Resiliency IN ACTION WHAT WE LE ARNED AND HOW IT MADE US A BE T TER SCHOOL 2019-2020 - Whitfield School
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
in s i g h t s
2019-2020
Resiliency
IN ACTION
WHAT WE LE ARNED
AND HOW IT MADE US
A BET TER SCHOOL
MISSION
Whitfield School cultivates ethical,
contents
confident, successful students
in a community of innovation,
Dear Whitfield Families and Friends,
collaboration, and trust. 2 In the Words
As I reflect on the 2019-2020 school year, the word that continues to Head of School’s Letter
come to mind is “unprecedented.” This period of our lives brought BOARD OF TRUSTEES 4-9 In focus
challenges unlike anything we had witnessed previously. And 2019-2020
yet, despite the obligation to reinvent ourselves as a school and a Resiliency in Action
Paul Minorini (Chair) Finding Their Voice
community, thanks to the support of all our constituencies, we prevailed.
Jessica Hoerman (Vice Chair) Inquiry- & Project-based Curriculum
Steve Nordlund (Treasurer)
As the effects of the coronavirus began to emerge in the late winter and
Kinyetta Alexander (Secretary) 10-17 In the study
spring, we found a way to complete the academic year with integrity,
learning much about new modes of teaching in the process. Thanks to Akberet Boykin Farr Math in (Virtual) Action
the support of our families, we were able to celebrate the Class of 2020 Michele Holton Whitfield Team Receives Award at WWT Hackathon
who once again raised the bar for the amount of merit scholarships Don Jubel TSA Hauls in the Hardware at State
awarded to a single group of Whitfield graduates: more than $3,300,000 Phillip Levy Framing Universal Human Rights
for freshman year alone, with 89% of the class receiving an award of William Margulis
Whitfield Hosts Holocaust Speaker via Live Webinar
some amount. These successes contributed to the start of a new school year Ghan Mehta
Learning About Liberty
marked – in spite of current events – with robust numbers in both admissions Christine Moody
Karen Myers Young People Making a Difference
and revenue.
David Payne Celebrating eLearning Creativity through Video Logs
Dave Ressner Africa Infographic Project
Our collective experience thus far has been the result of good communication,
good listening, and a shared vision of what contributes to student health and Booker Shaw Sixth Graders Explore the Final Frontier
growth in the midst of a global health crisis. Having made a commitment to return Cory Spielberg ’94 English Innovation: The Great Gatsby Project
to in-person instruction early on, many factors were required to make our plan Stephen Strum
a reality: parental support and faculty buy-in were chief among them, but the Christopher Terry 18-22 Inspired
unanimity of the Board of Trustees and the talent of the school’s administrative James Williams Senior Retrospective
leadership also proved essential. Looking back, the process has required Philip B. Cady Jr. ’70 The Secret Voice
some measure of sacrifice from each of our constituencies, but gratefully that Bruno B. Schmitter Our Town
requirement has produced a heightened sense of unity and purpose based on Wayne L. Smith II The Happiness Shop
shared experience. And even if this particular chapter in the school’s life is far from John Delautre, Head of School Student-Directed One Acts
over, it is appropriate to acknowledge that together we have accomplished much. (Ex-Officio) Quest for Z
Vocalists Share State Solos
One of the tasks before us now is to take stock of the lessons the current
Questions or comments should Musical Merits
moment can teach us. We have all learned that “gathering” remotely, rather than
be addressed to: Becky Marsh, Virtual Choir Performance
in person, has some advantages, not the least of which is a dramatic increase
in attendance. We have benefited from some of the recent developments in director of communications Photography Students Create Digital Collages
communication technology; but we have also defined some of its limits. We have and marketing, Multi-Faceted Self-Portraits
discovered a capacity for seriousness and for shouldering responsibility among becky.marsh@whitfieldschool.org
even our youngest students that was generally underestimated previously. Most Whitfield School 23-33 In the Life
meaningfully perhaps, we have received a clear confirmation of our mission and 175 South Mason Road Homecoming Pep Rally & Bonfire
core values: in difficult circumstances good character is essential. St. Louis, Missouri 63141 A Community in Action:
314-434-5141 Q & A with Director of Equity & Inclusion Anna Warbelow
Warmest regards, The Middle School Experience
Visit Whitfield’s web site: Shenzhen Conference on Global Diversity
whitfieldschool.org Community Celebrates with Virtual Awards Assemblies
Graduation and College Choices for Class of 2020
Whitfield School is an independent, Dear Class of 2020
John Delautre coeducational, college-preparatory Adapting Traditions
Head of School day school for grades 6–12. Whitfield
seeks to maintain a student body 34-36 In step
diverse in geographic, economic, Cross Country, Field Hockey, Boys Soccer, Girls Tennis,
racial and religious backgrounds. It Dance, Wrestling, Girls Basketball
does not discriminate on the basis of Scoring Milestones
race, religion or color in administering
Collegiate Signings
its academic policies, admissions
policies, athletic policies, financial aid 37-46 In Touch
program or other school activities. Alumni News
2
focus: 2019-2020 I n focus
ADAPTABILITY & FLEXIBILITY
During the two weeks of Spring Break administrators
and faculty worked feverishly to develop and launch
our eLearning experience. The approach was rooted
in the Habits of Mind & Heart, with emphasis on
three areas: relationships & facetime, collaboration
& discussion, and physical & mental wellness.
We launched eLearning as a fully asynchronous
program—a decision very thoughtfully made to
support the functionality of our technology. Yet, a
mere 48-hours into the first week, it was clear that
our approach needed revision. There was a felt need
by our families, students, and faculty to engage in
real-time with one another.
Whitfield’s size, inherent adaptability and
flexibility made pivoting to a hybrid approach
that supplemented independent morning lessons
with “live” afternoon classes, not just possible, but
relatively easy. This hybrid approach was a success.
