The time between Thanksgiving and Christmas is one of my favorite times of the year and one during which I feel particularly grateful to work at Wakefield School. I like the “holiday season” because it is generally happy time of year during which we take time to spend with our friends and family and celebrate our many blessings. I look forward to selecting a thoughtful gift for a friend or family member and to having my house filled with the smell and sounds of holiday cheer. Planning menus, baking treats, and wrapping presents by the fire all seem like delightful ways to spend a weekend afternoon in December to me. This year I find myself looking particularly forward to Christmas morning because my son will be old enough, I hope, to get fully into some of the frenzy and excitement of opening gifts. Creating a magical experience for him is of paramount importance to me, as is having our family around us as a new generation learns about the Christmas spirit.
You may be wondering what this has to do with Wakefield and why I am particularly grateful for Wakefield during the holidays. In our current state of hyper political correctness I often find myself walking on egg shells this time of year and asking myself, “is it okay to say Merry Christmas or do I have to say Happy Holidays” or “oh, no did I just wish my Jewish friend a Merry Christmas, is he going to be offended?”. Being politically correct, I believe, started out as a valiant effort to be aware of and sensitive to the diverse nature of our communities and country but I don’t think the purpose was to cleanse us of our spirit and enthusiasm for our beliefs and traditions. Wakefield has navigated this sometimes confusing and sensitive path with grace and respect for all traditions without cleansing the school of holiday spirit and enthusiasm. Our teachers are able to decorate Christmas trees, explain the menorah and teach the dreidel song to their classes, they can watch Rudolph or sing Christmas carols, they can talk about the traditions of kwanza and wish one another a Merry Christmas, Happy Hanukah, or Happy Kwanza without fear of offending someone because it is okay to share your spirit and custom with someone else, even if it is not theirs. Wishing a non-Jewish person a Happy Hanukah is not disrespectful of their faith, it is a celebration of your faith.
Our community was able to find its way to this happy point by taking an approach of being inclusive rather than being desensitized. We celebrate all the holidays rather than none of them. I realized how special this was when I was showing the campus to a prospective student a week or so ago and he was amazed that we had paintings of Christmas trees and menorahs in our hallway – he said at their school they are only allowed to cut out snowflakes! Our inclusive and celebratory approach does leave us vulnerable to unintentionally offend someone but we are a place at which students and teachers are learning, and teaching, academic lessons as well as lessons about life. What better lesson can we teach our children than to be inclusive and respectful of one another’s beliefs and traditions by exposing them to as many customs as possible? Yes, sometimes we have to say we are sorry, but isn’t that real life, learning to say I am sorry and coming out a more informed person in the end?
So, as I look forward to our assembly on Friday at which we will carol and read poems I wish you a Merry Christmas and a Happy New Year. Enjoy this happy season with your friends and family! We hope to see you at our Open House on Jan. 17 at 9 am.
Sarah
Tuesday, December 14, 2010
Monday, November 15, 2010
The Feel of Wakefield
Last week was a special week at Wakefield School. Sunday marked the beginning of our visit from the VAIS (Virginia Association of Independent Schools) Accreditation Team. Every ten years schools accredited by VAIS must complete an extensive self-study which is submitted to VAIS who then send a team of our peers from other VAIS schools to observe and evaluate our program based on eighty-one accrediting standards. The ten year reaccreditation process is simultaneously exhausting and exhilarating. Our entire community spent the last year examining our mission and our programs’ alignment with that mission. Self examination is always a hard task to undertake because it requires one to look closely and critically at a program held dear over which we toil every day. Despite our confidence in our program and pride in our community it is nerve wracking anytime outsiders come on campus to evaluate us – would the visitors think that we are as special as we think we are?
However, once the visit began I did not find myself thinking about my upcoming meetings with members of the visiting committee or really even wondering what they were thinking about us, I was too busy being awed by my peers and their presentations to the committee. On Sunday I heard three of my colleagues describe to the visitors, and the rest of the faculty, the ways in which we develop capable, ethical and articulate citizens - our mission. Their presentations actually gave me goose bumps. Mr. Zontine, veteran literature and composition teacher, described the way in which Wakefield’s culture of achievement encourages students to do their best, the peer pressure is to do one’s work rather than do as little as possible to get by in class. Alison Sowers, class of 2000, told us about how well prepared she was to articulate her ideas, particularly in writing, when she arrived at college. She shared that she and her classmates were the most sought after proof-readers at their respective colleges and universities because of both their grasp of grammar and their ability to structure their ideas in a compelling and logical manner. She said that she takes pride in knowing how to diagram a sentence and understanding parts of speech that many people don’t know even exist! Finally, Mrs. Reedy, a longtime third grade teacher, described Wakefield’s community by describing it as a family – she said that she considers her colleagues and the parents of her students to be her family (she was nearly in tears as described her love of the school and how close she feels to the community of people here). Mrs. Reedy spoke of raising our students to be aware of the way they treat one another and the role that the adults play in making those lessons authentic – just like a real family! These presentations reminded me, and many of my colleagues, just why we came to Wakefield in the first place.
