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S tat e o f t h e S c h o o l 2 0 2 2 - 2 3

INSIDE • Strategic Plan • ISACS Accreditation • Admissions • Financial Information • Development • DBIE • Unconference • Challenge Success • In The Classroom • Highlights

STRATEGIC PLAN In early January, Pembroke Hill shared its new Strategic Plan with the school community. Since that time, members of the faculty and staff, under the guidance of the Center for Teaching & Learning (CTL), have been engaged in implementing the goals and strategies outlined in the plan. “I am excited that so many of our faculty and staff members are involved in collaborative activities that reflect the Strategic Plan,” explained Brad Shelley, head of school. “This plan is already making a difference in how we approach our work each day. It is also affecting how we seek to enhance and support the academic and student experiences in the years to come.” Tiffany Kelley ’96, director of the Center for Teaching & Learning, agreed. “This Strategic Plan is providing the framework for so many exciting discussions and tangible improvements to our school programs. During this year’s faculty and staff professional learning days, we have reviewed our progress on the plan’s strategies and used the time to break into smaller committees and interest groups to focus on individual tactics.”

Goal 1 - Academic Experience

Together, we commit to a dynamic, challenging learning experience with inspired, respected faculty focused on continuously growing each student’s intellect, curiosity, creativity and autonomy.

Goal 2 - Student Experience

Together, we will create purposeful opportunities for students to engage in the school community and develop a sense of belonging, of passion for pursuits beyond the classroom and of their obligations as citizens and leaders.

Goal 3 - Resource Development Together, we will secure the various resources necessary to support the successful implementation of this Strategic Plan.

A wonderful byproduct of this work has been the opportunity for faculty and staff from all divisions and departments to come together, learn from each other and determine how best to implement the goals of the Strategic Plan. “We are all focused on the wellbeing of our students while providing inspiring and challenging learning experiences that engage and prepare them for the next steps in their educational journeys,” Brad said. There has been significant progress made toward all three goals. Looking through the lens of Academic Experience strategies, Pembroke Hill has prioritized faculty and staff professional growth. A newly-formed Growth Coaching Task Force is working to establish the foundation for professional growth of faculty and staff. The group is designing a framework for the process of developing a growth plan that includes objectives, expectations, shared beliefs and a menu of strategies for achieving growth. The school has also addressed current student engagement through surveys and focus groups. The results of these are being reviewed to determine the best approach to enhancing our students’ academic experiences. Addressing the Student Experience goal, faculty and staff are completing coursework through Mindful Schools and have undertaken training through the Institute for Social Emotional Learning (IFSEL). PHS counselors are tracking current social emotional programming. The school is also prioritizing building relationships and creating deeper connections among faculty, staff and students throughout the school. This has resulted in more cross campus activities that pair up students from a variety of divisions and from both campuses. The final goal - providing resources necessary to support the plan's implementation - has been the focus of several initiatives, including increasing the professional learning budget for 2023-24 and auditing the cost for students to participate in the entire Pembroke Hill experience. The business office is reviewing current budgeting processes, while the development office is exploring new support avenues and evaluating capacity and growth opportunities within the fundraising function. 2

ISACS ACCREDITATION Pembroke Hill hosted a 10-member Visiting Team representing the Independent Schools Association of the Central States (ISACS) in early March as part of the school’s re-accreditation process. Head of school Brad Shelley received notification in early May from ISACS that the school “continues as a member in good standing with full accreditation.” Every seven years, ISACS-accredited schools engage in a selfstudy process during which all faculty, staff, administrators and members of the Board of Trustees come together to examine how the school is living its mission. The multi-year re-accreditation process included surveying the school community, writing a self-study report and welcoming the visiting team to campus. “We are gratified that Pembroke Hill’s programs and commitment to growth have been recognized by ISACS,” Brad said. Fourth grade teacher Kim Stone and assistant upper school division head - faculty development Jenny Marien coordinated the school’s re-accreditation efforts. “I appreciate Kim and Jenny for the countless hours they gave guiding us through the steps to re-accreditation,” Brad said. Dr. Anne Stavney, head of school for The Blake School in Minneapolis, led the visiting team. At the conclusion of the visit, she met with Pembroke Hill faculty and staff and shared the following: The ISACS visiting team commends Pembroke Hill School for its: • Widespread knowledge and endorsement of the school's mission and values across the community. • Educational programs that families recognize as deeply caring, constructively challenging and powerfully transformational for their students. • Highly successful capital campaign; remarkable facilities built through campaign funding; and new communal spaces where the whole school can gather together. • Commitment to continuous school improvement, and programmatic and curricular evolution in order to meet the needs of Pembroke Hill's diverse and ever-changing student population now and into the future. • Strategic Plan (2022) that provides a clear vision for Pembroke Hill's future and helps the school move forward with purpose and direction.