HOME + SCHOOL PARTNERSHIP
Approximately 52% of Whitfield families participated
in a post-eLearning survey. Of those participants, Over the course of the spring, the relationships
72% were satisfied or very satisfied with their child’s between families and administrators evolved as the
experience. And, for those who also have children at two groups navigated the challenges of eLearning
other schools, 89% of respondents found Whitfield’s together. Sara Ringe, Upper School Director, shares,
program better in most or all ways than the other “We gained a whole new appreciation of what it
eLearning programs they were experiencing. means to have a school-home partnership. With
Families shared, through survey comments, that parents serving as teaching assistants, they learned
the greatest strengths of Whitfield’s program were a lot about their children’s learning styles and level
its infrastructure and schedule, the engagement of executive functioning. We, as an administration,
experienced through “live” classes, and the hybrid strived to better communicate with parents and
format overall. to support learning at home. This role reversal
“
renewed our commitment to strong and transparent
communication between school and home and to an
open-door policy that encourages outreach for help.”
We gained a whole new appreciation of what
it means to have a school-home partnership.
CLASSROOM REVELATIONS
Resiliency ACTION
& INNOVATIONS
With parents serving as teaching assistants,
IN
they learned a lot about their children’s learning
styles and level of executive functioning. We, as As the third trimester progressed, Whitfield faculty
an administration, strived to better communicate members had to increase their use of (and in some
cases, comfort level with) technology. Faculty
WHAT WE LEARNED AND HOW IT MADE US A BETTER SCHOOL with parents and to support learning at home. members had to retool their curriculum to align with
T
This role reversal renewed our commitment to a different schedule and different venue. They had
to adjust to authentically connect with and support
he sudden and unprecedented closure of Whitfield’s physical campus because of the COVID-19 strong and transparent communication between their students with less face-to-face time. From world
pandemic last spring challenged our faculty and administration to design a ‘virtual campus’ that would
school and home and to an open-door policy languages to math, revelations were happening all
facilitate a robust eLearning experience. While some schools slowed down the pace of learning in
across virtual wires. Revelations that made learning
the face of the challenges presented, we leaned into this shift, seeing it as an opportunity to evaluate, that encourages outreach for help. more conceptually relevant, that capitalized on every
innovate and evolve; to reaffirm our foundation as a school dedicated to relationships, and to update
minute spent face-to-face with students, and that
our processes and delivery systems to emerge as a more relevant, responsive, and savvy school. — Sara Ringe, Upper School Director
embraced new technologies and modes.
4 ” 5
I n focus: 2019-2020 I n focus
In her Spanish classroom, prior to eLearning Rachel Of the summer programming for faculty, Director
Gassner enthusiastically incorporated tech into of Teaching & Learning Mead Ploszay shares,
coursework in order to engage her 21st century F I N D I NG T H E I R VO I C E “What we learned through this spring was that our
students. Mrs. Gassner delivered curriculum using (IN SPANISH, OF COURSE) faculty were willing to try new products and new
platforms such as Microsoft OneNote, Quizlet, technologies—they were focused on the needs of their
Kahoot, and VoiceThread. Over Spring Break she took During spring 2020 eLearning, Rachel students. Through summer professional development,
advantage of the tutorials facilitated by Whitfield’s Gassner connected new technologies with faculty can take what they started during eLearning
technology team, and when layering these new tools project-based learning. She employed the and build on those basics, to use those tools to be
with what she was already doing, she felt confident VoiceThread Program in her Spanish language more fluid in order to amplify the student experience.”
pivoting to digital learning. The use of VoiceThread, classes, a teaching tool that allows educators to Mrs. Ploszay, entering her second year at Whitfield,
specifically, made it possible to collect authentic narrate slideshows, to create living diagrams. found teachers eager for opportunities to grow and
feedback about the progression and development of learn; to have space and encouragement to act on
students’ oral language skills. This program provided First, her students in “lock-down” all their innovative ideas.
the entire language department with a great deal of photographed a favorite room in their home,
comfort as they moved to a virtual platform. prepared a slideshow, then using VoiceThread
narrated these slideshows (in Spanish, of
In addition to embracing new technologies course). Students shared what they liked about UNWAVERING COMMITMENT
(see Finding Their Voice sidebar on the right), the room or rooms, and why. All members of PLANNING FOR 2020-21 TO TECHNOLOGY
Mrs. Gassner and her students improved low-tech the class were asked to provide a peer review
skills. She observed that her students—used to by reviewing their classmates’ work and
hearing, reading, seeing and hearing again—now leaving comments and questions (in Spanish, We used all that we learned this spring as a starting In last year’s Insights, we shared our innovative
only had written instructions for assignments and of course). For their final assessment, students point to develop plans for the 2020-21 school year. approach to STEAM education, rooted in a robust
were forced to become increasingly aware of the designed their dream homes and shared The flexibility and determination of our faculty and technology infrastructure, 1:1 laptop program, and
images, inspiration and a narrative with their administration is a great strength of Whitfield. As flexible staffing structure. This foundation set us
classmates, again using VoiceThread. And, we diversify our curriculum and delivery, we prepare up for a successful transition to remote learning in
again, their peers reviewed and recorded oral ourselves to pivot from on-campus to remote learning March 2020. In fact, in our post-eLearning survey
questions and comments. Gassner’s overall should the need arise. Also, we further develop an nearly 40% of our families wrote in an open comment
instructions were relatively vague. While she ability to individualize instruction and engage and box that the great strength of our technology program
provided the tool and a general sense of the inspire every Whitfield student. To this end, both strengthened the overall eLearning experience for
desired artifact, it was up to each student academic and technology administrators offered their children (other strengths written in include:
to interpret the instructions and prepare a a full calendar of professional development the live classes and the hybrid synchronous/
script for narration that demonstrated Spanish opportunities for faculty over the summer to help asynchronous format).
proficiency, while further showcasing their them integrate new learning tools and academic
structures. Specific examples include the All students at Whitfield receive a computer from the
language skills as they commented on the work
establishment of a partnership with Washington Microsoft Surface Pro line. As tools during on-campus
of their peers.
