Lovett
Faculty Summer 2013 Travel and Study
Columbia University’s Teachers College: Summer Writing Institute Kohler Sartain Thanks to Lovett’s generous summer travel grants, I had the opportunity to travel to New York this summer and attend the Teachers College Summer Writing Institute. It was a fun-filled, action-packed week of learning. In my small group session, we closely examined the importance of curriculum development and planning in a successful writing workshop. We spent time talking with instructors and colleagues about the importance of assessment based instruction, using rich literature to enhance student writing, and the best ways to hold our students accountable for a high quality of work. I found the opportunity to share and learn from other teaching professionals invaluable. I also found enlightening the sessions I attended on technology in the classroom. Our students live in technology driven worlds, and it is important that we help them learn how to harness all of the information available to them and use it in constructive ways. As a whole, this experience helped me to cultivate a clearer picture of who I want my students to be as writers and to develop a plan for getting them there. I feel very fortunate to work at a place where professional development is valued and encouraged, and I look forward to using all of the ideas and skills that I gained this summer to improve writing in my classroom.
Mary Stark Last June I had the opportunity to attend the Summer Writing Institute at Teachers College, Columbia University. What an opportunity! First of all, you’re in New York City. I am still awed by the beauty, the pace, and the intellectual stimulation of that place. For five days, from 8:30 am to 3:00 pm, I attended both small and large group sessions focusing on teaching kindergarteners the importance of writing. I was especially interested in learning more about the Common Core Standards and how they have been incorporated into the newly published Units of Study. These units emphasize the importance of checklists for students, and they include guidelines on how to create lists with pictures and words that early readers and writers can use. We learned how to look at student work using rubrics to see where a child is developmentally and what steps to take to move a child forward. The presenters, faculty and staff developers at Teachers College are top leaders in the field of writing. Keynote speakers such as Tony Wagner and Billy Collins inspired us with their stories. As always, Lucy Calkins captivated us with her pearls of wisdom. She opened the conference asking us to ponder: “What good are straight teeth and trumpet lessons to a child who can’t see the wonder of the universe?” We left charged with the challenge of helping our students see that wonder and express it through writing.
Claire Murray Over the summer, I had the privilege of visiting Columbia University’s Teachers College and participating in its five-day Summer Writing Institute. This institute, led by Lucy Calkins and other renowned authors and educators, offers teachers new insights on the teaching of writing. Throughout the week, I was part of both large and small group sessions that were centered on developing high energy levels about writing in our classrooms. During these sessions, we also explored new units of study specific to grade levels. I worked intimately in a small group led by a Teachers College curriculum developer who led us in great discussions about the architecture of Writer’s Workshop and the art of revision and conferring. Children’s author Sarah Weeks led one of the most inspiring large group sessions. I feel most privileged to have experienced this institute with fellow Lovett colleagues. Thank you, Lovett, for making this professional learning experience possible!
Columbia University’s Teachers College: Summer Reading Institute Sonya Patel Professional development is an important aspect of being a teacher. There are always things to learn and opportunities to change and adapt when you are an educator. This summer, I was able to go to Teachers College for the first year Reading Institute. Prior to being hired at Lovett, I had never heard of or been a part of the workshop approach to teaching, and this experience helped me gain more of an understanding in how to teach in this manner. In the five days I spent in New York City, I learned the process of the reading workshop and gained many tools to help my students through conferring, small group instruction, and independent work. I also learned that the best way to become a better educator is through collaboration with other educators. All of these aspects helped me grow and become a more informed teacher, which will, in turn, help me be a better member of the Lovett community.
Lower School lead teachers Kristina Mills and Kyleen Davis with Lower School principal Mary Baldwin and Lower School co-teacher Sonya Patel
Kristina Mills This summer I had in the incredible opportunity to attend Columbia University’s Teachers College for its annual Summer Reading Institute. Lucy Calkins and her elite team of staff developers offered new insight into many facets of reading workshop, sending me away with loads of new strategies, skills, and useful tips to further develop my teaching of reading. During the week, hundreds of educators came together to collaborate and learn through small group study, interactive discussion groups, and keynote addresses. Much of my week at Teachers College was spent in two advanced small
group sessions developing reading tool kits and discussing powerful strategies for teaching in small groups. In both of my sessions, we focused on creating clear standards of expectations, not only to make expectations visible to the students, but also to promote students to self-assess and further their thinking about literature. Teachers College is an incredible think-tank where educators can come together to collaborate, learn, and inspire one another, and I am tremendously grateful to Lovett for supporting my attendance.
