their experiences, our 2nd graders have not only learned about the world around them, they’ve discovered the power they hold to shape it for the better.

And to think it all began with a simple question. “What does food insecurity and poverty look like in my community, and how can I make a difference?” A question that ignited a flame of curiosity, compassion, and joy in the hearts of our young learners.

THE BENEFITS OF VIDEO GAMING (yes, there are some!)

By Brad Riggs | Director of Instructional Technology 22

The topic of video games has come a long way since Pong, which was really more of a marvel of computer coding than actual gaming. But over the years, video games have fallen off as a good thing to do with one's time in the eyes of many. While that may be true in some circumstances, aspects of video games can be beneficial. It all depends on identifying the transferable skills the game offers. Some examples are listed below.

Organization: In some games, you have limited storage space, so you need to keep order and organize your materials. Some farming games have the player collect goods to make other goods. This is a great way to introduce and/or reinforce the idea of “chunking”, sequencing, and/or executive functioning.

Word/ Pattern recognition: Keeping your mind sharp with a pattern or word recognition game is helpful. Candy Crush or Wordle anyone?

I see some, if not all, of these benefits in the Innovation Lab at NPES and think it is one way that students can grow from a few minutes of

Collaboration: With the advent of Massively Multiplayer Mechanics: Online (MMO) games, the ability to collaborate It can be an easy way to teach someone how to with friends is possible. Teams can meet in the use a mouse by clicking and double-clicking in game, plan a strategy, and provide real-time a classic game of Mah-Jong. feedback.

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Ms. Tate Pippin leads a 3rd grade experiment with cospaces.edu to examine adaptations based on habitat.

gameplay. A number of students are building houses in Minecraft, collaborating with resources, and helping each other craft the next tool they may need. This aligns with the Innovation Lab’s mission of “creation over consumption” as it relates to technology. We focus on teaching students to engage with games at school that require collaboration and communication.

I encourage you to discuss with your child(ren) how video games can be used for beneficial purposes and enjoyed in moderation and collaboratively.

Some resources: Video gaming may have some cognitive benefits for kids, study finds

Common Sense Media -- A great resource to get background information and a rating system for reference.

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Class of 2025 students engaged in t-shirt making with the heat press.

Class of 2028 students created bags with use of Cricut and heat press inspired by the school play/musical.

Solving Real World Problems in our New Innovation Lab I’m excited to share some of the plans for the new and expanded Innovation Lab. This past summer NPES moved the Innovation lab to a larger space that is about triple the size allowing teachers to bring their entire class to the space and explore project-based, interdisciplinary learning. We hope to shift the idea of what learning and rigor look like to a more empathetic and applied usage. How do we help students take their knowledge and apply it as the basis for a solution to a realworld problem or scenario?

The larger Lab has more equipment, including a 3D scanner which allows students to replicate any object and a few more 3D printers, a sublimation printer which allows students to create original designs for t-shirts, mugs, Stanley’s, hats and more.

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We have a laser cutter that allows students to craft artifacts and art from wood to cardboard to acrylic and even metal, Cricut cutters, virtual reality headsets, and green screens for videos and stop-motion. In addition, the Lab has tons of Legos, Lego robots, construction paper, paints and primer, cardboard cutters, hot glue guns, sewing machines, a codable embroidery machine, and a heat press. We plan to add a few more desktop computers as well as some codable photo drones and provide an introduction to tools that may become part of our everyday lives.

The guiding principle of the Innovation Lab is to have whatever a student might need to make their idea come to fruition.

Leveraging Design Thinking and Innovation Labs for Student Empowerment and Equity In today’s rapidly evolving educational landscape, it’s imperative to foster an environment where innovation and empathy intersect to drive meaningful change. As the Director of Technology, I’ve witnessed firsthand the transformative power of utilizing design thinking methodologies and innovation labs to not only create solutions but also to prioritize equity, justice, and belonging for all students.

At the heart of our approach lies design thinking, a human-centered problem-solving framework that encourages empathy, creativity, and collaboration. We immerse our students in the experiences of others through interviewing and research to gain valuable insights into their needs, challenges, and aspirations. This empathy-driven approach ensures that our solutions are not only technically sound but also deeply resonant with the students’ experiences with socialemotional learning and diversity, equity and inclusion. We feel this intersection is the new definition of rigor.

Our Innovation Lab serves as a center for experimentation, iteration, and co-creation.

Here, students are not just consumers of technology but active participants in its design and implementation. By providing a space where students can explore, ideate, and prototype, we empower them to take ownership of their learning journey and to become agents of change in their communities going forward.

Furthermore, our commitment to equity, justice, and belonging informs every aspect of our work. We recognize that technology alone is not a cure all for educational inequities; it must be accompanied by intentional efforts to address systemic barriers and amplify marginalized voices. Through inclusive design processes and community partnerships, we

Class of 2027 students discuss their projects.

strive to create environments where every student feels valued, respected, and empowered to thrive.

By embracing design thinking, fostering innovation, and prioritizing equity and justice, we can create educational experiences that not only meet the needs of today’s learners but also prepare them to tackle the challenges of tomorrow. Together, let’s harness the power of technology to create a more inclusive, equitable, and just world for all.

Brad Riggs, Director of Instructional Technology holds a B.S. in English Literature and a Minor in Writing from the University of Wisconsin and an M.A. in Teaching from Boston University.

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North Park Elementary School is a small school with a big impact. We educate students in our inclusive and engaging school culture; affirming, challenging, and supporting each child as they achieve their full potential as reflective learners and involved, empathetic members of their communities.

North Park Elementary School is a private, independent school located in the North Center/Ravenswood neighborhood of Chicago. We are accredited by ISACS and a member of NAIS. We joyfully engage students from Preschool (age 3) to eighth grade.

TO LEARN MORE VISIT US AT NPESCHOOL.ORG

NORTH PARK ELEMENTARY SCHOOL 2017 W. MONTROSE CHICAGO, IL 60618 773.327.3144