Reflections from Philadelphia: My Technology "Take-Away" From An Inspiring Conference

Beth Anne Brennan
Lower School Head

"But it's not about the tools. It's not about layering expensive technology on top of the traditional curriculum. Instead, it's about addressing the new needs of modern learners in entirely new ways. And once we understand that it's about learning, our questions reframe themselves in terms of the ecological shifts we need to make: What do we mean by learning? What does it mean to be literate in a networked, connected world? What does it mean to be educated? What do students need to know and be able to do to be successful in their futures? Educators must lead inclusive conversations in their communities around such questions to better inform decisions about technology and change."

 

~ Will Richardson Via ASCD and Educational Leadership Magazine

Recently, I traveled to Philadelphia to attend the annual conference for independent schools (NAIS).  The theme of this year’s conference was Think Big Think Great and for those of you who know me, as a leader and a learner, know that I love thinking BIG.  I found many of the presentations intriguing in the program and I was very excited to attend.  I wasn’t  disappointed.

If we are to consider and possibly embrace change, I decided to approach this conference along the lines that Will Richardson suggests above; my experience at this conference would be as a “modern learner” in hopes that  I might better share and inform our community when I returned to school the following week.  Going in, I felt inspired, empowered, knowledgeable and ready; I have been engaged in many discussions over the past several years, about preparing schools within the information age and now, the time had come for me to dive in.  I needed to start thinking, learning and living as a student in the 21st century.  

As I attended presentations, armed with my iPad, I sat up close to the speakers and took notes using the Note app. Later in the day, when I had a moment or two between workshops, I used the internet to look up the speakers’ bios, TED talks (if they had any), research, and opinions.  If I felt it was useful I forwarded the resources by email, along with my notes, images and thoughts regarding what I was taking in, to my colleagues back at EMS.  I also found that I could follow the Twitter posts of the other conference-goers (using #NAIS2013), which allowed me to know their thoughts about a given speaker or presentation, without having to have a personal conversation with the more than 5,000  participants (I found this aspect, the Twitter feed, to be the most interesting of all).  

When I returned home, I added some of the speakers’ blog sites to my favorites bar with the intention of checking in frequently to see what they are thinking and saying relative to education. I also decided that I would participate more frequently in social media and online learning networks that focus on teaching in the 21st Century.  

I have attended many conferences but I would have to say that this experience was among the most remarkable.  It is hard for me to fully describe how my learning was enhanced by the technology so readily and simply held in my hand.  If I needed a reference during a presentation, I quickly looked it up online; anything important I wanted to note or share, I could jot it down or capture it with the camera and forward to my colleagues.  The value of the iPad was clear to me, and as a professional educator of 25 years, I can not help but wonder about the possibilities for us in the classroom.  Should we push harder for technology in our classrooms at EMS?

One of the reasons I love EMS is that we provide a careful, whole-child education.  Where some schools or school districts place weight on grade-based assessments or test scores, I know that our teachers play a much broader role in our student’s development.  After all, things like focus, attending, social and emotional development, critical/abstract thinking skills still require great teachers who, perhaps, have learned from great teachers before them.  

Here’s the thing, though.  To my own children, to our EMS children, none of what I have just related about my conference experience is remarkable to them.  At all.  Where I am amazed, my children, along with the millions of other young people of their generation, are already living (fully) in an age where information is accessible and commonplace.  Experienced educators are in the middle of a paradigm shift but our children are living well within the paradigm.  There has always been differences between generations, but this time, it’s a bit different.  As Will Richardson noted at his NAIS presentation (similar TEDtalk here), unlike any time before, teachers are no longer the sole providers of our student’s core learning.  Children now have access to many teachers, for just about anything that interests them.  I realize that this may be a bit too simplified, but for us teachers the nature of the shift we have to understand is one that moves the focus away from knowledge and more toward guidance.