University’s Institute for School Partnership. Science learning, these computers provide a window for our
The project was 100% online and primarily faculty participated in a two-day workshop that teachers to track progress, coach students about
required independent, asynchronous work. Yet emphasized the Ambitious Science Teaching organizational choices, and allow faculty, staff and
the project also allowed students opportunities Framework; a framework that deliberately aims to parents opportunities to guide students as they make
to engage with one another, to learn about support students of all backgrounds in order to screen time decisions that impact wellness, and make
one another, to learn about new technology deeply understand science ideas, participate in ethical and kind choices about the content they share.
tools and practice their Spanish speaking skills. the activities of the discipline, and solve authentic
As we transitioned to remote learning, these
Says Gassner of VoiceThread, “I will definitely problems using evidenced-based problem solving.
computers meant that every student had tools
use it again! It got them talking and listening In addition to this workshop other faculty members
needed to fully engage from the start. Occasionally
without the in-person piece.” were invited to complete technology trainings and
prospective families wonder if a 1:1 laptop program
professional development. Our Tech Team offered
may be detrimental to students (considering all the
sessions to improve virtual communication, and
time they spend online!). Prior to March, in response
enhance curriculum through platforms such as
to this concern we believed that tech fluency was
directions presented to them. In turn, they took a classroom doesn’t work in a Google Meet.” As OneNote, EdPuzzle, and Fliprid. Other professional
essential for readiness for the world beyond Whitfield.
greater ownership of their learning. She found this to Mrs. Gassner slowed down her pace to ensure every development modules created by our Director of
Additionally, by layering “digital wellness” on top of
be particularly true among her youngest students. voice was heard on each call, it struck her that after Teaching & Learning Meade Ploszay focused on
fluency, we were helping our students set healthy
what felt like a long, almost uncomfortable, silence, Inquiry Based Teaching and Learning, Project Based
boundaries and develop a sustainable relationship
Similarly, when asked what she learned during “the questions and comments came...really good Teaching and Learning, Assessment Practice and
with technology.
eLearning that may impact her instruction moving ones. Processing a new language takes time for Effective Student Feedback. Collectively, the
forward, Mrs. Gassner shared, “in a language class many people, maybe I wasn’t giving kids the proper summer work our faculty participated in readied After our successful pivot to eLearning, we know that
that focuses on oral proficiency, we talk a lot! And, I processing time before.” Wanting to be a better them to leverage the benefits of remote learning. our approach to technology is preparing our students
have a lot of energy and bring that into my classrooms. teacher for her students, Mrs. Gassner promises to (See Inquiry- & Project-Based Curriculum sidebar for the real world.
But, the same kind of communication that works in “embrace the silence.” on the following page.)
6 7
focus: 2019-2020 I n focus
BORDERLESS CLASSROOMS “State of Remote Work 2019” (https://owllabs.com/
state-of-remote-work/2019) analyzing data from 1,202
full-time workers across the United States between the
As we begin the 2020-21 school year with new ages of 22 and 65. Of the 1,202 people surveyed, 745
challenges and opportunities, we are taking classroom (62%) work remotely at any frequency, and 457 (38%)
technology one step further. work onsite; nearly two-thirds of U.S. workers polled
shared they work remotely at least some of the time.
In this unprecedented time, we need to make bold In September 2019, the survey reported that more
decisions and we need to continue to invest in the than 40% of remote workers plan to work remotely
resources necessary to create a classroom experience more frequently in the future, and more than 50% of
that maintains the values and academic rigor on-site workers want to work remotely in the future.
expected of Whitfield, no matter where learning takes
place. The result of our values-driven investments: Imagine how these numbers will look in the OUR COMMITMENT TO GROWTH
borderless classrooms. coming years.
(AND A GROWTH MINDSET)
Microsoft Surface Pros have exceptional cameras, The world is changing. Whitfield is preparing its
and a recent investment in infrastructure (installing students for the new-normal working environment
while at the same time learning from the industries Through this pandemic Whitfield faculty, staff and
new campus networking equipment, upgrading
that do this best. Whitfield’s technology team is students have learned a lot about ourselves and
the school’s internet bandwidth and speed—now
approaching adaptive learning by employing the about one another. As a school, we have put a
comparable to many universities) allows This forward-thinking approach expands Whitfield’s
best tools and resources available to bring our stake in the ground with determination. We will
Whitfield students and faculty portfolio of possible services for the future. Of course,
people together—wherever they may be. The Meeting use this opportunity: to further our technological
tremendous flexibility. Yet, these it serves us well today as we strive to minimize traffic
OWL smart video conferencing camera system infrastructure and offerings; to enrich our curriculum
computers alone were not good around campus and engage students who are unable
captures 360° video and audio for a near face-to-face delivery so that it remains robust and relevant whether
enough last spring. In order to or uncomfortable coming to campus. Also, it opens
experience. Specifically designed for smaller spaces, on or off campus; and, to better serve our students.
seamlessly integrate the on- and us up for future innovations, like better connecting
off-campus academic experience this system allows a cohort model to not just exist, with students across the world, including those taking We are determined to continue to learn and grow as
during the 2020-21 school year, but to thrive. Students in small groups in various classes in our partner school in China. It allows for an institution. This means that as a school we must
we needed one more tool. spaces around campus and at home can come guest speakers located around the country, or even embrace imperfection. We don’t always get it right
together for their classes. They can have an interactive the world, to authentically join a class and take our the first time, every time, and we don’t expect our
Enter: The Meeting OWL Pro smart classroom experience no matter where they are. students on virtual field trips allowing for experiences students to. Instead, we are resilient, and we deeply
video conferencing camera system. While historically, lectures may be filmed, and well beyond the St. Louis community. And, it offers believe that as we embrace our hiccups—learning and
In every classroom. students could watch their teachers asynchronously or our students access to the kind of technology used growing from them—we are teaching our students
synchronously, with this system the focus shifts from a by today’s workforce, so that they may develop to be resilient, too. We are teaching our students to
In September 2019 OWL Labs, in
camera targeting a single teacher to the whole class. a familiarity that gives them an advantage over embrace change (expected or not) as it pushes us to
partnership with Global Workplace
Analytics, published a report their peers. adapt, learn, grow, and advance.