The visit from the accreditation committee concluded on Wednesday with a faculty meeting at which the chair shared some of the committee’s observations. He told us to cherish the fact that our entire community, students, parents, faculty, board of trustees, and alumni, all know and embrace the mission of the school. He reminded us that it is a rare thing, that not even all of the members of the visiting committee could make the same comment about their own schools. He also reminded us that our community is keenly aware of the accomplishments of departments and students across the curriculum. For example, the committee regularly heard from faculty outside of the art department how impressive the work of the art department is, most specifically the recent theater production of Macbeth. Finally, he told us how lucky we are to have Peter Quinn as our Headmaster. He told us that Mr. Quinn is one of the most highly respected Headmasters in Virginia and that whenever he is at meetings of heads of school he speaks with great pride about Wakefield’s community and programs. While we all know that Mr. Quinn is a rare leader it was wonderful to hear that his peers also recognize his genuine regard for his schools, its students, parents, and teachers.
If I had to sum up my thoughts as we ended the reaccreditation process it would be that I found my belief affirmed that Wakefield is a very special school whose community is made up of true believers and that while Wakefield’s paper profile is impressive in its own right it is the intangible “feel” of the community that is most impressive and unique. The fact that the fabric of our community is the real key to successful execution of our ambitious mission is wonderful, and what every school strives for and few actually achieve, but it is a difficult conundrum for the Director of Admissions since I have to get people on campus before they can fully appreciate all that our school offers to its students.
So, come visit soon and feel the Wakefield difference.
Sarah
However, once the visit began I did not find myself thinking about my upcoming meetings with members of the visiting committee or really even wondering what they were thinking about us, I was too busy being awed by my peers and their presentations to the committee. On Sunday I heard three of my colleagues describe to the visitors, and the rest of the faculty, the ways in which we develop capable, ethical and articulate citizens - our mission. Their presentations actually gave me goose bumps. Mr. Zontine, veteran literature and composition teacher, described the way in which Wakefield’s culture of achievement encourages students to do their best, the peer pressure is to do one’s work rather than do as little as possible to get by in class. Alison Sowers, class of 2000, told us about how well prepared she was to articulate her ideas, particularly in writing, when she arrived at college. She shared that she and her classmates were the most sought after proof-readers at their respective colleges and universities because of both their grasp of grammar and their ability to structure their ideas in a compelling and logical manner. She said that she takes pride in knowing how to diagram a sentence and understanding parts of speech that many people don’t know even exist! Finally, Mrs. Reedy, a longtime third grade teacher, described Wakefield’s community by describing it as a family – she said that she considers her colleagues and the parents of her students to be her family (she was nearly in tears as described her love of the school and how close she feels to the community of people here). Mrs. Reedy spoke of raising our students to be aware of the way they treat one another and the role that the adults play in making those lessons authentic – just like a real family! These presentations reminded me, and many of my colleagues, just why we came to Wakefield in the first place.
The visit from the accreditation committee concluded on Wednesday with a faculty meeting at which the chair shared some of the committee’s observations. He told us to cherish the fact that our entire community, students, parents, faculty, board of trustees, and alumni, all know and embrace the mission of the school. He reminded us that it is a rare thing, that not even all of the members of the visiting committee could make the same comment about their own schools. He also reminded us that our community is keenly aware of the accomplishments of departments and students across the curriculum. For example, the committee regularly heard from faculty outside of the art department how impressive the work of the art department is, most specifically the recent theater production of Macbeth. Finally, he told us how lucky we are to have Peter Quinn as our Headmaster. He told us that Mr. Quinn is one of the most highly respected Headmasters in Virginia and that whenever he is at meetings of heads of school he speaks with great pride about Wakefield’s community and programs. While we all know that Mr. Quinn is a rare leader it was wonderful to hear that his peers also recognize his genuine regard for his schools, its students, parents, and teachers.
If I had to sum up my thoughts as we ended the reaccreditation process it would be that I found my belief affirmed that Wakefield is a very special school whose community is made up of true believers and that while Wakefield’s paper profile is impressive in its own right it is the intangible “feel” of the community that is most impressive and unique. The fact that the fabric of our community is the real key to successful execution of our ambitious mission is wonderful, and what every school strives for and few actually achieve, but it is a difficult conundrum for the Director of Admissions since I have to get people on campus before they can fully appreciate all that our school offers to its students.
So, come visit soon and feel the Wakefield difference.
Sarah
Friday, October 29, 2010
The Setting for Scholarship
Why do I think that the setting is significant enough to spend time writing about in this blog? Because almost no one comes to the campus without remarking about the breathtaking views and sweeping vistas but it is only after students have been here for some time that they begin to appreciate the real impact the setting has on their scholarship. As I sit at my desk I wonder how anyone could go to school in a setting as beautiful as this and not be inspired to think great thoughts and wondered “why”, which is one of the hallmarks of a Wakefield education.
I hope you will come out and visit our beautiful campus one day soon, if you have not already. Our next open house is Nov. 16 at 9 am.
Happy Halloween!