The ISACS visiting team recommends that Pembroke Hill School: • Establish and articulate the educational purpose for integrating a diversity, belonging, inclusion and equity (DBIE) and social emotional learning (SEL) lens throughout the school. • Create and document a curriculum scope and sequence from the early childhood years through senior year. • Reach beyond the school to nationally-recognized programs, professional associations and aspirational schools to learn from what others are doing across the country.

ADMISSIONS UPDATE There continues to be great interest in Pembroke Hill by families from both within and outside the metro area. Prospective families explore Pembroke Hill to enhance their student's educational experience. Specifically, they are seeking a smaller studentteacher ratio that provides a more personalized experience. Additionally, families appreciate the robust opportunities offered at PHS that result in deeper engagement with academic and extracurricular programs. Enrollment numbers for fall 2023 are tracking very similarly to last year. As a result, nine grades have waiting lists: early years, prekindergarten, kindergarten, first, second, fourth, fifth, sixth and seventh.

2022-23 Student Population Total Enrollment 1,186 New Students 186 Zip Codes Represented 79 Kansas Residents 52% Missouri Residents 48% Children of Alumni 16% BIPOC Students 33% Students in Early Childhood 130 Students in Lower School 384 Students in Middle School 251 Students in Upper School 421 Awarded in Financial Aid $3.8 million Students Receiving Financial Aid 28%

Historically, as many as 30 percent of PHS new families contact the school over the summer. Therefore, the admissions office anticipates additional grades will be fully enrolled by fall. At the same time, family plans can change so openings may become available over the next couple of months. Current families are encouraged to continue referring others to the school, especially for preschool, third and eighth grades. PHS families reaching out to prospective families is important. Approximately 80 percent of new families contact the school because a friend or relative is already part of the Pembroke Hill community. All members of our community are encouraged to share the Pembroke Hill story with friends and neighbors and to refer them to the admissions office to discuss topics such as classes, sports, school culture and financial aid. Pembroke Hill has awarded $2.4 million in financial assistance to both returning and new students for next year. However, financial aid is still available.

FINANCIAL INFORMATION As the 2022-23 fiscal year winds down, Pembroke Hill is in a strong financial position. •

The school's endowment was valued at $62.5 million as of Dec. 31, 2022.

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This year, the endowment provided $2.2 million in support of the operating budget.

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Pembroke Hill's 2022-23 budget was $32.3 million. (See the charts that outline the source of Pembroke

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The school's campuses feature 39 acres with 17 buildings representing 411,000 square feet.

Hill's funds and how they are dispersed on an annual basis.)

********** Where Does The Money Come From? Fundraising 4%

Where Does The Money Go?

Auxiliary Programs 1% Interest & Other Income 1%

Instructional Departments 12%

Endowment 7%

Building Maintenance Reserve 5% Administration & Insurance 2%

Plant 13% Financial Aid 8%

Tuition 87%

Benefits (including Employee Tuition Remission/Aid) 17%

Salary Pool 43%

DEVELOPMENT Day Of Giving - A Huge Success! Pembroke Hill is truly grateful to everyone in the Pembroke Hill community who supported our April Day of Giving. Thanks to your generosity, we surpassed the number of gifts received last year by 26 gifts and raised a total of $228,571 for the Pembroke Hill School Fund! There were many fun activities such as phone-a-thons during the day and evening when volunteers, including parents and alumni, called their peers to ask for their support of the Pembroke Hill Fund. We are also grateful to our generous donors who provided matching gifts: Chris and Christine Egan, Rick and Ashley Moyer, Kimi O'Dell Nelson '82, and Don '89 and Kristen Trigg. This day would not have been possible without many hours of help from our volunteers, who were essential to the planning, preparation and execution of events on the day, as well as those who joined to assist with outreach and thank you notes. Special gratitude goes to Jen Draper, leadership chair, Alex and Abby Wendel, Wornall Campus co-chairs, andMolly Maxwell and Ryan Sprott, Ward Parkway Campus co-chairs. 5

DEVELOPMENT PHS Announces Three Generous Gifts Pembroke Hill is honored to announce three generous gifts - from the estate of Paul W. Meyer Jr. ’57, the Margaret S. Richardson Trust and The Malone Family Foundation. The Meyer and Malone gifts have been designated for student financial aid. The gift from the Richardson Trust will be directed to the school's unrestricted endowment. “We are so grateful for these gifts,” said Brad Shelley, head of school. “They are a reflection of the strong connections that members of our community have with our school, an indication of their gratitude for their experiences here and their confidence in the quality of a Pembroke Hill education." Barb Head, assistant head of school for development, explained, “These gifts will have an enduring impact on our students’ experiences. Receiving these splendid gifts is inspiring, especially as they come on the heels of the successful completion of the Building Together capital campaign, the largest campaign in the history of the school.”

three recent gifts will have an enduring impact on students and their experiences at the school.