Taking this leap and making this commitment to “modern learning” has not been easy for me.  In fact, I have often found technology to be distracting, frustrating and time-consuming, but I am starting to get it.  I am starting to get the hang of it and understand it’s value.  Me and the 5000+ professional educators who attended NAIS, along with many more who took it all in through web feeds, simulcasts, and social media are starting to get a better idea of the potential it can offer for teaching in our time.  Of course, we still have an obligation to shape the development of our students (talents, knowledge and character) through the methodologies we feel are most effective:  Best of the Old and Best of the New as our informal motto goes. I still believe in this balance.  It’s just that now, considering how things have changed, we should reevaluate how we are going to proceed and then—borrowing from conference speaker Cathy Davidson, and Nike shoes—”just do it.”  Our goal is to prepare our children for the world in which they will grow.

Aaron Cooper - Reflections upon the recent NJAIS Keynote Speakers

"Hearing these three speakers made me think, made me feel, that EMS, all the way back to its mission statement, is on the right track in terms of what's best for children." 

     ~ Aaron Cooper, Head of School 

AC-10-26 Speak by EMScommunications

On Friday, October 26, Aaron Cooper started off his first Head of School Coffee with his reflection upon three recent speakers at the NJAIS conference and how their presentations detailed much of what EMS already embraces.  (15 minutes)

NJAIS Conference Features EMS Faculty Participants

Yesterday (October 15) the EMS faculty attended the annual New Jersey Association of Independent Schools Conference at the Ranney School in Tinton Falls.  The conference goal is professional development and networking: providing "speakers, workshops, seminars and sessions" focusing on all facets of independent school trends and activities.  Once again, this year featured EMS faculty (two current and one former) with active rolls in the conference.

Carol Toth

EMS Director of Auxilary programs Liza Jones Hards and Math teacher Carol Toth were asked to lead "affinity tables" in their area of expertise.  As Ms. Toth expains, "the idea (with hosting affinity tables) is that in an informal setting we could get together and talk about the issues that face us and hopefully help each other find solutions to common problems."  Ms. Toth planned to direct the table toward issues regarding groupings, acceleration, working with challenged math learners, and how much (if any) of the state's Common Core Curriculum Standards math departments could incorporate into their own programs.  

Liza Jones Hards presents at NJAIS Conference at the Ranney School 

Along with guiding a table on school auxiliary programs (camps, before-school and after-school programming), Mrs. Jones Hards, along with her colleague Cindy Wyatt from Gill St. Bernard's School, also presented a full session at the conference.  Titled Let The Sunshine In, Mrs. Jones Hards' and Mrs. Wyatt's presentation focused on "their success stories for building and maintaining summer activities that keep learning going, while at the same time adding marketing and financial value" to their respective schools.

Also presenting at this year's conference, former EMS Head of School, Dr. David Lowry spoke on the topic of administration and leadership – sharing "humor and truth" from his thirty years in independent schools.

Built for Children: A Perspective on Little School

By Evan Brown

Director of Communications and Alumni

Winter 2012

“The Little School was given a new building specifically designed to educate young children.  Down the hill from her mother’s home, a model school was erected as a living memorial to Elisabeth Morrow’s vision.   ­­­­­As the decade came to a close, Miss Chilton bent low to shake the hand of each and every student entering the new building on Lydecker Street, echoing the graceful movements of Miss Morrow, who had always treated children with dignity and respect by looking them in the eye and firmly grasping their hand.”

           ~ Tracy Peter-McKee:  from The Elisabeth Morrow School, 75 Years, 1930 to 2005

Two years ago, when I got the call to come to interview for my position at The Elisabeth Morrow School, I was curious. Therefore, one Saturday in the spring of ’09, I rode from Queens to Englewood to see what might lie in store. It took a while to get there, but when I finally found the white shingle sign on Lydecker, I pulled over, parked my bike and walked up the stairs.  I stopped at the first landing to catch my breath and take in the view.  My first impression:
    “You’ve got to be kidding me.” This place was like no elementary school I had ever seen.
    When you climb the steps from the visitors’ lot, you pass vaulting trees with rustling leaves, flowering gardens, scurrying chipmunks, singing birds and the faint sound of trickling water in the distance.  It is also not unusual to encounter wandering deer or wild turkeys that drop in from the neighboring woods.  There are no gates or thresholds here. There are no tall buildings, no statues, sculptures or imagery of any kind to remind you that this is a place of learning.  Just a beautiful walk, a fluttering flag, cottage-like buildings, and, when school’s in session, the students getting a handshake and a “good morning” at the door, leading inside to teachers and classmates who are always glad to see you.
    If you are an Elisabeth Morrow alum or parent, there is nothing revealing about any of this. You may be saying, “So what? Okay, I get it.”  But, take a moment to remind yourself that this place is exceptional.  For most people, myself included, we went to elementary school in glass and brick oblongs, or concrete pillboxes, surrounded by burned-out grass fields, some shrubbery and an acre of asphalt enclosure.  There was no forest, no courtyard, no babbling brook, no smiling teacher at the door looking to shake our hand, let alone wish us “good morning.”        
    Furthermore, extra help wasn’t a one-on-one situation, unless you were the only one in detention.  I am not saying that EMS is the only wonderful elementary school out there.  I am sure there are plenty. Yet, it is important to keep in mind that The Elisabeth Morrow School, by most measures, provides an exceptional experience.  This was and is a school built for children.