Sarah
Monday, October 18, 2010
Fun for the Fun of It
Homecoming week at Wakefield is something not to be missed. While we may be small in numbers we are big in spirit. An already confident and comfortable student body they put their inhibitions aside and fully embrace the theme dress days (this year character day, tacky day, color day, and red & white day). Virtually no one is too cool to participate which makes it all the more fun for everyone. In addition to “wild” dress each day there are lunch competitions at which kids eat and dance their way to victory by holding the most marshmallows in their mouths, walking the most funky, or retrieving the most Swedish fish from a whipped cream pie. As fun as these contests are they are far from the highlight of homecoming week on our little campus. The culminating event for the week is Friday’s pep rally, attended by all students in grades 1-12, during which each fall athletic team prepares a skit for the rest of the student body – at stake, bragging rights for an entire year, or 5 years if you are the cross country team which has won the competition every year for the last five years. [In the spirit of full disclosure I must admit that I am the cross country coach so I am more than a little biased. However, since my only involvement in the skit is providing some time for practice and my approval of the final product my bias is really only the result of an association with greatness rather than a contributor to greatness.] Over the last several years the skits, and the competition, have been elevated to a new level that now involves substantial plotting, secrecy, and practice in the days and weeks leading up to the competition thereby turning the pep rally into a frenetic dance competition.
You may wonder why the Director of Admission is spending time writing about a homecoming pep rally, other than to make clear her connection with the victorious cross country team. The reason is simple; one week of fun and games reminds me of many of the characteristics that make Wakefield such a special place. When I walk through the hallways and see the enthusiasm with which the students have embraced the dress up days I am reminded that they are not too worried about peer judgment, that it is “cool” to participate, in fact the fun is in participating. When I witness the students literally diving face first into a whipped cream pie I am reminded that the culture here pushes kids the give of themselves freely and enjoy the moments of pure fun. Finally, as I watch the teams perform their skits I remember that here the students feel safe to be themselves, they freely put their dance abilities (or significant lack thereof) on full display in front of the entire student body for nothing more than bragging rights. The students here can embrace homecoming week so fully because it is a safe and supportive place in which the students encourage each other to enjoy the moment and to be fully engaged; to be engaged is to be cool at Wakefield. The community is generally free of judgmental cliques of students, rather they revel in each others’ accomplishments and appreciate the risks students take in throwing themselves fully into an event or experience, like a homecoming skit.
This past weekend I had the chance to watch my one and half year old son experience pure joy as he went up and down a moonbounce slide for hours on end. He slid and bounced until he was delirious, not worrying at all if anyone thought he was having too much fun (is there such a thing) or if anyone thought a moonbounce was cool, he clearly did and that was all that mattered. As I watched him I thought about how magical such unchecked enthusiasm is and how unfortunate it is that so often kids worry more about what others will think if it looks like they are having fun than whether or not they are actually having fun. As I struggled to squeeze the moonbounce back into its impossibly small bag I lamented the fact that he will not always give himself over so fully to fun. But, then I was comforted in part by knowing that at least until he is a senior in high school he will be in school at a place where students do give themselves freely to fun and at least for a little while forget about being cool and just laugh.
So, thanks Owls for not being too cool for school!
You may wonder why the Director of Admission is spending time writing about a homecoming pep rally, other than to make clear her connection with the victorious cross country team. The reason is simple; one week of fun and games reminds me of many of the characteristics that make Wakefield such a special place. When I walk through the hallways and see the enthusiasm with which the students have embraced the dress up days I am reminded that they are not too worried about peer judgment, that it is “cool” to participate, in fact the fun is in participating. When I witness the students literally diving face first into a whipped cream pie I am reminded that the culture here pushes kids the give of themselves freely and enjoy the moments of pure fun. Finally, as I watch the teams perform their skits I remember that here the students feel safe to be themselves, they freely put their dance abilities (or significant lack thereof) on full display in front of the entire student body for nothing more than bragging rights. The students here can embrace homecoming week so fully because it is a safe and supportive place in which the students encourage each other to enjoy the moment and to be fully engaged; to be engaged is to be cool at Wakefield. The community is generally free of judgmental cliques of students, rather they revel in each others’ accomplishments and appreciate the risks students take in throwing themselves fully into an event or experience, like a homecoming skit.
This past weekend I had the chance to watch my one and half year old son experience pure joy as he went up and down a moonbounce slide for hours on end. He slid and bounced until he was delirious, not worrying at all if anyone thought he was having too much fun (is there such a thing) or if anyone thought a moonbounce was cool, he clearly did and that was all that mattered. As I watched him I thought about how magical such unchecked enthusiasm is and how unfortunate it is that so often kids worry more about what others will think if it looks like they are having fun than whether or not they are actually having fun. As I struggled to squeeze the moonbounce back into its impossibly small bag I lamented the fact that he will not always give himself over so fully to fun. But, then I was comforted in part by knowing that at least until he is a senior in high school he will be in school at a place where students do give themselves freely to fun and at least for a little while forget about being cool and just laugh.
So, thanks Owls for not being too cool for school!