Kyleen Davis This year, I was fortunate to attend the Teachers College Reading Institute. After spending four years in the classroom, it was fantastic to attend a workshop that taught me so many new ways to teach reading skills more effectively. The photo to the right shows one of the neat strategies that I took from a course I attended that focused on tools for kids to use while they read, even when the teacher is not working directly with them. In this picture, I am recording myself actually teaching a reading strategy. The video (taken on an iPad) is then documented either on my website or in a database that is accessible to my fifth graders. That way, if I’m seeing a student who could use an extra push or additional support in a way that I’ve previously recorded, I can have that student watch a video focusing on the particular strategy or skill. I can check in with that student afterwards to see what he or she took away and be able to assess the child’s progress. It was strange at first, since there was no response coming to me directly from my students, but I love the idea that I can reach more children by doing this!
Middlebury College: Bread Loaf School of English Ellen Ray The Bread Loaf School of English is much more than a path to a master of arts in English. It is a birthplace for conversations about literature, writing, teaching, and humanity that last a lifetime; it is a haven for deep study, exploration, and relationship building with educators, professors, and English professionals. This summer I took Modern British Drama with Princeton professor Michael Cadden and Shakespeare and Race with UNC professor Mary FloydWilson. In these classes, I entered into conversations that Ellen Ray and fellow Bread Loaf students in front challenged me to think differently and more deeply about of the UNCA library topics ranging from the languages of the stage and the eccentricities of the Elizabethans to the importance of revision and the power of student-teacher relationships. I developed a unit of primary documents from the 16th and 17th centuries designed to supplement Lovett eighth graders’ study of Shakespeare’s Romeo and Juliet by exposing students to the unique ideas about Italians, love, and poison that Europeans held during the bard’s time. I engaged in creative writing workshops conducted by American poet Richard Chess and, in doing so, garnered powerful inspiration not only for my own craft but also for my teaching of writing. Most importantly, I had the opportunity to be in constant dialogue with English teachers from across the globe about our calling to shape young lives through the study of literature and writing. Bread Loaf has armed me with new inspiration, ideas, and energy as I excitedly embark upon another school year.
Summer 2013 National Storytelling Conference Sara Beth Nelson The National Storytelling Network wanted to make connections between storytelling and other arts, and attendees at the Summer 2013 National Storytelling Conference in Richmond, Va., had the opportunity to do just that. We combined storytelling with face painting, singing, dancing, and even yoga. Storytelling is my gift, and I strive to draw on that gift to continually improve myself as a librarian and teacher. Being able to make connections between storytelling and other fields will help me discover new ways to A storyteller from Texas performing in the Store Slam grow. I found all the workshops I attended to be enlightening, but a couple of them seemed especially relevant to education. One of those looked at using storytelling to teach critical thinking, as many stories contain questions or make us think of questions. Another workshop I found particularly useful focused on telling stories to small children. The presenter reminded me of the importance of channeling children’s energy rather than expecting them to sit still. She also shared a number of quick and fun activities that can get children moving or help them calm down before a new activity. In addition to learning from seasoned professionals, I was also able to have some fun. I gave an hour-long performance as part of the conference fringe and attended the Story Slam and one story swap. I also watched Elizabeth Ellis, who we were so blessed to have at Lovett just last year, receive a lifetime achievement award. I feel very fortunate to have had Lovett’s support in attending this conference.
Harvard University Graduate School of Education: Project Zero Institute Shawn Mackinson My week at the Project Zero Institute at Harvard University Graduate School of Education started with a speech from world-renowned educational psychologist Howard Gardner, Ph.D. I was also lucky enough to hear Dr. David Perkins who, with Dr. Gardner, is the founder of Project Zero. I was fortunate to have Mark Church, co-author of the book Making Thinking Visible, a faculty summer reading selection in 2012, as my small group leader. Mr. Church provided our group with numerous protocols to use for Leslie Williams, Dr. David Perkins, and Shawn Mackinson making thinking more visible and helping students with their understandings. I am anxious for the school year to start so that I may implement a number of these methods. I also learned a great deal from Dr. Ron Ritchhart, another co-author of Making Thinking Visible. Dr. Ritchhart emphasized creating a culture where thinking and understanding can thrive. He stated that it is important to make our classrooms more “learning oriented, not work oriented.” He also emphasized the importance of assigning meaningful homework. I look forward to rethinking the culture of my classroom for years to come.