While the Building Together project addressed the school’s physical structure, these recent gifts will allow Pembroke Hill to focus on students. “These generous donations align with our recently announced Strategic Plan,” Brad said. “The third goal of the plan is to provide the resources necessary to successfully implement the strategies, increase the school’s endowment and to offer financial aid to assist students in attending Pembroke Hill.”

Paul W. Meyer Jr. ’57 Estate Gift

The recently-received gift from the estate of Paul W. Meyer Jr. ’57 represents the largest single donation from an individual in Pembroke Hill’s history. Prior to his death, Paul established the Paul Meyer Scholarship in 2015. He created the scholarship endowment in memory of his parents, Dr. and Mrs. Paul W. Meyer, and in appreciation for the education he received at Pembroke-Country Day. "Paul remembered his experience at PemDay with great fondness," Brad said. "He greatly respected and admired the faculty. Through his gifts to the school, he wanted to honor those teachers who had such a positive effect on his life." According to Paul’s wishes, the scholarship is to provide “for the attendance of students in grades 7-12, with scholarships being awarded based on financial need and academic achievement.” After Paul’s death in 2021, Pembroke Hill learned the details of the additional planned gift from his estate. “This very generous gift will be used to help exceptional students attend our middle and upper schools,” Paul W. Meyer Jr. '57 Barb explained. “It will also support the school’s efforts in making Pembroke Hill more accessible to a greater number of students and families.” “We are so grateful to Paul for honoring his parents and his experiences at Pem-Day,” said Brad. “This gift will truly make a difference in the lives of our current and future students.”

DEVELOPMENT Margaret S. Richardson Trust Gift In early June, Pembroke Hill was notified that it was the benficiary of the Margaret S. Richardson Trust. The anticipated value of the gift is $750,000 and will be directed to the school's unrestricted endowment. Margaret's daughter and son-in-law, Sally Richardson Steinbach and Robert Steinbach, were parents to Robert Bradley "Brad" Steinbach, who graduated from Pem-Day in 1978. Brad passed away in 2021; Sally died in 2016; and Robert passed away in February 2023. "We are so honored that Mrs. Richardson chose to remember Pembroke Hill," said Brad Shelley. "Her generosity will have an immediate impact on our school's ability to provide the finest educational experience for our students." As a student, Brad Steinbach was very active in athletics - playing football, basketball, baseball and lacrosse. He was also a staff member of The Hilltop, the student newspaper. The Steinbachs were involved with AFS and served as a host family.

Brad Steinbach '78

"Support from our community through estate planning, such as the Richardson Trust gift, is a wonderful way to make a difference in the lives of students," said Barb Head. "We are most grateful to Mrs. Richardson, Paul Meyer and all of our school's friends and supporters who remember the school in their estate plans."

For information about including Pembroke Hill in your estate plans, contact Barb Head, assistant head of school for development, bhead@pembrokehill.org, 816-936-1229 or go to www.pembrokehill.org/support-phs/ways-to-give.

The Malone Family Foundation Gift We are honored to announce that The Malone Family Foundation has made an additional gift of $500,000 to The Malone Scholars Endowment at Pembroke Hill. Dr. John C. Malone, a well-known communications and media executive and investor, and his family created The Malone Family Foundation in 1997. Through its Malone Scholars Program, the foundation enables top-level students to receive scholarships at excellent independent secondary schools throughout the United States. Pembroke Hill, one of 48 Malone schools, was selected in 2007 through a rigorous process. In 2007, Pembroke Hill received a $2,000,000 gift to establish an endowment to provide scholarships to students in grades 9-12. This latest gift will supplement the original endowment. Pembroke Hill selects the scholarship recipients. They must be incoming students, be among the top 5 percent of their class, demonstrate academic achievement, exemplary citizenship and leadership potential, and who, without the assistance of the scholarship, would be unable to attend Pembroke Hill. “We are honored to be included in the select group of Malone schools across the United States,” Brad Shelley explained. “It is always a joy to celebrate our Malone Scholars and share their stories with representatives of The Malone Family Foundation each year.” Currently, six Pembroke Hill students are Malone Scholars.

