Diversity Question of the Month

In our ongoing discussion and focus on diversity, the faculty question this month was "What are we talking about when we say 'diversity'?".  Because the most usual way for adults to communicate is often to have a discussion, the Social Inclusion Committee, which is guiding this topic, utilized a written activity rather than hosting a conversation.  We used a two step process, the first of which was a timed writing exercise in which we formed groups of three or four and wrote down our 'answers' to the question.  This was done through words, phrases, full sentences, and even some diagrams. We then spent about ten minutes moving from table to table reading the completed sheets. 

 In our next step, we hung three large sheets of paper, each with a different category, and gave everyone a stack of sticky notes.  The categories and instructions were:

• New discovery: please add a thought or idea that was new to you
• Common Themes: please note down any common themes you saw on two or more sheets
• Wish: was there something that was not represented that you would like to see?

We then spent ten to fifteen minutes filling those three category sheets with sticky notes that held ideas gleaned from the group sheets.  Finally, we took the remainder of the meeting to share ideas and talk about some ideas for the next diversity session in February. 

Our diversity topic always sparks lasting conversation that lives on for days and, sometimes, weeks, after the meeting.  This exercise was simple, and was an easy way to for everyone to get their ideas and hopes out in front of the entire group without hoping to have enough time for everyone to speak.  Likewise, there can be much fruitful discussion after an exercise like this, and a multitude of topics for future discussions presents itself after such a session.  There is an additional benefit in that the written sheets can be kept for future use in a way that conversation cannot.

This month, we will begin working on the school's Mission Statement with parents at parent evenings, and will likely use this technique because it is so lively and engaging.  I look forward to seeing you!

Faculty/Board In-Service Day, January 2, 2012

The faculty and board began the year by engaging in some practical and artistic work during the in-service day on January 2nd.  In the morning, the full faculty prepared for our upcoming open house (this Saturday, January 9 at 2 pm) with a whole-group brainstorming exercise to highlight important points we'd like to convey about Waldorf education and about Bright Water School.

At noon, the full membership of both the Leadership Team and Board of Trustees held a half-day retreat with the school's Mission Statement as the theme. This included both artistic and practical elements. We began with eurythmy led by Melissa McCall and accompanied by Gust Burns.  Our next hour and a half was taken up with an artistic activity devised by board members (some participants pictured at left).  There were three components to the activity, two that were created with paints and one that was done using dip-ink pens, charcoal, calligraphy brushes, and pencils.  Our final step was to write our current Mission Statement out for use in the second portion of the afternoon.  Board members had prepared a large sheet of paper (with a colored border of course!), with lightly penciled numbers in place of each word of the Mission Statement.  Each participant took one (in some cases, two) word to write on the sheet, using whatever medium they chose.  This was a satisfyingly unique way to bring the Statement into focus.

After light refreshments we returned to the art room and discussed the process and the results of the artistic activity and then adjourned upstairs to work with the Mission Statement as the final segment of the day.  Among the points discussed were:

• purpose of a mission statement
• founding intentions
• age of the school
• geography, and the role it plays
• goals and ideals

A small committee will be formed to continue the work on our Mission Statement.  You'll hear more soon, and the current parent body will be invited to participate in this endeavor.

Our group would like to thank the owners and staff of the Shafer Baillie Mansion.  They generously donated the use of several of their rooms and facilities for the afternoon.

What's the Leadership Team Been Up To?

The Leadership Team (see 'School Organization and Roles) meets every Wednesday afternoon for two hours to take care of some of the business of the school. Each Leadership Team member commits to attending two Board meetings per year.   Leadership Team members are:

Trish Bondurant, Pedagogical Chair
Laura Crandall, School Director
Andrea Eichinger-Wiese, Salmonberries Lead Teacher
Mia Fioravanti, Grade Eight Teacher
Bryan McGriff, Movement Teacher
Cindy Weinberg, Grade One Teacher

Due to the demands of the eighth grade year, it is our group's policy that the eighth grade teacher rotate off the team in spring.  A new member will be selected by the faculty to join the group after Ms. Fioravanti's departure.

Our group routinely reviews the policies of the Board making a particular policy the topic of review and

Culturally Responsive Classrooms--A Workshop by Rosetta Lee

On October 24, four out of five members of our Social Inclusion Committee attended a workshop by Rosetta Lee entitled 'Culturally Responsive Classrooms'.  Ms. Lee is a math teacher at Seattle Girls' School who leads SGS's outreach program. Some of her presentations can be found here. Social Inclusion members are: Laura Crandall, School Director; Lauren Kerr, Grade Four Teacher; Gust Burns, Eurythmy Assistant and Pianist, and Choir Teacher; Emily Affolter, Spanish Language Teacher; and Bryan McGriff, Movement Teacher. All but Mr. McGriff were in attendance at the workshop.