Wednesday, October 6, 2010
Words from the Director - October 2010
It is early fall and time for me to start my blog again! For anyone who has been following the blog (if there are any of you out there), I pledge to write every other week this year. It is a promise I hope to keep for myself because I find writing cathartic, and, since I hold a job that is often hectic, I hope to create the habit of writing quietly about my school every other week (who knows, maybe it will even become once a week, but let’s not get too excited!). I also want to set a good example for my students in making thoughtful creative writing a part of my everyday life. Working at a school that emphasizes written communication, I appreciate the opportunity and challenge to live up to that expectation in my daily life. So here we go!
I recently read a column in the Washington Post Magazine titled “Goodbye, cruel words” by Gene Weingarten. As I read the column I could hardly contain my excitement about the opportunity to let everyone know that the English language is currently receiving CPR in a haven called Wakefield School in The Plains, VA (where the International Gold Cup is held). At this small, sophisticated school that delivers a challenging classic liberal arts curriculum, the teachers and students are waging a valiant effort day in and day out to revive the English language from its current arrest. You may be wondering what the protocol is for reviving a language that is clearly on its last legs as a result of many years of abuse inflicted by excessive texting, emailing, and IMing, coupled with an equally damaging lack of attention to detail and appreciation for intricacies of language.
The initial shock is delivered through a class at each grade level, aptly named Composition, dedicated to writing (rather than a class in which literature and language intermingle as if in an affair between second cousins). In these daily sessions students learn to appreciate the rules of writing and language the same way that math students learn the rules of algebra and geometry. In the fourth and fifth grade students eagerly attend a lunch time session called “Diagram Alley” during which they do even more sentence diagramming than they do in class, and they do it by choice!
Once language’s heart is beating again a long term regimen of language instruction is prescribed. The dose is delivered through courses on essay composition, mastery of vocabulary (the students throughout the school study WODs, “Words of the Day”), and continued drilling in grammar fundamentals. It is the aim of the faculty to teach so thoroughly that the elements of written communication become second nature and the prescription level of grammatical instruction can be gradually withdrawn as students enter Upper School.
In the Upper School the revival strategy centers on lifestyle changes, like diet and exercise for communication. Students spend their composition class honing their skills at writing for a variety of purposes and on many different topics. Throughout each term they compile a portfolio of work that is both peer and teacher reviewed to ensure that the writing and message are both crisp and effective. The climax of language’s revival occurs in the senior year when each senior writes a thesis on the topic of his or her choosing. Students spend an entire year examining, studying, and writing their theses, which are ultimately defended in front of a faculty examining board. Topics in recent years have ranged from a study of symbolism in Polish poetry to the relationship between reggae and folk music.
So, Mr. Weingarten, if you happen to read this I hope that you feel some relief that there is at least one school whose teachers and students are dedicated to ensuring that the English language is fully revived so that it can lead a long and healthy life for many years to come.
Please make plans to attend our admission open house on October 24, 2010 from 2-4 pm. RSVP at www.wakefieldschool.org/openhouse.
I recently read a column in the Washington Post Magazine titled “Goodbye, cruel words” by Gene Weingarten. As I read the column I could hardly contain my excitement about the opportunity to let everyone know that the English language is currently receiving CPR in a haven called Wakefield School in The Plains, VA (where the International Gold Cup is held). At this small, sophisticated school that delivers a challenging classic liberal arts curriculum, the teachers and students are waging a valiant effort day in and day out to revive the English language from its current arrest. You may be wondering what the protocol is for reviving a language that is clearly on its last legs as a result of many years of abuse inflicted by excessive texting, emailing, and IMing, coupled with an equally damaging lack of attention to detail and appreciation for intricacies of language.
The initial shock is delivered through a class at each grade level, aptly named Composition, dedicated to writing (rather than a class in which literature and language intermingle as if in an affair between second cousins). In these daily sessions students learn to appreciate the rules of writing and language the same way that math students learn the rules of algebra and geometry. In the fourth and fifth grade students eagerly attend a lunch time session called “Diagram Alley” during which they do even more sentence diagramming than they do in class, and they do it by choice!
Once language’s heart is beating again a long term regimen of language instruction is prescribed. The dose is delivered through courses on essay composition, mastery of vocabulary (the students throughout the school study WODs, “Words of the Day”), and continued drilling in grammar fundamentals. It is the aim of the faculty to teach so thoroughly that the elements of written communication become second nature and the prescription level of grammatical instruction can be gradually withdrawn as students enter Upper School.
In the Upper School the revival strategy centers on lifestyle changes, like diet and exercise for communication. Students spend their composition class honing their skills at writing for a variety of purposes and on many different topics. Throughout each term they compile a portfolio of work that is both peer and teacher reviewed to ensure that the writing and message are both crisp and effective. The climax of language’s revival occurs in the senior year when each senior writes a thesis on the topic of his or her choosing. Students spend an entire year examining, studying, and writing their theses, which are ultimately defended in front of a faculty examining board. Topics in recent years have ranged from a study of symbolism in Polish poetry to the relationship between reggae and folk music.