DIVERSITY, BELONGING, INCLUSION AND EQUITY As Dr. Jason Gines ’95, director of diversity, belonging, inclusion and equity (DBIE), reviewed the school’s DBIE efforts this year, he highlighted several activities and is encouraged by the progress he sees within the Pembroke Hill community. “This work is ongoing,” he explained, “and we certainly have more to accomplish, but I believe we have made positive steps in the right direction in the DBIE initiatives.” Head of school Brad Shelley added, "Our efforts in DBIE are so important for our students as they progress through their educational journeys both here at Pembroke Hill and throughout their lives. It also aligns with the goals of our Strategic Plan." In its third year, the DBIE Advisory Council to the Board of Trustees continued its work promoting policies, procedures and initiatives to foster a culture of diversity, belonging, inclusion and equity. Its focus this year was creating four subcommittees that are addressing internal experiences, external (KC area) experiences/ opportunities, DBIE research and DBIE support. The Council is also collaborating with the Parents Inclusion Council (PIC) of the Parents Association. This partnership resulted in the inaugural event of the In Our Neighbors Shoes (IONS) series, which offered the school community the opportunity to learn more about the Muslim faith and to participate in an Iftar Dinner. The DBIE Advisory Council and the PIC continued to sponsor Global Cultural events throughout the year to engage with families whose roots are from all over the world. This program culminated in the Annual Global Cultural Celebration on May 5, which featured displays, food and entertainment representing 21 different countries/heritages. “One of our goals is to help amplify voices within our community to provide a variety of perspectives,” Jason said. “We are doing this through our Fireside Chats. In 2022-23, we hosted four programs with between 50 and 60 attendees.” The topic for the first two events was Cultural Norms and the school’s Shared Commitments. Student leaders presented the third program and shared their personal experiences along with their impressions from the NAIS Student Pictured from l-r are: Dr. Jason Gines '95, PHS director of DBIE, Diversity Leadership Conference. The final Dr. Jerry Woods '69, Dr. Alonzo Plough '69, Dr. James Walden program, held on May 10, featured the first '73 and Brad Shelley, head of school. Black students to attend Pembroke-Country Day, one of Pembroke Hill’s predecessor schools: Dr. Alonzo Plough '69, Dr. James Walden '73 and Dr. Jerry Woods '69. Also during this school year, a Heritage Month Committee was formed to map out activities/plans for each month in 2023-24. These plans include display and digital content within the school environment and potential classroom programs. Committee members will also partner with students who identify with these various heritages to learn how they want to commemorate and celebrate these months. Members of the faculty and staff have participated in the THRIVE Summer Book Series, in which participants read and discuss the same book. “Our workforce has asked to engage in regular DBIE learning experiences,” Jason explained, “and this modality fits with our theme of living and learning together.” The program will continue this summer. 8

UNCONFERENCE In-service days always present faculty and staff time to learn something new or try something different. But Pembroke Hill’s February Professional Learning Day was more exciting than usual. It was the first time the school’s entire faculty and staff participated in an Unconference, in which all sessions were curated by PHS employees. Organized by Pembroke Hill’s Center for Teaching & Learning (CTL), the day featured 44 faculty and staff members presenting 36 sessions. “What made this day so meaningful was that our own people identified their interests and determined what they wanted to share with their peers,” explained Tiffany Kelley ’96, director of the Center for Teaching & Learning. The offerings covered five categories: Organization Systems and Tools; College and University Admissions; Curriculum and Instructional Strategies; SEL and DBIE; and Safety and Security. The varied presentation formats allowed individuals to choose the type of program they wanted to attend: formal presentations, panel discussions, workshops using hands-on materials, and conversations after a shared experience such as listening to a podcast or participating in a webinar.

Unconference sessions covered the following topics: • Google Suite and Tools • Writing Personalized Recommendation Letters • Understanding the Developing Brain • Visual Thinking Strategies • Strategies to Develop Executive Function Skills • Primary Math Games • Mindfulness at PHS • CANVA • ChatGPT/AI • Inclusive Language Best Practices • Integrating Oratory Into Your Classroom • SchoolPass Reflections

“The beauty of this type of program is that it offers opportunities to meet the learning preferences of our adult learners,” Tiffany said. “It emphasizes that we are all learners, and it celebrates and values what we do every day on our campuses. It also reinforces that all adults at Pembroke Hill have experience and knowledge that are valuable to share with each other.” Faculty and staff were encouraged to present programs on topics of interest to them. “We were excited that so many of our colleagues - both members of the faculty and administrative staff - offered sessions,” Tiffany said. “It is essential that adult learners have choice and voice in their professional learning and the Unconference provided that.” CTL requested feedback after the day’s conclusion. “We learned that our colleagues found the day to be extremely worthwhile. The overwhelming consensus is they want more sessions and more time within those sessions,” Tiffany reported. Going forward, CTL hopes to sponsor the Unconference annually and build on this year’s success. Specifically, they plan to encourage more employees to present, including members of the administrative teams. “Potentially, this could become the seed for Pembroke Hill to offer an Unconference for other educators from the Kansas City community and the Midwest,” Tiffany concluded.