Leslie Williams Attending this summer’s Project Zero Institute at Harvard University Graduate School of Education was a truly transformative experience. Although the concept of Teaching for Understanding seems so simplistic and obvious, I find that it is often overlooked and rarely addressed in education. Project Zero’s (PZ) visible “thinking routines” and attention to assessment as a learning tool will enable me to promote both critical and creative thinking in my seventh grade English students. One of the highlights of the week was meeting and hearing Howard Gardner, Ph.D., educational psychologist and Harvard professor, speak on the topic of his theory of multiple intelligences. Another highlight was the ability to engage in course work and interact with faculty and educators from across the globe. I learned strategies to inspire and nurture creative thinking and problem solving in me and my students. I also gained insight into real understanding and how it develops, the importance of reflection and assessment in student and teacher learning, and how the arts can help make thinking visible across the curriculum. As I integrate the arts and PZ thinking routines into my writing instruction and literature study this year, I look forward to gaining a more focused understanding of how my students are developing as writers and thinkers.
Harvard Faculty Club: Learning and Brain Conference Stacie Penland The Learning and the Brain Conference that I attended with colleague Cynthia Frazier this summer at the Harvard Faculty Club focused on motivation, mind-set, and resilience in children. We explored the mindsets of children and teachers who show resilience and are motivated to succeed. For example, resilient students are often those who can set realistic goals, who feel confident that they can solve problems, and who believe they have a purpose to their lives. We talked at length about this last item—the need to feel that you are useful and helpful to other people. We were able to look at how Lovett already provides many opportunities for students to find purpose and be helpful, such as donating to the annual Thanksgiving food drive, participating in class trips like RAFT and JOE, and being involved in the many and diverse clubs and organizations available at Lovett.
For some of the students who work with me in the ARC, academic success can be a struggle. We learned that developing purpose in other non-related areas of life can directly impact a student’s success in the classroom. I will use this information to look specifically for ways in which students who are not finding school success might be able to explore and develop their outside passions. The Learning and the Brain conferences, held many times a year throughout the country, are always wellresearched and applicable to the classroom—a winning combination. I enjoy the opportunity to attend and always look forward to bringing back new ideas to my colleagues and the students with whom I work.
Gardner Carney Leadership Institute: Leadership Conference Sandra Switzer Attending the GCLI Leadership Conference was both personally and professionally enriching. In five days, I learned a tremendous amount about the adolescent brain and how it processes information. I also gained insight, through active engagement in learning models, into the art of teaching leadership. As the assistant director for sustainability and
sponsor of the Green Team, these skills will be invaluable. In addition, much of what I learned will be implemented in my classes, especially The Ethics of Engaged Global Citizenship and The History of Nonviolence. It was a fabulous experience, and I thank Lovett for the opportunity to attend.
Project-Based Learning Leadership Conference Jeff Wierzba This summer I was fortunate to be given the opportunity to attend the Project Based Learning Leadership Conference. The conference, held in Napa, Ca., was attended by educators from around the world who were gathered to discuss, design, and learn how to implement project-based learning in our classrooms. The message was clear that the classroom learning environment is changing for our students, who want more than lecture-based learning. As a teacher new to the profession, this conference provided a tremen-
dous opportunity for intellectual growth and development. I was able to discuss with fellow educators the techniques, strategies, methods, and various projects each of us uses in our subject. I feel as though I am returning to Lovett with a renewed sense of direction, and I cannot wait to implement some of the ideas we developed and discussed. My experience in Napa will not be forgotten, and I appreciate the support that allowed me to attend.