I N Q U I RY- & P R O J E C T- B A S E D C U R R I C U L U M math classes, students prepared papers that
combined data analysis with judgement supported
Project-based teaching can connect content to the
world around us--bringing curriculum to life and
Whitfield teachers have always prioritized process Project-based learning = teacher-driven projects by math as they answered questions about whether increasing its relevance. Inquiry-based learning
over product. Through coursework and instruction, that allow the students some independence or not Missouri should reopen. can help our students learn how to learn, how to
our faculty members aim to instill in students a love through the research process and some level question, how to push themselves for the sake of
Over the summer, professional development led knowledge alone.
of learning, and help them discover and explore of creativity with their finished product but
by Director of Teaching & Learning Mead Plozsay
their unique intellectual curiosities. Working within requires the students to meet criteria that is set
helped frame opportunities within these two As a practice, inquiry-based education, specifically,
this paradigm, Whitfield faculty members often by the teacher.
approaches to learning for all teachers. These allows students to develop divergent thinking,
employ inquiry-based and project-based learning.
Through eLearning, this kind of learning proved curriculum designs make the most of a hybrid to strengthen their ability to address issues with
Inquiry-based learning = student-directed particularly effective, as it is rooted in independent learning experience, as they require independent multiple solutions, and to develop the skills
exploration of a topic that they have chosen (within study and individualized research by each research and allow students to dig into areas of and attitudes essential to continue a quest for
the parameters of the driving course curriculum) student. Last spring several teachers employed great interest. Both approaches “help kids take knowledge throughout their lives. In short,
to investigate. Their investigation and thinking project-based learning in connection with current more ownership over their learning if we have to inquiry-based learning will prepare our students
leads to the learning that culminates in creating an events. Rachel Gassner assigned her Spanish go online again for periods of time,” shares Mrs. to be the kind of adaptive and creative thinkers
artifact to present to the class and reflect on. language students a narrated study of their “home,” Ploszay. Yet, there are many advantages to this necessary to thrive in our ever-changing world.
while they were housebound. In Brandon Haynes’ kind of curriculum design, well beyond supporting
a hybrid learning model.
8 9
I n The study:of
2019-2020 I n The study of
Math in (Virtual) Action TSA Hauls in the TSA STATE COMPETITION EVENTS AND RESULTS
Hardware at State
W
hitfield’s mathematics program assists “The features of OneNote allow us to see that process. FORENSIC JUNIOR SOLAR SPRINT
students in gaining mathematical confidence For example, I can highlight a section of a student’s TECHNOLOGY Nihar Murali ’24
as well as competence. Learning objectives
W hitfield’s Technology Student Association (TSA)
homework and ask the program Sloane Shatzer ’24 (1st) Braydon Sellers ’24
are focused on developing our students’ abilities to to play it back for me so that I can watch them do their middle school team competed in the TSA Braydon Sellers ’24 (2nd) Cohen Panneri ’24 (2nd)
apply algorithms and nontraditional strategies to prob- math just as I would if they were doing it on the board virtual competition held April 20 – May 29, 2020. Cohen Panneri ’24 (3rd)
WEBSITE DESIGN
lem-solving solutions. Whether on-campus or eLearning, or on a piece of paper in front of me.” Lucy Heidenry ’24 (4th)
Isabel Cepeda ’24
students use a variety of The Warriors excelled in the competition earning 11
CAREER PREP Anna Gau ’24
resources to learn new In addition to live online first place plaques and 30 individual medals! Faculty
Anna Gau ’24 (1st) Sloane Shatzer ’24 (1st)
content. Math faculty classes during eLearning, sponsor Michelle Brown drove to Jefferson City to
utilize Microsoft OneNote several teachers created haul home the hardware. TECHNICAL DESIGN CYBERSECURITY
to track their students’ virtual study groups of Lucy Heidenry ’24 Lachlan Costible ’24 (1st)
three or four students “I am so proud of these students!” said Ms. Brown. Finley Wilkins ’26 (1st) Kira Glanton ’24 (3rd)
problem-solving process. “We learned that the in-person competition had
During eLearning, to meet weekly via DIGITAL CHALLENGING
Google Hangouts and been cancelled and moved to a virtual event on
faculty responded to the our last day before Spring Break. I quickly packed PHOTOGRAPHY TECHNOLOGY ISSUES
student work shared work on math problems Isabel Cepeda ’24 (2nd) Kira Glanton ’24
together. “Our in-person up equipment and supplies for the kids to take home
through OneNote with and reviewed what they would need to do. They Sloane Shatzer ’24 (1st)
classrooms look like kids PREPARED SPEECH
personalized audio clips had already prepared extensively for the Sloane Shatzer ’24 (1st) CHAPTER TEAM
“
that provided one-on-one are having conversations
all the time with each competition, so they were ready. During the next Braydon Sellers ’24 (1st)
feedback. In this way, LEADERSHIP
other and they are,” said two months, they stayed focused and were ‘all in’ Nihar Murali ’24 (2nd)
students built an archive STRATEGIES
Mrs. Hanks. “So much of throughout the competition.”
of audio clips from their Isabel Cepeda ’24 TECH BOWL
So much of learning math is about conversation,
teachers that they can learning math is about Whitfield’s 2019-2020 TSA participants Anna Gau ’24 Lachlan Costible ’24 (3rd)
draw upon as a resource talking about problem-solving strategies and conversation, talking were: Nolan Baird ’26, Isabel Cepeda ’24, Jenny Frazier ’24 (1st)
PROBLEM SOLVING
moving forward. about problem-solving Lachlan Costabile ’25, Jenny Frazier ’24, Nihar Murali ’24
learning how to ask for help. The online study Lucy Heidenry ’24 (4th)
strategies and learning Anna Gau ’24, Kira Glanton ’24, Lucy Heidenry ’24, Cohen Panneri ’24
“As math teachers, it is groups are a way to continue that skill-building how to ask for help. Nihar Murali ’24, Cohen Panneri ’24, Braydon Sellers ’24 (3rd)
so important for us to The online study groups Braydon Sellers ’24, Sloane Shatzer ’24,
and to maintain authentic connectivity. PROMOTIONAL
track a student’s process are a way to continue and Finley Wilkins ’26.
—it’s not just about the that skill-building and MARKETING
— Bridgett Hanks, faculty member
Lachlan Costible ’25 (1st)
”
final product,” said to maintain authentic
TSA is a national, non-profit organization of
Mathematics Department connectivity.” STEM ANIMATION
middle and high school students who are engaged
Chair Bridgett Hanks. Isabel Cepeda ’24
in science, technology, engineering, and
Jenny Frazier ’24
mathematics (STEM).