CHALLENGE SUCCESS For the past three years, Pembroke Hill has partnered with Challenge Success, a nonprofit organization affiliated with Stanford University’s Graduate School of Education. This joint effort has focused on embracing a broad definition of success and implementing strategies that are research-based to enhance students’ wellbeing and their engagement with learning. This work is an important part of the Strategic Plan and the school's ongoing efforts to create the best possible teaching and learning environment at Pembroke Hill. Specifically, it supports strategies related to the plan’s goals that address both the academic experience and student experience. An important part of this initiative is measuring student engagement and factors related to their physical and social emotional health through an online survey developed by Challenge Success. Administered to Pembroke Hill middle and upper school students in February 2020 and again in February/March 2023, the survey asked students to provide their perspectives on a variety of areas related to their school lives. These topics include: school perceptions, workload and engagement, sleep, school support, extracurriculars, parent expectations and possible school changes. Responses are confidential. Students were not asked for their names, birthdates or identification numbers. A combined 611 middle and upper school students completed the survey this spring. Since Pembroke Hill began working with Challenge Success, a number of structural and pedagogical changes have been implememented that they recommend as best practices for high performing schools, such as PHS. These include: • A later start time for the school day (Research consistently demonstrates that adolescent and pre-adolescent brains perform better later in the morning.) • A block schedule on the Ward Parkway Campus (Research demonstrates that fewer classes of longer duration in a typical school day promote deeper learning.) • Expanded professional learning opportunities for faculty and staff (to keep up to date on child brain development and learning) • Incorporation of social emotional learning practices school-wide (Students learn best and most effectively when they feel safe at school and feel a sense of belonging to the broader school community.) After assessing the data from both surveys, several major findings emerged.

Middle School • Students report getting an average of 8.1 hours of sleep per weeknight in 2023 (an improvement from an average of 7.6 hours of sleep per weeknight in 2020). » This is a potential outcome of the delayed start time implemented in 2020-21. 10

CHALLENGE SUCCESS • There is an increase in purposeful engagement (2020 - 34 percent; 2023 - 39 percent). » This is a potential outcome of the shift to a block schedule with a longer class period (70 minutes) that allows for deeper engagement and more meaningful classwork.

Upper School • Students report getting an average of 7.1 hours of sleep per weeknight in 2023 (an improvement from an average of 6.7 hours of sleep per weeknight in 2020). » This is a potential outcome of the delayed start time implemented in 2020-21. » Nonetheless, 85 percent of upper school students report they keep their phones in their bedrooms at night. This large group of students reports getting, on average, 30 minutes less sleep per night than do the 15 percent of upper school students who don’t keep a phone in their bedroom at night.

• 80 percent of upper school students feel they have an adult they can go to at school if they have a problem. » This is up from 75 percent in 2019-20.

This information and the tools from Challenge Success are very helpful and inform the school's pedagogical approaches while it continues to develop practices that support a culture of psychological safety, foster belonging and nurture students’ educational experiences.

Survey Executive Summary Challenge Success prepared an executive summary of the results of the spring 2023 PHS survey from both the middle and upper schools (view the summaries online at: www.pembrokehill.org/school-life/ challenge-success-summaries). The summaries are divided into several categories: School Perceptions - most common words students used to describe Pembroke Hill Workload and Engagement - homework amount and the level to which students feel engaged with their work Sleep - average number of hours students are sleeping School Support - percentage of students who feel they can go to an adult or peer for support and their sense of belonging Extracurriculars - percentage of students who participate in an extracurricular activity at school and outside of school and the number of hours each week they devote to these activities Parent Expectations - percentage of students who believe they are meeting their parents' expectations Possible School Changes - suggestions from students on what changes the school should consider making

IN THE CLASSROOM Student Nominates PHS For Kindest Kansas Citian Award As part of their English curriculum, seventh graders in Bekah Ott’s class participated in an area-wide essay contest. The program, sponsored by Synergy Services, encourages students from kindergarten through 12th grade to nominate an individual or a group of individuals to be named the Kindest Kansas Citian. “I try to focus my classroom on teaching with kindness and looking for the good in others - a theme in the novels we read,” Bekah explained. “This contest works perfectly in that it focuses on kindness shown to either themselves or to their family. In my five years teaching seventh grade, I have incorporated this contest into my lesson plans. It is a way to start the second semester off on the right foot.” Contest organizers shared an essay, written by seventh grader Sohan Sanjanwala, in which he nominated the teachers and students at Pembroke Hill. Sohan Sanjanwala