So, Mr. Weingarten, if you happen to read this I hope that you feel some relief that there is at least one school whose teachers and students are dedicated to ensuring that the English language is fully revived so that it can lead a long and healthy life for many years to come.
Please make plans to attend our admission open house on October 24, 2010 from 2-4 pm. RSVP at www.wakefieldschool.org/openhouse.
Monday, May 17, 2010
The Anticipation is More than I can Take!
This past week was the annual third grade play. I decided that it would be a great chance to expose my one-year old son to his first theatrical performance and it did not disappoint. In fact, he was enjoying the show so much and squealing so loudly with delight as elves danced and sang that we had to leave for a time, much to his dismay.
At the mention of a third-grade play, you may be conjuring images of kids in clothes loosely described as costumes on a stage running in circles bumping into one another as they spout lines that are almost right at nearly the right time. In short, you may be imagining organized chaos about which the audience of parents applauds wildly, That, at least, is my recollection of the plays I was in at a young age.
Now imagine thirty-six third graders in costumes befitting a high school play, performing on a set also worthy of older thespians. Not only do these kids look the part, but they execute an originally adapted version of The Shoemaker and the Elves, complete with singing and speaking parts for all, flawlessly. This is what typifies the annual third-grade play. The students have practiced for months along with their theater and music teachers as well as their homeroom teachers, who are on hand to orchestrate timing behind the scenes. The pride on the faces of the students at the conclusion of the performance is obvious. It mirrors the pride and jubilation on the faces of their parents and teachers. There is no mistake that the fabulous performance is the result of multiple teachers pouring themselves into this production over a number of weeks helping the children to become not only proficient, but enthusiastic about the task at hand.
The fact that this experience is replicated year after year in the same exacting and exciting fashion is what makes the third-grade play so special. This annual ritual is only one example of the ways in which young children at Wakefield are encouraged and provided with opportunities to seek a challenge and then bask in the glow of accomplishment. It is just one example of the ways in which teachers go out of their way to build the confidence of our youngest students. Finally, it is just one of the events or classes that I witness regularly that makes me say to myself, “I can’t wait for Luke to get to do that”. In all honesty, I find myself murmuring that phrase throughout the week as I walk around Wakefield…I wonder if I can get them to start a daycare because I don’t know if I can wait two more years to give him these opportunities!
At the mention of a third-grade play, you may be conjuring images of kids in clothes loosely described as costumes on a stage running in circles bumping into one another as they spout lines that are almost right at nearly the right time. In short, you may be imagining organized chaos about which the audience of parents applauds wildly, That, at least, is my recollection of the plays I was in at a young age.
Now imagine thirty-six third graders in costumes befitting a high school play, performing on a set also worthy of older thespians. Not only do these kids look the part, but they execute an originally adapted version of The Shoemaker and the Elves, complete with singing and speaking parts for all, flawlessly. This is what typifies the annual third-grade play. The students have practiced for months along with their theater and music teachers as well as their homeroom teachers, who are on hand to orchestrate timing behind the scenes. The pride on the faces of the students at the conclusion of the performance is obvious. It mirrors the pride and jubilation on the faces of their parents and teachers. There is no mistake that the fabulous performance is the result of multiple teachers pouring themselves into this production over a number of weeks helping the children to become not only proficient, but enthusiastic about the task at hand.
The fact that this experience is replicated year after year in the same exacting and exciting fashion is what makes the third-grade play so special. This annual ritual is only one example of the ways in which young children at Wakefield are encouraged and provided with opportunities to seek a challenge and then bask in the glow of accomplishment. It is just one example of the ways in which teachers go out of their way to build the confidence of our youngest students. Finally, it is just one of the events or classes that I witness regularly that makes me say to myself, “I can’t wait for Luke to get to do that”. In all honesty, I find myself murmuring that phrase throughout the week as I walk around Wakefield…I wonder if I can get them to start a daycare because I don’t know if I can wait two more years to give him these opportunities!
Tuesday, April 27, 2010
Commitment
Today is Earth Day at Wakefield – and it is raining! It has rained on Earth Day every year for at least the last four years which means that every year for the last four years our students and faculty have spent the rainy, and often cold, day outside involved in a myriad of activities aimed at improving the environment or increasing awareness of our planet. Never once have the activities been called off, even when the rain was so cold it verged on snow. Yes, certain concessions were made that allowed our students and teachers to eat lunch protected from the inclement weather, but we have not shied away from our commitment to the activities and their related lessons.
Why is this such a big deal? It is notable because we could easily summon any number of valid reasons to throw in the towel and seek shelter. We could reason that the lessons could be taught in the classrooms or lecture hall and that the hands-on experience of witnessing sewage treatment or natural horse hoof care were only added bonuses of the day. However, we have not done that because perseverance and commitment are traits central to the Wakefield community. There are any number of times throughout a school year that one will witness these traits in action. To name a few: the fact that we come to school when nearly every other school is off for snow, the athletes and actors who season after season win championships and stage fabulous productions despite the fact that participation is not compulsory, the very history of our school and its will to survive despite starting over twice in our 34 years, the seniors who every year write and defend a thesis, and the third grade students who stage an original musical each spring and practice only during the school day.