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“With its profound understanding of children and the developmental stages of their growth, The Elisabeth Morrow School challenges and nurtures each child’s journey toward maturity. The atmosphere here is calm and purposeful: busy hands and minds at work, with an emphasis on respect for all.”

      ~ David M. Lowry, Ph. D., Head of The Elisabeth Morrow School

Walking on that path toward Little School, you may see Mrs. Jane Phend, Elisabeth Morrow’s Principal of Grades 1 – 4, standing at the door, carrying on the tradition of Elisabeth Morrow and Constance Chilton, greeting each and every student.  She possesses a quiet and serene demeanor, a perfect fit for these pastoral surroundings.  When asked about the handshake, I expected to hear that it was a tradition, and you have to keep up with traditions.  Well, yes and no; instead, she says, “The handshake helps me make a connection, recognize them by name and make a personal comment as time permits.” It is no hollow gesture and more than just a common courtesy. The handshake symbolizes a significant characteristic of our school, as it has been since the beginning. It is a sign that we treat children with dignity and respect.  “I enjoy working with students,” she continues, “I like to get to know them, understand their needs and their strengths.  When children have an idea to talk about, whether a community service project, an assembly idea, or a concern on the playground, I like to hear those ideas and try to find a way to incorporate them.”
      In a school marking its eighty-first anniversary, however, tradition does remain important.  For instance, the third graders still study colonial America and culminate the unit by enacting a colonial schoolhouse, and children and teachers still dress the part, dipping candles, weaving fabric and trying out the stockade.  “While traditions may help to define who we are,” says Mrs. Phend, “we try to balance tradition with innovation and newer approaches to pedagogy and curriculum.”
    The “best of the old and the best of the new” mantra has been with the school since its founding, the axiom coined from a quotation written by Elisabeth Morrow in a letter to her mother.  Today, whether the lesson involves iPads or creative writing, the priority for Little School is to provide an engaging educational experience that speaks to all aspects of a child: mind, body and character.  “Skills and concepts can be taught or learned in any context,” says Mrs. Phend, “however, when teachers engage the children, actively bring them in, subjects are more easily and thoroughly mastered.”
    Mrs. Phend’s approach is the norm at Elisabeth Morrow, not an exception.  She simply leads a division of experienced and passionate educators, all focused on providing experiences that captivate the focus and attention of students, building one experience upon another.  The Elisabeth Morrow School is fortunate to have such a cadre of experienced professionals.  Over half of the faculty and administration have worked at EMS for 10 years or more.  For that reason, when Dr. Lowry mentions “profound understanding,” the observation is rooted in fact: our teachers and administrators have accumulated many years of working with children.
    In Mrs. Phend’s case, she has been an educator for over forty years, including twenty at EMS and six years at the helm of Little School. She and her faculty understand the developmental characteristics of the elementary school student. In particular, they recognize this as an age when students take significant steps toward establishing character and autonomy.  To this end, “Our priority is to meet the children where they are and provide a curriculum, both cognitive and social, that fosters positive growth and the mastery of skills and content."