In his submission, Sohan wrote, in part:

I am nominating the teachers and students at The Pembroke Hill School for the Kindest Kansas Citian contest. In the fall of 2019, I moved schools. I was the new kid; I was scared to be one. The teachers and students picked that up fast. On my first day, my classmates welcomed me into the school; they cared for me, and they included me, as if they wanted me there. At my current school, I am treated with respect and compassion. When I am going through tough times, they protect me - they keep me going. This fills my heart with joy because they go out of their way to make my day better. In addition, they make me a better person. Before I came to this school, I was an introvert who would not speak unless spoken to. The teachers here have encouraged me to come out of my shell and gave me opportunities to speak in front of crowds. In all, this school has made me a better person, has helped me through tough times, and also treated me like I belong. This is why I have nominated the teachers and the students at The Pembroke Hill School for the Kindest Kansas Citian Award. According to the contest rules, students were to demonstrate the positive impact the individual or group has had on the student’s life, and “it should come from the heart.”

IN THE CLASSROOM Construction Fascinates Preschool Class Many people may view a two-week gas main replacement project as a nuisance. But not preschoolers in Tai Downs' and Maria Zdvorak’s classroom! The February project, conducted by Spire Gas on 51st Street directly across from the Pembroke Hill Wornall Campus, couldn’t have come at a more opportune time for the young learners. Pembroke Hill’s early education program is inspired by the project approach, in which children’s interests are identified, and teachers propose a topic for further exploration. Over the beginning months of 2022-23, Tai and Maria noticed the children showed a strong interest in construction trucks and workers. “We discussed the topic with our students to determine their previous experiences and the extent of their knowledge,” Tai said. Harnessing this interest while building upon the children’s fundamental skills led the teachers to conclude that a project involving construction trucks and workers would positively benefit the entire class. As part of the philosophy of a Reggio Emilia-inspired school, such as the PHS early childhood school, children are encouraged to ask questions, make observations, form hypotheses and come to conclusions. The teachers then helped the children develop questions and ideas regarding construction trucks and workers. “We encouraged our families to talk with their children about the topic and to share any relevant expertise and materials,” Tai said. “So, experiencing real life construction offered an amazing opportunity for our students as they witnessed a backhoe, excavator and dump truck being used by workers.” On one occasion, students observed a backhoe scooping up broken concrete and dirt, then dumping the contents into the dump truck. They also watched parts of old clay pipes being removed. Another important element of the project approach is learning from experts. The construction workers talked to the children about replacing a gas main. Most importantly, they explained the different parts of the trucks and their functions. They also listened to the children’s ideas and answered their questions. Back in the classroom, the children were offered clay, rocks, tools and trucks to enhance their construction play. Because they exhibited an interest in tools used by construction workers, the preschoolers had the opportunity to experiment with real hammers and nails. “When given specific safety parameters in a supervised environment, children can capably and confidently use real tools like construction workers,” Tai said. She emphasized that the project approach helps develop essential cognitive, language and motor skills. “The children are so invested in their learning that their knowledge and understanding go much deeper while they are having a wonderful, awe-inspiring experience!” 13

IN THE CLASSROOM Leadership Council Elevates Student Voices When lower school division head Karen Boyle introduced the concept of the Student Leadership Council last fall, she wasn’t sure what the extent of interest from students would be. But, she soon received an answer when 57, nearly a fourth of the eligible students in third through fifth grades, decided to run for one of the 12 positions - four per grade level. Students running for office were required to create a poster and deliver a short speech to their peers outlining what they would bring to the Council and how they embodied the school’s core values. Fifth grader Kevin Allen, a member of the Leadership Council, explained he decided to explore the opportunity because he enjoys public speaking and others have told him he is a good leader. As for his time on the Council, he said it has been very exciting. “I have met a lot of people through this experience, especially ones who are behind the scenes. I also think we have made a difference this year.” Another member, third grader Olivia Fields, said she thought the Council was a great idea and liked knowing that the leaders would give tours during admissions open houses. “I really like Pembroke Hill so I thought this would be a good way to help get a lot of students to come here.” The Council met monthly after school with Karen and fifth grade teacher and leadership adviser Alice Kroh. During these sessions, students provided input on a variety of topics including the division-wide Community Time (assemblies), Grand Friends Day activities and logistics for the division’s Campout. Additionally, Council members served as emcees for special events and answered questions from prospective parents during admissions open houses. Karen explained that establishing the Student Leadership Council elevates student voices while helping develop leadership skills. “As a society, we often dismiss the voices of children,” she said. “I am a firm believer that if we want our students to see themselves as influential and use their voices in productive ways as adolescents and adults, we must give them experience with this when they are young.” The benefits of being part of a leadership group are many, according to Karen. “Students have the opportunity to think creatively and problem-solve; communicate openly, honestly and respectfully; listen and respond to others’ perspectives; collaborate; follow through on commitments; and serve as positive role models.” As for how the Council has performed this year, Karen is very pleased. “The Council has far exceeded my expectations, especially in the inaugural year. The student leaders have taken their responsibilities seriously and modeled our core values. Their ideas and contributions have truly improved the student experience in the lower school.”