 The workshop was so informative and helpful that the Committee made a request to the Leadership Team that we host Ms. Lee for our March 12 In-Service day. The Leadership Team approved the request, and our group will meet with Ms. Lee in the new year to talk about our school's diversity work. This will allow her to tailor our In-Service day for our school's needs. Some of the questions I developed as a result of the workshop that may provide good break-out discussion topics for the day are:

•  How do you influence school culture through your role?
• Identity formation—as educators, we are responsible for co-authoring it.  How can we support kids’ identity plans? 
•  How does our own internal dialogue shut us off to or influence what we take away from the speaker? 
•  What do I (we) communicate to students from our own inner monologue?
•  How can we increase diversity within the parameters of Waldorf curriculum? 
•  What are age-appropriate ways to discuss culture and cultural differences? Mental Models—what is yours and how can you challenge it? 
•  How is our (school) culture co-created? Are our classroom processes and projects allowing all kids to participate and shine? Is the path to success clearly delineated? 
•  How can our classroom instructional approaches accommodate a wider range of 'codes and modes'? 
•  Critical self-assessment of the school (fish in water)—what are the distinguishing behaviors? 
•  What are we talking about when we say ‘diversity’?

Future Focus: Science News

As a part of our ongoing focus on School Culture this year, the Leadership Team and the faculty as a whole have been looking at various elements that contribute to who we, Bright Water School, are.  We are also looking at who we want to be.  Thus far, we have been working with the School’s Mission Statement and Core Values, diversity, our ’branding’ (physical representation via brochures, website), and our programs.  We will undoubtedly have more to tell you about this study as the year continues to unfold, and as we begin to move the work from who we are into who we want to be. 

Before the new year begins, the entire faculty will review the Mission Statement and Core Values.  At our January 2 in-service day, the Board of Trustees and the Leadership Team will engage in a half-day working retreat, some of which will pertain to the Mission Statement and Core Values.

In this study of School Culture, when looking at programs our Leadership Team very quickly decided, and the faculty agreed, that we would like to bring our science program to the fore.  Bright Water School intends to be recognized for and known for its science program, and to provide an optimal science program for students. We also aim to strengthen our middle school.  To that end, we have formed a Science Task Force.  We have acquired an additional classroom, complete with lockable storage closets to keep equipment safe and organized.  Having a dedicated space for middle school science studies will allow for the program to expand and deepen in a way that is not possible at present. 

Currently, middle school science equipment storage is woefully inadequate, despite best attempts at organization.  A dedicated science room will allow teachers and students to sink into science with more depth and space, much as having a dedicated woodworking room has been essential in forming the foundation of our sturdy woodworking program, and as our theater has been for our eurythmy program. Providing a proper space for experimentation and for equipment will allow faculty and students to fully attend to lesson content and thus enhance learning.

But it’s not just space and equipment that we will focus on with this endeavor.  Professional development will fuel our efforts, and teachers will engage in appropriate trainings now and in the future. Another of the things we envision is to hold a science fair within the next five years.  Our hope is that many area schools would participate in such a fair, not just Waldorf schools. 

This is the beginning of what we see as a three to five year process.  We intend to have the new classroom ready this year.  It is because of our expansion and augmentation of this program that our auction theme is Science.  We hope to get each and every one of you interested in and curious about our science program.  Science doesn’t just take place in the middle school.  Our youngest students are engaging in physics studies every day, inside the classroom and out.  For the younger students, science equipment is shovels, buckets, planks of wood, and wheelbarrows.  Students in preschool through grade three engage in ‘stealth’ science, whereas students in grades four through eight take up overt scientific studies of botany, physics, organic chemistry, and more.  

Bright Water School has applied for a grant to help fund the start of the program and the set-up of the room.  This may also be the focus of our fund-an-item at the auction on March 12, 2012.  Below is more information about our Science Task Force.  Please feel free to ask me any questions you may have about this undertaking.  
Our Science Task Force is:

• Beth Simpson, Grade Five
• Trish Bondurant, Pedagogical Chair
• Bryan McGriff, Movement Teacher
• Laura Crandall, School Director
• Ellen Davis, Operations Manager  

The Task Force is responsible for:

• designing how the room will be set up and used
• inventory of current equipment
• shopping list of needed equipment
• costs of stocking the science program, annually, for three to five years
• sketching out professional development recommendations