 

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“What I learned about teachers from shadowing students in school is that I absolutely admire teachers who love their subject, who love children, who love the developmental arc of the age they are teaching.  Every time I run into a teacher who doesn’t love the age he or she is teaching, I can sense it; it always feels tragic and terrible.”
          ~ Michael Thompson, Ph. D, Excerpt from "The Pressured Child," lecture, New York City, 2006

Providing hands-on, engaging projects and activities for a class of children is hard work.  Says Mrs. Phend, “From the simplest questions posed by students or teachers, to the choices of literature used in our instructional reading program, or to the problem-solving tasks in mathematics that may be integrated with other areas of study, there is a great deal to consider.  Our teachers recognize the academic, social, physical and emotional needs of the children they teach and plan accordingly.”
    Just down the steps from my office is a third-grade classroom where, last year, the students decided to substitute stability balls for chairs.  Apparently, it is good for developing core strength, the abdominal and back muscles of our torso. Whether they do or do not is irrelevant.  The point is that the teacher, Mrs. Bliesener fielded this suggestion from students, had them talk about and research it, and write up their own rules and guidelines.  When I last looked in, they are still using the balls.
    Think about that.  A room of young children? Bouncy red balls?  Seven hours a day, five days a week?  Seems like a gigantic distraction at first, but they have it working. Here is my take: first, the idea had to be entertained and taken seriously.  Second, the children had to be guided in procuring the balls and establishing their own rules for use, including consequences.  Third, they had to be guided to manage and oversee their own procedures, calling upon more mature behavior as they used the balls for seats.  It is not groundbreaking and it has little to do with the content of the curriculum, but everything to do with developing responsibility and initiative.  As Mrs. Phend pointed out, “We have a clear sense of mission, which is by no means just academics.  Our teachers work hard to help children become balanced individuals, supporting their strengths, creativity and interests, as well as challenging them and assisting them when perseverance is needed.”
    The stability ball initiative, as with many other aspects of EMS, is not necessarily embedded in the curriculum.  These endeavors are unplanned, and require additional attention beyond everything else the teachers must cover.  In many other schools, this suggestion coming from the students would never have been taken seriously.  Very few teachers or administrators would want to initiate such a project, let alone guide it over the course one year to another, from one class to the next.  Yet, such activities occur here, all the time. Why? This faculty loves children. They love the “developmental arc” of the age they are teaching and it shows in every morning handshake, every full-on colonial day, in every red, “bouncy-ball” student suggestion.  A great education is as much empowering students with the capacity and initiative to make their ideas come to life as it is about passing along the “core” skills and knowledge that comprise a more traditional academic syllabus.
    It is a gorgeous and serene walk up the steps to Little School; sometimes we miss these qualities in our hurry to get inside or because it is a trip made so often we no longer register the beauty in the details. We do the same with education.  In our hurry to get from point A to point B, from grade to grade, with a single destination in mind, perhaps we sometimes fail to see what is important along the way.  Remember that this school was built for children, both in mission and in facilities.  We can ponder the right balance between “best of the old” and “best of the new” in what we teach, but these things are marginal when we consider, how we teach.
    For The Elisabeth Morrow School, few things possess the same degree of priority as treating children with dignity and respect.  Mrs. Phend remarks: “I realize that the years students spend in Little School are only a small piece of their educational journey, but their time here sets the building blocks for who they become as middle schoolers, for high school, and beyond.”

Beyond 3:00 PM: Auxiliary Programs at The Elisabeth Morrow School

by Liza Jones Hards

Director of Auxiliary Programs

Summer 2010


There is much more going on at The Elisabeth Morrow School than just classes.  Beyond 3:00 p.m., as many of our students gather their things to head home for the day, some of our students look forward to sticking around and gearing up for exciting adventures of a different kind (some even stay during school breaks!) Whether it’s aviation class, intramurals or just heading out to the playground for the afternoon, the goal of our program is to offer students a chance to explore interests and hobbies, while learning new skills and spending time with their friends and favorite teachers. 


AFTER SCHOOL


Between Child Care and After School Adventures classes, there is plenty of action on campus until 6:00 p.m. every school day.  This year we added many new classes to our after school lineup.  In Digital Photography, students learned the basics and then showcased their work in a portfolio show.  Parents were able to come see their child’s collection of images as well as those of their classmates.  Beginning Chess gave students the chance to learn techniques and strategies of the game from a professional instructor.  The Aviation class, run by the Hobby Quest Aviation Club (Ridgewood, NJ), provided students the opportunity to build their very own model airplanes.  Students learned to read blueprint plans and used tools to cut, level and sand pieces of the model aircraft. After building, students tested their designs, making adjustments in balance, air flow and weight as they flew their planes.