Lucy Heidenry ’24
Sloane Shatzer ’24 (1st)
Whitfield Team Receives Award at WWT Hackathon
A
t the 2019-2020 World Wide Technology (WWT)
STEM Student Forum hackathon event held on
Saturday, February 29, 2020, Whitfield’s team
earned a $1,000 award. The award will be used to At the hackathon, each team
support Whitfield’s STEM initiatives. had just seven minutes to
present to a panel of judges
Whitfield student participants included Kaelyn from WWT followed by a
Beeman ’20, Xingda “Danny” Chen ’20, Agha Haider ’21, three minute Q&A. Teams
Danny Sallis ’21, Josh Schmidt ’21, Dane Shuler '22, were judged on the efficacy
Owen Taylor ’20, Robbie Wetzel ’20, and Yutiancheng and technical quality of
"William" Yang ’20. Whitfield’s Assistant Director of their solution; the overall
Technology Lisa Barry Jenkins and Computer Science creativity and innovation of
Integration Specialist Andrew Asikainen served as their project; how well they
faculty sponsors. a prototype of the “Warrior Zone,” a new website, with articulated their solution; and
how well the team displayed the STEM Hackathon Core WWT STEM Student Forum is an annual program that
For the hackathon, students were asked to develop a forum platform like Reddit, that would give students
Values (team work, consistent effort and commitment, encourages high school juniors and seniors to consider
a solution that uses technology to solve a problem the opportunity to post and chat about upcoming events
embrace change, and learning). careers within the industries of science, technology,
that exists at their school. Whitfield’s team introduced and activities.
engineering, and mathematics (STEM).
10 11
I n The study:of
2019-2020 I n The study of
Framing Universal Human Rights Whitfield Hosts Holocaust
Speaker via Live Webinar
I
ntentionally titled “Social Studies,” rather than, and overwhelmingly they wrote down WWII and the
“History,” the curriculum of this department at Holocaust,” said faculty member Grace Barlow. “I hope
O
Whitfield focuses on the experience of diverse they will gain perspective on the lives of others and gain n Monday, April 27, 2020 in lieu of “live” afternoon eLearning
historical actors and the study of diverse historical a broader world view of what it means to be human.” classes, Whitfield students, family members, and faculty &
“
narratives. The teaching staff had the opportunity to hear from Holocaust speaker
of critical thinking skills Sophomores were tasked with
Vera Emmons. Over 500 attendees participated in the webinar
is emphasized, and working together in small groups
via Zoom and YouTube. At the conclusion of the presentation,
a premium is placed At the beginning of this unit I asked the to first dissect the UDHR then to
questions were moderated by Director of Equity & Inclusion Anna
on helping students compare and contrast case studies
students to come up with topics they Warbelow, Middle School Director Jarrett Young, and Social Studies
learn how to integrate, of other mass atrocities including
Department Chair Michał Kwiecień. Following the Q&A, students virtually met with their Advisories to discuss
analyze, synthesize, and were interested in learning about in those in Cambodia, Rwanda,
the presentation.
evaluate both primary and Bosnia, Burma/Myanmar, and Syria.
relation to the themes of power and Each group was assigned six of the "I can’t imagine a more meaningful way to use this time together as a community than listening to and discussing
secondary sources and
equality and overwhelmingly they wrote UDHR’s articles to analyze in depth a story that emphasizes Whitfield’s Habits of Mind & Heart—particularly cultural competence and good citizenship-
to develop empathy for
and then share their findings with builds empathy, and reminds us of the impact one person can have when they choose to act bravely as an upstander,"
the people who lived in
down WWII and the Holocaust. I hope the class in a group presentation. said Dr. Warbelow.
different times and places.
they will gain perspective on the lives Finally, each student selected
Students in Modern World what they think are the top three
History 10 explored the of others and gain a broader world view non-negotiable human rights in
themes of power and of what it means to be human. the UDHR and wrote an essay
equality through the defending their choices using what
lens of the Universal — Grace Barlow, faculty member they learned from the case studies
Learning About trial are similar to those of
”
Declaration of Human as evidence. an actual trial, the bigger emphasis
Rights (UDHR) adopted in
1948 in response to the “I think it’s good that we are having Liberty is on helping students gain an
understanding of the meaning
these conversations so that we
I
Holocaust and WWII. As of the Bill of Rights.”
can be more informed about the concepts of power n US Government & Civics,
students examined the UDHR they dissected its 30 eighth grade students study
and equality as they relate to history and to current Although students could not
articles, identifying purpose and theme repetition, the evolution of American
events,” said Savannah Harris ’22. “During our seminar alter the facts of their assigned
and developed a historical frame of reference through democracy from colonialism to
discussions one of the questions we talk about is What case, they had the opportunity
supportive readings and class discussions. today as they develop a deeper
“
can we do? because these atrocities keep happening. to show their creativity as they
“At the beginning of this unit I asked the students to I think if we can try to care more about other people understanding of what it means developed and presented opening
come up with topics they were interested in learning and their cultures that would help.” to be a citizen of the United States. statements, arguments, and
about in relation to the themes of power and equality Through assignments and cross examinations. Some groups
Understanding the Bill of
projects, students strengthen also introduced and questioned
effective research, writing, public Rights is one of the most fictitious witnesses to support their
speaking, presentation, and critical arguments. Playing roles such as
important things in terms of
thinking skills. lawyer or witness, allowed students
To bring to life their study of the understanding the meaning of the opportunity to evoke their
Bill of Rights, students participated theatrical skills in addition to public
liberty in America.
in a mock trial. Faculty member speaking, presentation and logical
Matt Kingston developed four — Matt Kingston, faculty member argumentation skills.