Future of Learning Conference at Harvard University Kelly Ryan The Future of Learning Conference was the single best professional development I have ever done. It covered three major topics: the digital revolution, globalization, and brain-based research. There were speakers from a wide variety of backgrounds, including science, economics, diplomacy, and education. My biggest take-away from the conference is an emphasis not just on communicating content, but on building skills that students will use throughout their lives. In addition to Latin, collaboration, the ability to distill and articulate ideas, and argumentation will be my major foci from here on out. One result of our week was a project that conveyed what was learned or what was changed by our attendance at the conference. This was one of my classmate’s projects: a bridge to the content (in this case, math) that is supported by communication, collaboration, critical thinking, and creativity. I am extremely grateful to the Ford Foundation and to Lovett for allowing me to attend. This conference has made me so excited about teaching and has given me a path to follow as I attempt to become a better teacher and professional.
STEM Think Tank Conference Kathy Butts When I reflect on this summer’s STEM Think Tank Conference in Nashville, I remember how surprised I was to learn that, even in 2013, girls are still behind the eight ball when it comes to science, technology, engineering, and math. One reason is that spatial skills are not as innate in girls as they are in boys. Girls tend to be more creative, verbal, and collaborative, and they see STEM as lacking such relationship skill sets, so they veer away from those classes and degrees. Because research shows that spatial skills can be improved with training, building and tinkering must be encouraged as early as possible. Toys designed for boys, such as building blocks, shooting targets, and action figures, seem to naturally develop these skills. One session
at the conference introduced the educational construction sets created by K’NEX, which can be enjoyed by both sexes. Other sessions suggested websites and tools that can be used by both boys and girls. As a high school math teacher, I must make a concerted effort to engage, encourage, and explore more spatial activities with girls. I also need to reassure all of my students that earning the highest math grades is not a prerequisite for finding success in STEM careers. STEM needs individuals who are creative, collaborative, and communicative and who are comfortable with experimenting and risk taking. It especially needs those who are confident and comfortable with going out on a limb, possibly facing failure. I will work harder to help my students develop these qualities.
Partnership with Institution De La Salle, France Agnes Browning The development of an exchange between The Lovett School and Institution De La Salle, a private K–12 school in the northeast of France, is the result of a need to offer students of French a new and authentic opportunity to broaden their knowledge of French and deepen their understanding of the curriculum. I had the opportunity to travel to France and to make contact with professionals who are dedicated and passionate about their profession and look forward to working with our students: Violaine Bourguignon, owner of the high-end pastry shop Pâtisserie Bourguignon; Eric Salmon, director of renovation of historical monuments at Strasbourg Cathedral; Christian Fuchs, sculptor accredited by historical monuments; Gilberte Lépine, World War II veteran; the administrative team of Lycée Ermesinde, a pilot and innovative school in Luxembourg; and, of course, the wonderful team of Institution De La Salle, led by their principal, Mr. Michalik. For one
month, they all made time in their busy schedules to meet with me, learn about Lovett and its students, and brainstorm ways to work with students. I am very thankful for their professionalism, time, and enthusiasm for this project and to Lovett for supporting my travel.
Critical Thinking Conference Tina Davis and Jimmy Jewell The 33rd Annual International Conference on Critical Thinking and Educational Reform, held in San Francisco, provided Tina and Jimmy the opportunity to discuss with experts a framework for developing critical thinking in their students and gave them ideas and tools to share with their Lovett colleagues. Jimmy: One of the most consistent concepts espoused by the clinicians at the conference was the importance for teachers of constructing their classes in a way that students are continually given opportunities to actively practice the skills that will improve their abilities to think critically. A teacher should view him or herself as a coach who understands the importance of practice. Additionally, the teacher is placing the responsibility for learning squarely on the shoulders of the student just as a coach places the responsibility for becoming skillful on the participant in a sport. A great example provided by Brian Barnes of the Critical Thinking Community was related to basketball. If one were to attend a basketball practice conducted by any good basketball coach, the coach would not have the players sitting in the bleachers with laptops taking notes on how to play basketball. Instead, the players would be quite active in trying to execute what the coach wanted done. When
we teach in the content-driven way, it is like trying to learn to play the guitar by watching Carlos Santana and never picking up a guitar. We simply would never learn without the practice. Tina: The Upper School science teachers have begun a study of the development of formal reasoning. We are interested in how students transition from concrete to abstract reasoning, how to assess what developmental stage our students are in, and how that information can be used to influence our classroom practices. Critical thinking is closely linked with abstract reasoning, and my work at this conference enhanced my understanding of best practices for structuring, assessing and fostering fair-minded critical thinking. I attended sessions entitled “Designing Instruction so Students Learn to Think Things Through” and “Assessing Critical Thinking Using Scientific Reasoning Tests.” It is imperative that we build in our students the ability to critically evaluate data, examine biases and assumptions, and draw reasonable and relevant conclusions. We must not only guide our students’ understanding of scientific knowledge, but we must also provide tools by which they can assess their own thinking to improve the quality of their thought.