After School classes are also about just having fun.  Each week, students in our Friday Fun class participated in creative and fun-filled activities.  Among other things this year, they went sledding, had a scavenger hunt, planted flowers around the campus, roasted marshmallows and sang songs around a campfire.  Another fun offering this year was EMS Cooks, a class where various faculty members shared their favorite recipes and cooked up delicious treats with the students. Intramurals, led by Elisabeth Morrow Athletic Director, Andy Escala, provided fourth and fifth grade students with an introduction to the middle school sports program.  Finally, the Homework Club (see sidebar on page 6) was a popular and productive offering this year.

Students also have the option to stay beyond 3:00 p.m. as part of our Child Care program, known as Busy Buddies in Chilton House and EMS Friends in Little School (The Morrow House library offers study time for middle school students).  Busy Buddies and EMS Friends offer a mixed-age environment where children can play together, have snacks and even get some of their homework completed. Elisabeth Morrow models its Child Care program on the “neighborhood experience” philosophy of years ago, where older and younger children played together, creating games and activities, while learning the rules of play from watching each other.  Our Child Care program is also available on certain days when the school is open but classes are not in session, including faculty study days and parent-teacher conference days.


BREAKS AND CAMPS


Elisabeth Morrow offers a number of programs beyond the academic calendar. Our Spring Break Mini Camp, now in its fifth year, is held during one of the two weeks of Spring Break.  During this exciting camp, students participate in enrichment activities centered on a particular theme.  In 2009, the focus was on “Going Green,” and activities included recycled art projects and learning how to reduce our energy usage.  This year the theme was “Amazing Animals” and included field trips to Flat Rock Brook Nature Center and the Central Park Zoo in New York City.


June Express is offered to students in prekindergarten through grade five in the two weeks between the end of school and the beginning of Summer Explorations.  Students cook, play games, do arts & crafts, and have fun with friends in a relaxed atmosphere from 8:30 a.m. to 5:00 p.m.  Students are also welcome to attend String & Jazz Week in the mornings and/or Eagle Sports Camp in the afternoons during the first week of June Express.


In the months of June, July and August, our Summer Explorations program is in full swing.  Students from Elisabeth Morrow, joined by students from other schools, come to our campus as “campers,” ready for new experiences and learning opportunities.  Offered in two three-week sessions for children between age three and grade six, Summer Explorations campers make use of all the amenities of our campus. 


Our youngest campers have sing-a-longs around a campfire, explore summertime themes through books and art, and participate in drama and music classes.  They even harvest herbs and vegetables from our many gardens and use the fresh-picked ingredients to cook delicious dishes.  Our older campers explore new interests and activities through various workshops during the sessions.  Filmmaking, Chinese brush painting, cupcake decorating, scrapbooking, math games, and writing are just a few of the many choices.  Afternoons are spent in arts and crafts, nature study, sports, games, and playground time.  There are also opportunities to venture off campus to take tennis or ice skating lessons or to take a trip to a minor league baseball game.  Every Friday, campers dive into theme days such as Pajama Day, Beach Day and the exciting Summer Explorations Camp Carnival. 


WHY AUXILIARY PROGRAMS?


An increase in student interest, popularity of choices and the fundamental need for after-school care for students of working parents has resulted in the significant growth of our Auxiliary Programs over the past several years.  To us, these programs mean more than entertainment and filling time until parents come to pick up their children. Our After School, Child Care and Summer Programs strive to provide the same quality of excellence Elisabeth Morrow students receive during the school day.  According to a parent of a Summer Explorations camper, “the variety and level of each of the classes creates a wonderful and exciting atmosphere that each child would look forward to every day.” At Elisabeth Morrow, providing opportunities for children to learn, especially when they are having fun while doing it, is important for us and that shouldn’t have to end because the clock strikes three, or the calendar rolls into June.