IN THE CLASSROOM Buzzing For Bees A class of preschool students was fascinated with maple syrup and kept interchanging the word “syrup” and “honey.” This led them to want to know how honey was made and to launch a project that focused on bees. Imagine their delight when middle school science teacher Dr. Brandon Gillette, whose classroom installed a beehive last school year, came to talk to them and share his expertise! Brandon, dressed in beekeeper’s gear, showed pictures and explained parts of the hive. “To have direct access to a guest expert from another division gave the students a strong sense of involvement with both their project topic and with the school community beyond their classroom," said preschool teacher Nathan Smith. "Many were amazed this teacher was also a member of their PHS world.” The preschool students also traveled to the middle school to view and observe the hive. The students looked forward to visiting the “big kids' campus” not only to learn about the bees, but also develop a sense of belonging within the PHS community. Brandon added, “Sharing a portion of what we’re learning in middle school about bees with early childhood brings a new level of excitement to the project. It’s inspiring to collaborate with colleagues in other divisions." In the middle school, art teacher Mandy Stockman worked with students Anika Chao, Clay Edie, Lila Hagedorn and Avery Rand during study halls and after school to create art for the beehives. "We started with a sketch and then painted it with acrylic paint and Posca pens. We feel the box adds a colorful aspect and really brightens up the space. We think that flowers are something that look pretty and, even in the winter, the bee box will have a spring vibe," Mandy said. Collaborating with faculty in other divisions and disciplines is important. Nathan said, “Getting to work with colleagues who are eager and willing to pool resources and try something new together gave me a greater sense of value and team membership." Mandy agreed, “The world outside of school is rarely compartmentalized. It's important for students to see how disciplines work together to create amazing things with one another in the ‘real world.’" 15

IN THE CLASSROOM Gary The Snail Merges Art And Science From the students on stage to the hard work behind the scenes, creativity was on full display during the run of The SpongeBob Musical this past winter. Upper school students put in countless hours to make sure the characters, set and props were top notch. One character in the show, however, required a little extra attention. In the Broadway version of the show, Gary the Snail is rolled around on stage with a skateboard. That wasn’t the case at Pembroke Hill, thanks to a big idea and the collaborative efforts of two students. While watching the Broadway version of the show, sophomore Adam Shaw thought he could bring his work in the robotics lab to the stage. Why not make Gary a robot and use a controller to move him in and out of the scenes? The first thing Adam did was talk to classmate sophomore Meira Flanagan. Adam would build the robot, and Meira would create the outer shell of the character. Once they received the okay from upper school performing arts chair Tracy Terstriep-Herber, the two went to work. Adam said, “When building Gary, Meira told me the measurements needed and then I built the robot as closely as possible to those measurements. While we worked on it together, we mostly only ran ideas by each other and exchanged measurements. Other than that, we let each other do our own thing.” When it came time to put it all together, the two faced some challenges. "When we first used the robot during tech week, its battery didn't last the entire show,” said Meira. “Additionally, Adam needed to modify a controller to fit inside Gary’s shell so he could operate the robot while it was on stage.” Adam said he had to learn to improvise more than ever and needed to make adjustments after each show. Though it was a lot of work, the two said merging science and the arts has a lot of advantages. “We already mix the two with light systems and audio systems, but I think using science/ engineering for props and the set is a great way to try different things to really immerse the audience in the story,” said Adam. How Gary came to life caught the attention of FOX4 News. Because of that publicity, people from outside of the PHS community heard about the show and enjoyed experiencing the magic of a Pembroke Hill theatre production.

HIGHLIGHTS We are proud of all our students and faculty for their growth and accomplishments during 2022-23. The following are examples of some of those highlights in arts, academics and athletics. ARTS •

Five seniors will continue their study of the arts in college.

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The upper school Garret magazine earned first place with special merit from the American Scholastic Press Association.

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Senior Lidia McReynolds’ photograph was published in Kansas City Voices Youth magazine. Senior Grace Weber’s ceramic piece was accepted into The Interlochen Review publication.