It is Wakefield’s mission to develop capable, ethical, articulate citizens who seek the challenge, make a difference, and live extraordinary lives. Learning perseverance and commitment are central to successfully achieving our mission as in life you cannot successfully seek challenges, make a difference or lead an extraordinary life if you cave to the little voice in your head that says it would be easier if it weren’t raining or it won’t matter if I cut this corner. Our students learn that by ignoring that voice when it nags at them about seemingly small concessions, like rain on Earth Day, they will be happier, more fulfilled people now and in the future.
Bring on the rain!
Why is this such a big deal? It is notable because we could easily summon any number of valid reasons to throw in the towel and seek shelter. We could reason that the lessons could be taught in the classrooms or lecture hall and that the hands-on experience of witnessing sewage treatment or natural horse hoof care were only added bonuses of the day. However, we have not done that because perseverance and commitment are traits central to the Wakefield community. There are any number of times throughout a school year that one will witness these traits in action. To name a few: the fact that we come to school when nearly every other school is off for snow, the athletes and actors who season after season win championships and stage fabulous productions despite the fact that participation is not compulsory, the very history of our school and its will to survive despite starting over twice in our 34 years, the seniors who every year write and defend a thesis, and the third grade students who stage an original musical each spring and practice only during the school day.
It is Wakefield’s mission to develop capable, ethical, articulate citizens who seek the challenge, make a difference, and live extraordinary lives. Learning perseverance and commitment are central to successfully achieving our mission as in life you cannot successfully seek challenges, make a difference or lead an extraordinary life if you cave to the little voice in your head that says it would be easier if it weren’t raining or it won’t matter if I cut this corner. Our students learn that by ignoring that voice when it nags at them about seemingly small concessions, like rain on Earth Day, they will be happier, more fulfilled people now and in the future.
Bring on the rain!
Friday, April 9, 2010
“Who is your primary competition and how do you compare?”
This is a question that is posed to me multiple times per week by parents seeking to find a school for their child that is not only the best fit but also the best value. It is a perfectly reasonable and straightforward question with a perfectly complicated and hard to articulate answer.
When asked this question I first point out that all I can accurately articulate is what Wakefield does well as I am not intimately familiar with our competition and hence to pass judgment would be akin to spreading gossip. I then expound upon our areas of excellence such as our commitment to the development of critical thinking skills; the development of capable, ethical, and articulate citizens; the environment that allows students to feel comfortable taking intellectual risk; etc. I also generally point out that our main “competition” is the public school system. Yes, we draw students from a number of private primary schools and a portion of our applicant pool crosses over with the pool of other local private schools and boarding schools but, the majority of our applicants are choosing between Wakefield and public school.
It is quite clear what the public schools have going for them – we all have already been paying “tuition” in the form of our tax payments to the county. As a result, it is no small task to demonstrate to a family how their child’s educational experience will be enhanced by attending Wakefield to the tune of $18,000 in additional education expenses. However, the recent economic times have resulted in budget cuts which make that explanation easier. Some of the proposed cuts include :
Wakefield too has been impacted by the economy and has had to make difficult decisions about where to save money during these lean times. However, the difference between Wakefield and the public schools is that we have committed to refraining from making any cuts that will impact the quality of our program. That means that the faculty and staff have signed on, willingly, to work for less pay and to hold non-critical budgets steady so that the quality of the program we are able to offer is not diminished. The reason the faculty have been willing to make such personal sacrifice for the betterment of our school’s students and program is that they believe strongly in the Wakefield mission to “…develop capable, ethical, and articulate citizens who seek the challenge, make a difference, and live an extraordinary life.”
So, how we compare to the competition? We are fortunate in hard economic times to be able to adjust our income and expenses in a way that has not resulted in programmatic changes or larger classes. In terms of dollar value, families will now have to pay for services at public school that are a central component of the Wakefield experience such as foreign language, gifted and talented classes, individual college counseling, interscholastic athletics, learning support, and more. That is not to mention the cuts that public schools have had to make in support areas that will undoubtedly impact the quality of the program that they can deliver to all students. In order for parents to create an experience similar in scope to that which Wakefield students receive on a daily basis they could easily spend upwards of $8000 - $10,000 year on tutors, sports teams, music lessons, mentoring/coaching, and more. What does the other $8000 pay for? It pays for the opportunity to receive these “services” in an environment that has small classes, a clear and ambitious mission that connects the curricular with the extra-curricular, and student development is the concern of all members of the faculty. Providing your child with the opportunity to learn to think critically and communicate those thoughts in an articulate manner is a gift that not only has no price tag but will also last a lifetime.
1 Information is based on proposed cuts to the Loudoun County public school budget
Note: When this blog entry was originally written, the school budget for Loudoun County public schools had not been approved.