”
hypothetical cases which revolved
“Participating in the mock trial was
around the First, Second, Fourth,
a challenging and fun experience
and Eighth Amendments. Working
that helped me learn about the
in small groups, students were
“Understanding the Bill of Rights is Bill of Rights,” said Samriddhi
presented with a set of facts
one of the most important things Patankar ’24. “The cases were about
for their case and assigned a
in terms of understanding the contemporary topics and we had
side to represent. Some groups
meaning of liberty in America,” to do a lot of research to prepare.
represented those whose rights
said Mr. Kingston. “I focused on the I want to be a lawyer or a person
may have been violated and
First, Second, Fourth, and Eighth working in government after
others represented the business
Amendments because they are college, so this was really fun for
establishment, school, or
accessible for eighth graders—they me because I want to do this for
government agency that was
can see the relevancy in their lives. a living.”
being sued.
While the processes in our mock
12 13
I n The study:of
2019-2020 I n The study of
Young People Making A Difference Africa Infographic Project
W B
hitfield’s sixth grade English curriculum is organization, that is developing advanced technologies efore Spring Break, components to this project,
designed to support and guide students to rid the world’s oceans of plastic, and climate students in seventh and I think it really helped
as they explore and develop their voices as activist Greta Thunburg who at 16 years old delivered grade World students visually see the project
readers and writers. Writing is approached as a spiraling an address at the United Nations 2019 Climate Cultures and Geography as a whole.”
process that evolves and strengthens throughout their Action Summit. completed the Africa
time at Whitfield. Infographic Project—a To begin the project, students
“I focused on the activism challenging assignment selected five African countries
In winter, sixth graders created of students who survived the that combined their study they were interested in exploring.
eBooks that highlight young Parkland shooting [Marjory of Africa with the creation Their research included specific
agents of change who are Stoneman Douglas High School of high-quality, interactive, information regarding geography
making a difference in our world in Parkland, Florida]. People digital infographics using and the seven elements of
addressing topics such as climate like David Hogg, who cares PowerPoint within their culture: social organization,
change, racism, LGBTQ rights, a lot about making a positive OneNote notebooks. customs and traditions,
gun control, and other difference and stopping gun Through this six-week-long language, arts and literature,
global issues. violence in schools,” said project, these middle school students strengthened religion, government, and
Zeke McMullen ’26. their research, writing, and critical thinking skills, built economic systems.
“Before the students began their
digital fluency, and expanded their cultural competence.
“
eBook project, we talked about Finley Wilkins ’26 researched the Before beginning the visual portion of the project,
activism and what they think rights of transgender people. “I This year, Director of Technology Matt DiGuilio students were asked to narrow their focus to a single
about when they hear the word focused on the laws and some guided the students in learning and implementing country and select three elements of culture to
activist,” said faculty member Before the students began their eBook recent changes in the legal the real-world application of Agile Planning methods explore in greater depth. Next, students researched
Samantha Alul. “They created a protections for transgender including scrum and stand up meetings. “Agile” is the elements of culture and created detailed pieces
list of adult activists they know of project, we talked about activism and people that have created an approach to project management for addressing of writing. Using Whitfield’s multiple draft writing
and respect, then reflected upon what they think about when they hear struggles for them,” said Finley. complex problems, that includes implementing Scrum, approach, students received specific feedback
whether or not an activist has to “One of the activists I focused which emphasizes teamwork and the ability to respond regarding how to avoid plagiarism, organization
be an adult. We decided that we the word activist. on is Rebekah Bruesehoff who quickly to change, in order to create and deploy of ideas, sentence structure, word choice, spelling,
didn’t know enough about young works to advocate for policy products of the highest possible value. and grammar.
— Samantha Alul, faculty member
”
people who are also making changes that protect and
a difference as activists.” support transgender and all “Using Agile Planning was a huge change for us this year An infographic is a visual representation of information
LGBTQ people.” in terms of how we approached the Africa Infographic and data that combines elements of text, images, charts,
For their eBook, each student Project,” said faculty member Mary Schnitzler. “We or diagrams to explain complex issues in a way that
chose a topic or issue they care Once completed, each would start each class as a scrum team with a stand-up can quickly lead to insight and better understanding.
about, conducted research, and identified at least eBook included a topic overview, profiles on selected meeting where we would gather around a white Whether online or in print, infographics are effective
three young people under the age of 18 who are raising activists, and a list of organizations and local volunteer board, review the task list for that day, review what tools that convey information in a compact and easily
awareness through their activism. They discovered opportunities that support the issue. Students used was completed, and celebrate project milestones. We navigable format.
young activists such as Dutch inventor Boyan Slat who at Canva, a multimedia design platform, to publish would move Post-It Notes along the board so that we
the age of 18 founded The Ocean Cleanup, a non-profit their eBooks. could visually track their progress. There are so many Visit www.whitfieldschool.org/Insights-links
for digital content
Celebrating eLearning Creativity Through Video Logs
O
ne component of the English 9 eLearning compiled clips and screen grabs from the students’
coursework was the “Pandemic Video Log,” video logs and created a master video.
a student-recorded video in which students
responded to daily prompts provided by faculty “Their responses to this prompt opened a window into
member Sari Rotskoff '00. The video logs gave students their moments of joy and creativity during this difficult
the opportunity to record their reflections about this time. I created this video with the hope of making
unprecedented time in history. For their fourth entry, them smile and as a way to stay connected to their
students were asked to name some things they have classmates,” said Ms. Rotskoff.
always wanted to learn, read, watch or do for which they
have never had time. Then in their video log, they shared Visit www.whitfieldschool.org/Insights-links
their responses by showing off a new activity, a piece for digital content
of writing or artwork or even a new TikTok. Ms. Rotskoff
14 15
I n The study:of
2019-2020 I n The study of
Sixth Graders Explore the Final Frontier English Innovation: The Great Gatsby Project
A W
cross grade levels and in the solar system. The project also hitfield’s English curriculum scenes, all from the perspective of three
academic departments, addresses human impact on Earth. prioritizes communication, literary characters.
Whitfield students and Hypothetically if our world becomes connectivity, and innovative
thinking. Courses challenge students “The goal of this project was to have a
teachers immerse themselves in too damaged to sustain life, we would
to examine ideas, read critically, make more creative outlook on The Great Gatsby
STEAM-forward learning in ways have to determine where to move.
presentations, design media products, rather than just analyzing it by writing a few
that are meaningful, authentic, These students are applying what
and communicate in a variety of ways. paragraphs,” said Smith. “I selected the
and relevant. Our school they learned about each of the
This diversity in research and presentation sound-tracking option for my project because
environment encourages planets to develop requirements for
prepares students to meet the expectations I love music. I think music is an extension of
exploration and cultivates their unique robots. They have had
of college, careers, and citizenship. people’s innermost thoughts, so I created a
“
innovative and creative thinkers. to be really strong researchers and
journal that matched
problem-solvers.”