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Senior Erin William placed second at the Missouri Poetry Out Loud competition.

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PHS students representing lower, middle and upper schools performed in area arts productions including with Spinning Tree, Kansas City Repertory Theatre and Kansas City Ballet.

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Tracy Terstriep-Herber, upper school performing arts chair, was interviewed by several area media outlets regarding her experiences as a Broadway actor and dancer, movie actor and theater instructor.

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The upper school speech and debate program wrapped up the first semester as the top-ranked team in Missouri and 10th in the country.

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In the fall, middle school students performed another play written by middle school drama teacher Alli Jordan, Scary Stories Around The Fire.

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The speech and debate squad won a sweepstake award at nationals - the first time in PHS history. Junior Jimmy O'Connell is the national champion in extemporaneous debate!

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Senior Hananiah Quinn earned a Gold rating in the MSHSAA State Solo and Ensemble contest.

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Upper school art teacher and Centennial Hall Gallery director Caro Thomas ’13 was accepted into the Art21 Educators Program, an international intensive, yearlong professional development initiative and learning community.

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The lower school 51st Street Singers performed around the city during the group’s tours in December and May.

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The upper school choirs earned top honors during the Nashville Heritage Festival Competition.

ACADEMICS • Middle and upper school Science Olympiad teams competed in nationals: middle school finished 16th out of 60 teams; upper school placed 35th out of 61 teams. •

The middle and upper school math teams participated in state competitions with Missouri Mathleague.org and MathCounts.

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National Merit named 11 seniors Semifinalists and five Commended. Additionally, six students were identified as College Board National African American and Hispanic Recognition Program Scholars.

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Three students, Caelin Marien-McManus, Elle Mitchell and Gaines Trigg, qualified for the Missouri National History Day.

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Fifth grader Reid Haubenreich represented PHS at the MidContinent Public Library Spelling Bee and advanced through multiple rounds. 17

HIGHLIGHTS •

Erin William was one of 150 seniors from across the country to be named a 2023 Coca-Cola Scholar. Senior Catherine Zhao was a Missouri Regional Finalist in the program.

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Seniors Dermot O'Connor, Catherine Panko, Phillip Park, Alex Vos and Armaan Yarlagadda were invited to apply to become U.S. Presidential Scholars.

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First and third graders paired up to read together during World Read Aloud Day.

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The lower school robotics team, Pembrotics, advanced to the Kansas City Regional F.I.R.S.T. Lego League Championship after earning the Rising All-Star Award at a qualifying competition.

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David Burke, upper school assistant division head and director of college counseling, received the University of Chicago Outstanding Educator Award.

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The upper school Envirothon squad qualified two teams for state competition.

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Third grader Grant Haubenreich completed a Great Brain project on World War I and created multiple dioramas he shared with classmates.

ATHLETICS •

In the fall, boys swimming and diving took fourth in state, while girls golf placed ninth. Athletes from boys cross country, boys swimming and diving, and girls tennis qualified for state competition. Field hockey participated in the Midwest Field Hockey Tournament for the first time.

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During the winter session, boys basketball took fourth in state. Dance placed first in kick, second in mix, seventh overall and had the highest GPA at the Missouri Dance Team Association Tournament. Individual members of the girls swimming and diving team qualified for state.

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This spring, boys golf and boys tennis earned state titles, while boys track and field took fifth at state, its highest finish in the last 27 years. Boys and girls lacrosse were semifinalists in their respective leagues. Individual athletes from boys tennis and boys track and field also qualified for state.

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Girls and boys soccer, football, girls basketball and girls tennis were district runners-up.

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Matthew Pritchett collected his 200th win as a girls soccer head coach.

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Boys tennis coach Scott Hanover was named the United States Tennis Association's Heart of America District high school coach of the year.

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Senior Sydney Draper was selected to compete in the Missouri High School Volleyball Coaches Association's All-State game. She also reached the 2,000 career assist mark during the fall season.

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Senior basketball player Devin Conley scored his 1,000th point on Jan. 3.

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Senior field hockey player Kate Wollard tied the PHS career goals record (38) this year. She set the single season goals record (18) last year.

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Thirteen members of the Class of 2023 plan to continue their athletic careers in college.

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Head football coach Sam Knopik and head girls basketball coach Liz Monahan were honored as finalists for the Community for Coaches Coach of the Year program. Head boys basketball coach Jeff Hawkins was nominated for the Eddie Ryan Award.

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In the fall, the Ward Parkway stadium field was named in honor of Robert L. Hicks, former coach, teacher and administrator. The school also celebrated 100 years of field hockey during the dedication of the new Wornall Campus artificial turf field.