When asked this question I first point out that all I can accurately articulate is what Wakefield does well as I am not intimately familiar with our competition and hence to pass judgment would be akin to spreading gossip. I then expound upon our areas of excellence such as our commitment to the development of critical thinking skills; the development of capable, ethical, and articulate citizens; the environment that allows students to feel comfortable taking intellectual risk; etc. I also generally point out that our main “competition” is the public school system. Yes, we draw students from a number of private primary schools and a portion of our applicant pool crosses over with the pool of other local private schools and boarding schools but, the majority of our applicants are choosing between Wakefield and public school.
It is quite clear what the public schools have going for them – we all have already been paying “tuition” in the form of our tax payments to the county. As a result, it is no small task to demonstrate to a family how their child’s educational experience will be enhanced by attending Wakefield to the tune of $18,000 in additional education expenses. However, the recent economic times have resulted in budget cuts which make that explanation easier. Some of the proposed cuts include :
- Cutting foreign language in the primary grades; Wakefield students learn French and Spanish beginning in pre-school and continuing through high school.
- Requiring a fee, of up to $300 per athletic season has been suggested, that is $900 you don’t have to spend at Wakefield. Cutting assistant athletic directors has also been proposed. That would leave the job of scheduling and overseeing games, transportation, etc. for all teams to the athletic director alone which they acknowledge will have a negative impact on the quality of the athletic program and their ability to offer interscholastic athletics to students at the sub-varsity level.
- The ratios of counselors to students is being increased so that in the high school each counselor is responsible for 313 students, at Wakefield a dedicated college counselor is working with 150 students. To pay for private college counseling services akin to those Wakefield students receive would cost between $3,000 - $5,000 per year. In addition to the college counselor each Wakefield student has a faculty advisor who meets with the student each day; each advisor is responsible for no more than 10 students. Further, there is a counselor who works with students struggling with social or emotional issues.
- Class sizes are set to increase in most local counties. Presently, Wakefield caps its classes at 18 students in all grades 1-12, the number is even smaller in the pre-elementary grades). Public school classes sizes in the surrounding counties are between 5 – 15 students larger than that.
Wakefield too has been impacted by the economy and has had to make difficult decisions about where to save money during these lean times. However, the difference between Wakefield and the public schools is that we have committed to refraining from making any cuts that will impact the quality of our program. That means that the faculty and staff have signed on, willingly, to work for less pay and to hold non-critical budgets steady so that the quality of the program we are able to offer is not diminished. The reason the faculty have been willing to make such personal sacrifice for the betterment of our school’s students and program is that they believe strongly in the Wakefield mission to “…develop capable, ethical, and articulate citizens who seek the challenge, make a difference, and live an extraordinary life.”
So, how we compare to the competition? We are fortunate in hard economic times to be able to adjust our income and expenses in a way that has not resulted in programmatic changes or larger classes. In terms of dollar value, families will now have to pay for services at public school that are a central component of the Wakefield experience such as foreign language, gifted and talented classes, individual college counseling, interscholastic athletics, learning support, and more. That is not to mention the cuts that public schools have had to make in support areas that will undoubtedly impact the quality of the program that they can deliver to all students. In order for parents to create an experience similar in scope to that which Wakefield students receive on a daily basis they could easily spend upwards of $8000 - $10,000 year on tutors, sports teams, music lessons, mentoring/coaching, and more. What does the other $8000 pay for? It pays for the opportunity to receive these “services” in an environment that has small classes, a clear and ambitious mission that connects the curricular with the extra-curricular, and student development is the concern of all members of the faculty. Providing your child with the opportunity to learn to think critically and communicate those thoughts in an articulate manner is a gift that not only has no price tag but will also last a lifetime.
1 Information is based on proposed cuts to the Loudoun County public school budget
Note: When this blog entry was originally written, the school budget for Loudoun County public schools had not been approved.
Thursday, January 21, 2010
A Dedicated and Detail Oriented Faculty
As you may or may not know Wakefield School is accredited by the Virginia Association of Independent Schools (VAIS). As an accredited school every ten years we must undergo the process of reaccreditation which entails conducting a thorough and comprehensive self study to determine the degree to which our school is living up to its mission in a number of areas set forth in standards written by VAIS. The process of conducting the self study requires committees of the faculty and administration to prepare written reports which are then reviewed and approved by the full faculty.
This past Monday students were allowed to stay home to celebrate the Martin Luther King holiday while the faculty came to school to work on our self study. One of our sessions was spent reviewing edits to the reports of two committees whose work had been approved pending these edits. One might have thought that approving these edits would be a relatively easy task taking little time. However, as is the way of the Wakefield faculty, each word and sentence were analyzed in depth as each member of the faculty ensured that the words and grammatical tools worked together to clearly convey the intended message. We wondered as group if we should use the word “previous” or “previously”. We debated comas and semi-colons, word order, and syntax. Somewhat heated discussions were waged about the order of paragraphs and events or stories not included. In short, the process of approving previously approved work was not a quick process. In the end the faculty approved the new and improved reports and all were satisfied that the reports conveyed that which they were meant to convey in a clear and comprehensive way.