In sixth grade science and math, Upper School students three songs with three
students completed their Final Students had to design their rovers to in Pursuit of the important scenes.
Frontier project before leaving for successfully complete three distinct American Dream, These students brought new When I annotated the
Winter Break as part of a cross- tasks and moves based on their a year-long English and creative ideas to the table in lyrics, the words came
curricular unit on space systems. planetary research. elective, spent the from Daisy, Gatsby,
majority of the first their analysis of the characters and Mr. Wilson and
Working in small groups, students
researched one of the planets in Kaitlin Cochran '26 and her group trimester reading in The Great Gatsby,” said faculty showed how they were
our solar system and designed, used their creative problem-solving and analyzing F. Scott experiencing the scene
skills to re-engineer their original rover design. “In Fitzgerald’s The Great member David Records. “The more at that moment. This
constructed, and wired rover robots for their planet
using Pitsco Tetrix Robotics equipment. the beginning when my group was building our first Gatsby. To conclude I look at their projects, the more I project was a really
design, we realized our idea wasn’t going to work,” said their exploration of good experience for
“This project reinforces critical thinking, creative Cochran. “So, we changed a lot of things and that was Fitzgerald’s classic text, am impressed with the quality of the me because it helped
problem-solving, and collaboration in a cross-curricular difficult, but it turned out awesome! At my old school, students completed work that they produced. me gain a deeper
atmosphere,” said middle school science teacher we had a very specific way that we had to build a robot. a final assignment understanding of
Michelle Brown. “It challenges students to analyze and In Ms. Brown’s class, I liked that we had a lot more in two parts: writing — David Records, faculty member the book.”
”
interpret data to determine scale properties of objects freedom in the way we designed this project.” a five-paragraph
analytical response Students who chose
essay and designing the medium of prop
design created a
See What’s
a project using
the medium of sound-tracking, thematic three-dimensional object, or prop, ‘owned’
cartography, or prop design. by one of the characters and illustrated that
Happening Today For their written response essay, students
character’s traits. In addition, they wrote an
artist statement to justify the approach of
were asked to come up with an original idea or their piece.
To keep up with the latest news and events, check out theme in The Great Gatsby, develop a thesis,
Whitfield’s website and follow us on social media! and analyze how Fitzgerald’s use of literary Several students chose an artist or movement
elements, techniques, or rhetorical devices from the 1920s time-period as inspiration for
www.whitfieldschool.org their projects. Zoe Brandenstein ’21 created an
support their central idea. Then to supplement
Facebook their essay, students created original projects intricate collage that referenced themes of the
@WhitfieldSchool to further prove their theses. Dada art movement.
@WhitfieldAthletics “I did a lot of research about the Dada
@WhitfieldSchoolCC “These students brought new and creative
ideas to the table in their analysis of the movement that informed my project,” said
@Whitfieldalumni Brandenstein. Her artist statement explores
characters in The Great Gatsby,” said faculty
member David Records. “The more I look at color, symbolism and the celebration of
Twitter absurdity that is integral to this artistic
@WhitfieldSchool their projects, the more I am impressed with
the quality of the work that they produced.” movement. “At the heart of my essay is the
@WhitfieldSports idea that certain characters in The Great
@WhitfieldCC Malik Smith ’21 chose sound-tracking for Gatsby create false identities, or masks, in
his Gatsby project. First, he identified three order to fit into high society—that idea is
Instagram scenes he believed were important to the represented by the mask in my collage. I
@whitfieldwarriors story. Next, he selected one song per scene learned a lot from this project, and I am sure
@whitfieldsports that was appropriate musically or lyrically. that other students did, too. Listening to other
@whitfieldalumni Finally, Malik wrote an analysis of how each people present their projects gave us insight
@whitfieldcollegecounseling song reflected the tone and mood of the into different perspectives and connections.”
16 17
I n Spired: 2019-2020 I n Spired
Senior Retrospective Our Town
W hitfield's Senior Retrospective Virtual Show opened
Wednesday, May 13, 2020. Visit our website to view
the virtual gallery.
W hitfield’s Upper School
fall play, Thornton
Wilder’s “Our Town,” was
performed October 24-27,
This annual exhibit showcases both the best work and the 2019. Set in the fictional
artistic evolution of graduating seniors in the school's visual arts small town of Grover’s
program. 27 seniors participated in the show. Corners, N.H., this Pulitzer
Prize-winning play invites us
Olivia Barnes Audrey Jennings Maddie Seemiller into the ordinary lives of two
Kaelyn Beeman Ellie Lefton Ryan Smith families and their community.
Jillian Bhuyan Mohan Li Nina Steinberg Through their experiences,
Julia Chrysler Sam McClellan Elijah Sykes we are reminded of what truly
Zaria Daniels Jade Moore Nic Taylor matters in life.
Donny Diemer Abby Morgan Emily Underwood
Mahlet Fentaw Maggie Okun Kylie Wagner “This will be unlike any other
Dinah Garrison Matt Schueddig Robbie Wetzel production of ‘Our Town’
Matthew Harkwell Naya Shacham Rebecca Zlepper that you have seen,” said
Director of Productions
Amy Allen Cano. “Inspired by David Cromer’s critically
Visit www.whitfieldschool.org/Insights-links
acclaimed production, ours will be a very intimate show with
for digital content
the actors working on a small stage—the audience will be right
Droplet • Rebecca Zlepper '20 • Digital Photograph there,” said Allen Cano. “The cast will be in modern dress and
with the minimal set and props, the actors will be extremely
focused on making it real and believable.”
The Secret Voice
T
he Secret Voice, Whitfield’s annual art and
literary magazine, includes original poems,
short stories, photographs, and drawings
The Happiness Shop
from students, faculty, and staff. Students who
work on the staff of The Secret Voice anonymously
review and select the works to be published.