American Association of Teachers of Spanish and Portuguese Brandi Hoyos This summer, I attended the AATSP (American Association of Teachers of Spanish and Portuguese) Building Bridges to the Future: Innovation, Technology, and Advocacy conference in San Antonio, Texas. The conference consisted of keynote speakers, deep and in-depth workshops geared towards a specific content, and opportunities for networking and reflection with professionals around the world. I gained greater understanding in the areas of pedagogy, technology resources, and theories in second language acquisition. I was particularly interested in sessions where technology and flipped classrooms were the focus, as it is a current goal of mine to apply these tools in my Lower School Spanish classroom. I hope not only to attend next year’s conference in Panama, but also to present a half-day workshop for Elementary Spanish teachers on technology, techniques, and strategies. Attending this year’s AATSP conference was an unforgettable experience that will enrich the learning of future students who enter my classroom.
Emily Spinelli (Executive Director of AATSP), Brandi Hoyos (Lovett Lower School Spanish Teacher), and Laura Zinke (2013 AATSP President)
The Taft School Juli Fleming I used the summer study grant I received to join other Latin teachers at The Taft School, spending a week exploring technology in the teaching of Latin. The opportunity was invaluable. Often we are each the only teacher of our subject in a school, and what applies to modern languages within our department may not carry over into the pedagogy of bringing an ancient written language to life. We began with the premise that this generation’s students are highly visual, that they are bombarded with sophisticated media throughout their lives, and that they learn from these avenues with increasing facility. Rather than lament the decline of private, personal reading in the
style we ourselves were nurtured, we must strive to harness the amazing strengths of our students. My personal goal is to “flip” my classroom as often as possible— replacing lecture and demonstration in class with short and lively video at home, devoting shared class time to reading and encountering language structures in small and larger groups. All of the tools learned at Taft are freely available to educators on the Internet. Many were new to me despite my extensive Lovett training. Most useful were Prezi, Glogster, Educreations (iPad), and Animoto. I hope to make use of some of these tools in the coming year.
East China Normal University Education Training Program Jill Chang So much of what I learned this summer from the training program at East China Normal University in Shanghai will be invaluable to me as I teach Chinese in the Middle School. We reviewed methods for teaching reading and writing Chinese and expanded our understanding of Chinese culture. We also benefitted from the program’s focus on the application and integration of technology in the teaching of Chinese, including an introduction to available multimedia courseware. Many of us also particularly enjoyed a class entitled “Art and Practice,” which focused on Chinese painting, tai chi, folk dance, and the art of knot making. An additional advantage of the program was the opJill Chang (left) learning a dance from the master (middle). portunity to meet other Chinese teachers from around the world and share our respective teaching experiences and strategies. I made many new friends as a result of my attendance, and we shall all doubtless stay in touch with each other as we continue to collaborate on our use of program resources. I look forward to incorporating what I have learned into my curriculum throughout the year. I am certain that, as a result of this program, I will be better able to motivate my students, increase their enjoyment of learning, and provide them with new opportunities to excel academically in Chinese.
Summer 2013 Travel to Spain Lauren Patterson I traveled to Spain in June with the purpose of preparing for a new course I will teach in 2013–14, a two-year sequence of Spanish V and VI. During the first semester of this course, students will study the history and culture of Spain, ending with an analysis of contemporary issues. Although I had traveled to Spain previous to this trip, it is a vibrant, passionate, and diverse country that always offers returning travelers something new and exciting. My time in Europe this summer definitely enriched my abilities to teach this course by exposing me to cultural nuances and allowing me to observe first hand several of the social, political, and economic issues Spain is currently facing. I experienced the bustling capital of Madrid, the storybook like setting of Toledo, the gorgeous cliff side beaches of Santander, and, my favorite city to date, Barcelona. Experiencing everything from the architecture to the cuisine to the people has helped me better prepare to tell Spain’s story and will hopefully give my students a different perspective on this amazing country. I hope this class
will help Lovett’s continuing efforts toward creating global citizens and that my students’ desire to learn about and experience our world will grow. Please check out my blog to learn more about my trip: <http://pajaroviaje.blogspot.com>.
Summer Diversity Institute for Educators Mallorie Fonseca Diversity awareness has always been an integral part of my French and Spanish teaching, and I strongly believe that it should be intentionally celebrated in the early years of Lower School. Last year, in an effort to expand this mindset outside the language classroom, I began the Culture Crew, a small, student-centered after-school group originally planned as a forum for students to talk about general global issues. Over the course of the year, we had many “dynamic dialogues,” but I was looking for more guidance on how to approach topics such as race, gender, and class to enable the students to imagine, hope, and create action. I was excited to find a rare opportunity offered by Paideia, one of our local AAAIS schools. The Summer Diversity Institute’s theme of Dynamic Dialogues was exactly what I needed to enrich my teaching and mentorship. Attended by teachers from several local independent schools, this institute provided a safe environment in which to recognize the diversity imperative in our schools. I am
Siempre Verde Marsha Little For 14 years I’ve heard faculty, alumni, students, and parents describe powerful visits to Siempre Verde. Finally, this summer, along with other Lovett colleagues, I was able to experience the splendor and beauty of Lovett’s Ecuadorian cloudforest preserve for myself. I imagined something akin to summer camp—bunk beds, campfires, and long hikes, and indeed there were summer camp-like aspects to the trip. My 10 days on the adult trip were so much more than that, though. I retreated from the world of constant connection, relishing over a week without email or cell phone. I had surprising, inspiring, and just plain fun conversations with people I might never have otherwise encountered. I found myself emotionally and intellectually challenged as we toured farms, learned Ecuadorian history, and served the children of Santa Rosa. And three times per day I ate some of the best food I have ever had in my life. Now, more than ever, I am convinced that photographs, stories, and even movies capture only a small piece of what makes Siempre Verde so special. It can be appreciated fully only through first-hand experience. I am thankful to have immersed myself in all the preserve offers and am deeply grateful to Lovett for making my trip possible.
now equipped with literature and other resources that I am eager to share with my colleagues. More importantly, I feel strengthened by the critical conversations we had at the institute that will be transferred to my school community. Our students and teachers must learn to look within at our own identities if we are to begin to contemplate one another, our community, our country, and beyond.
Arrowmont School of Arts and Crafts Katherine Schneider I was privileged to receive a summer study/travel grant for a one-week printmaking workshop at The Arrowmont School of Arts and Crafts in Gatlinburg, Tenn. Arrowmont is a well-respected arts education center on a 14-acre residential campus which offers workshops taught by nationally and internationally known studio artists and university faculty. Students work in professionally equipped studios, and workshops and classes are offered in nearly every popular art form: ceramics, fiber, metals/jewelry, painting, drawing, photography, warm glass, woodturning, woodworking, mixed media, books and paper. The printmaking workshop, taught by Denver artist Jennifer Ghormley, was entitled “Mix Up Your Matrix: Screenprint and Woodcut.” The course was a full immersion in the techniques of combining woodcuts and screen-prints into one piece of art. The workshop provided a unique new experience for me, and I learned many new techniques which I will now introduce to the Lovett art classroom. I am grateful to The Lovett School for providing this excellent opportunity.
Jazz Performances across the U.S. Garett Arrowood This summer I traveled to New Orleans, Austin, Los Angeles, Portland, and Seattle to explore live jazz performance across the United States. I investigated the variety, quality, and character of the local jazz music scenes and listened to at least one live concert in each city. I happily discovered very thriving and diverse jazz cultures unique to each destination. The most influential experiences came from New Orleans. Live jazz was around every corner, produced by musicians whose only music education was their trial and error through many hours of playing on the street. The earthy, soulful nature of much of the music was inspiring and instructive. This picture is of an all-female Brass Band performing the late set at the Blue Nile club on Frenchmen Street. Directly outside the club, another brass band played for bystanders. Whether on the stage or the street, there was no mistaking the sound of jazz in New Orleans. This experience reminds me that the most important aspect of teaching music is cultivating a passion for music in the students. No matter how much technique one develops on a musical instrument, listeners want to feel a performer’s energy and spirit more than a flawless execution.