T he Middle School fall play “The Happiness
Shop,” ran November 12-13, 2019. The story
follows three middle school students who suddenly
find themselves in another world inside an unusual
"This year, we had new editors, Anna Ruvinov '21 store—The Happiness Shop. They don’t know
and Caroline Sarris '21. Their enthusiasm for the where they are or how they got there, but they
club and The Secret Voice magazine fueled us quickly learn that this shop is unlike any other. The
throughout the year! They guided the general shop is filled with Roppets, humans who are part
staff in creative and fun ways to advertise the robot and part puppet, programmed to be happy
magazine and encourage students to submit their all the time. As they watch the Roppets act out
work for consideration. We are very proud of scenes from their personal lives, the three students
the final product, especially considering that the realize that they have been brought to the shop to
pandemic and quarantine meant that we had to make a choice. Will they suppress their problems
layout and finish the magazine remotely. Everyone or face them?
who has artwork or poetry in the magazine, as
well as everyone who took a risk and submitted “While the play has some really funny moments,
something for consideration should be proud of it also addresses themes and issues that today’s
their unique, creative work. "One of the reasons I middle school students face, like self-acceptance,
love being the sponsor of this club is because we conflict resolution, peer pressure, and family issues
get to celebrate the incredible originality and artistry of our community. I also appreciate the bravery that it takes such as divorce,” said faculty member and director Mary Schnitzler. “We at Whitfield encourage our students to use
to share something as personal as creative expression," Sari Rotskoff '00, faculty sponsor. their strengths to navigate through challenging times and to think about the Habits of Mind & Heart, always being
mindful that you never know what someone might be going through at any given time.”
Visit www.whitfieldschool.org/Insights-links for digital content
18 19I n Spired: 2019-2020 I n Spired
Student-Directed One Acts Vocalists Share State Solos
O T
n December 4-5, 2019, Whitfield’s International Thespian hree Whitfield vocalists, Liv Hand ’21, Kenny Hill ’20,
Troupe #5436 presented Student-Directed One Acts. and Anna Ruvinov ’21, earned the honor to
Unlike other theater productions, such as the Middle and perform at the MSHSAA State Solo and Ensemble
Upper School fall plays and the spring musical, the One Act plays Music Festival in Columbia, MO which was scheduled for
are entirely directed and performed by students. In the span of Friday, May 1, 2020. Because of COVID-19, the festival was Liv Hand ’21 Kenny Hill ’20 Anna Ruvinov ’21
just a few weeks, the student directors select a play, run auditions, canceled. Instead, two of the three vocalists performed
choose their casts, hold rehearsals, and present their productions. solos for the Whitfield community via self-recorded videos shared on Whitfield’s Facebook page on April 30. Liv Hand
performed “Se florindo e fedele” by Scarlatti and Kenny Hill performed “Shenandoah” by Dougherty.
According to Director of Productions Amy Allen Cano, the
Student-Directed One Acts are an integral component of
"All three of these young artists dedicated a lot of time and practice in preparing their pieces—please join me in
Whitfield’s theater curriculum.
congratulating these awesome singers on their achievement!" said Ms. File.
“We started performing the Student-Directed One Acts many
years ago,” said Allen Cano. “This gives Upper School students
Musical Merits
a chance to direct outside of class for a ‘real’ audience which gives
it a different level of importance. Traditionally, a lot of freshmen and
sophomores get involved in the casts so it’s a great opportunity
for younger actors to get their feet wet in theater. “
2019-20 directors were: Kate Courtney ’21, Kenny Hill ’20,
W hitfield band and choir students consistently receive top honors at local, regional, and state competitions.
Highlights from 2019-20 include:
Sarah Kline ’21, Adam Lauer ’20, Alayah Lipnick ’20, ALL-DISTRICT CHOIRS MSHSAA DISTRICT SOLO & ENSEMBLE FESTIVAL
and Owen Taylor ’20.
Liv Hand '21, Amari Christie-Pabon '21 Band Choir
and Shannon Riley '21 were selected
to the Class 3, District 11 high KatieMarie Anderson ’23* - flute Liv Hand '21**
school All-District Choirs. A total of Tamir Armoza ’22* - flute Kenny Hill '20**
362 students from 25 area schools Peter Blix ’23* - saxophone Anna Ruvinov '21**
auditioned. Only 154 students were Colin Prakken 23** - marimba Grant Simon '22*
Chad Ruff ’22** - marimba Nora Staley-Brain '23*
Quest for Z
selected for the SATB choir (Liv and
Amari) and 80 were selected for the first
* outstanding rating
SSAA Honor Ensemble (Shannon). Liv
**exemplary rating/qualified for MSHSAA state music festival
T
he Middle School spring play, and Amari also qualified to audition for
“Quest for Z,” was performed the All-State Choir.
March 10-12, 2020. The play is an
original script created by faculty member
and director Keith Borzillo in partnership
with his cast. The show is set in a dystopian
world in which a severe allergy has forced
Virtual Choir Performance
M
a seven-year separation between children embers of Whitfield's Upper School Choir,
and adults. The story follows one team led by faculty member Mary Kate File, created
of children who are on a mission to find a virtual choir performance to congratulate the
Responder Z, someone whose genetic Whitfield community on a successful finish to a very
makeup will allow them to be an antidote unique school year.
to the allergy and potentially reunite them
with the adults. In May, Ms. File introduced the performance by sharing,
"We have all experienced a shift to our normal routine and
As is the tradition with the plays directed many times we find solace in music to help cope with the ups
by Mr. Borzillo, the script is a collaborative and downs of it all. Members of the Upper School Choir, along
effort with the cast. “I developed the with the tremendous help of Keith Borzillo [Middle School
story and the basic arcs of the different Theater faculty], put together this quick song for
characters and groups,” said Borzillo. your viewing enjoyment. To quote Yip Harburg, songwriter
“The students started with that material for The Wizard of Oz, 'Words make you think thoughts. Music makes you feel a feeling. But a song makes you feel
and then came up with some great ideas a thought.' We hope you enjoy this video and have a happy and healthy summer."
through improv and in rehearsals that we
added to the final script.”
Visit www.whitfieldschool.org/Insights-links for digital content
20 21You can also read