Why am I sharing this story with you? Because as I sat in these meetings listening to my colleagues debate the intricacies of sentence construction I thought how fortunate our students are to have teachers that are so committed to the details of a project. I wondered to myself, if they are willing to give so much of their time and energy to ensure that this report is as near perfection as possible then imagine the time and attention to detail they are willing to spend on their students and their lessons, for teachers did not become teachers because they love to write narrative reports, they are teachers because they love to work with students.
I was further impressed with the knowledge that my colleagues posses. My long forgotten grammar lessons are alive and fresh in the minds of our teachers. I am not just speaking of our English teachers but all of our teachers. Further, this is not the only occasion in which I have been impressed by the intellect of Wakefield’s faculty. Historical and literary anecdotes are regularly thrown out at meetings and in casual conversation. Teachers are engaged in their discipline for fun outside of school and are, in many cases, leading local experts in their field. Two examples that come to mind are: Amanda Gonczi, Science Department Chair and leading local expert on reptile rehabilitation; and John Hood, Chair of the Foreign Language Department and published author in classical studies. Our faculty is extremely smart and highly engaged – and not afraid to show it. They are teaching what they love and what they live.
I feel fortunate to be surrounded by such talented and motivated peers. I know that the students who are fortunate enough to spend time in their classrooms will benefit tremendously from the enthusiasm and experience our teachers bring to the classroom.
Enjoy the rest of your week!
Sarah
Deadline for Admission and Financial Aid Applications: Friday, January 29. All applications materials must be submitted by this date in order to be considered for the initial review of applications. Applications completed after this date will be considered on a rolling basis as space and/or funds allow. Click here to be directed to the admission section of the Wakefield website for information on the application process.
Open House: Friday, February 12 at 9 am. RSVP here or call 540.253.7600
This past Monday students were allowed to stay home to celebrate the Martin Luther King holiday while the faculty came to school to work on our self study. One of our sessions was spent reviewing edits to the reports of two committees whose work had been approved pending these edits. One might have thought that approving these edits would be a relatively easy task taking little time. However, as is the way of the Wakefield faculty, each word and sentence were analyzed in depth as each member of the faculty ensured that the words and grammatical tools worked together to clearly convey the intended message. We wondered as group if we should use the word “previous” or “previously”. We debated comas and semi-colons, word order, and syntax. Somewhat heated discussions were waged about the order of paragraphs and events or stories not included. In short, the process of approving previously approved work was not a quick process. In the end the faculty approved the new and improved reports and all were satisfied that the reports conveyed that which they were meant to convey in a clear and comprehensive way.
Why am I sharing this story with you? Because as I sat in these meetings listening to my colleagues debate the intricacies of sentence construction I thought how fortunate our students are to have teachers that are so committed to the details of a project. I wondered to myself, if they are willing to give so much of their time and energy to ensure that this report is as near perfection as possible then imagine the time and attention to detail they are willing to spend on their students and their lessons, for teachers did not become teachers because they love to write narrative reports, they are teachers because they love to work with students.
I feel fortunate to be surrounded by such talented and motivated peers. I know that the students who are fortunate enough to spend time in their classrooms will benefit tremendously from the enthusiasm and experience our teachers bring to the classroom.
Enjoy the rest of your week!
Sarah
Deadline for Admission and Financial Aid Applications: Friday, January 29. All applications materials must be submitted by this date in order to be considered for the initial review of applications. Applications completed after this date will be considered on a rolling basis as space and/or funds allow. Click here to be directed to the admission section of the Wakefield website for information on the application process.
Open House: Friday, February 12 at 9 am. RSVP here or call 540.253.7600
Tuesday, January 12, 2010
Pride and Kindness Prevail at Wakefield
Over the last week or so I have said to myself multiple times how lucky Wakefield students are to attend such a fabulous school. I have also thought about the many ways I would have benefitted as a teenager from the opportunity to spend my formative years at a school such as Wakefield. Finally, I have been considering the multitude of ways these benefits will pay dividends to our students for the rest of their lives. In this week’s Window Into Wakefield I will share some of the observations I have made over the last week that have contributed to my musings on Wakefield and our students.
On the first Monday of each month grades 1-12 gather together in the Upper Gym for all-school assembly. The all-school assembly is a forum for an address from the Headmaster or other guest speaker, presentation of student awards (this past week winners of the History Day competition were announced), and announcements are made. As I watched students arrive for assembly I was struck by the degree to which the students are comfortable expressing their individuality. The uniform limits the degree to which fashion is a form of expression but student personalities do come through in the form of accessories, shoes, and “fit” of uniform. There is a senior girl who wears cowboy boots and a western belt, another who proudly wears her letterman jacket, boys with military style haircuts and boys with shaggier looks. These variations are not what is striking; what is striking is that their style is not governed by social group or allegiance, rather it is an individual display of personality. Further, students show pride in their accomplishments and those of their peers. When a sixth grade student was recognized for winning a History Day prize her older brother, in eleventh grade, stood and applauded her personally. When students are walking, or in some cases running, up to receive their awards they do so proudly, there is no sense of embarrassment about their achievement. This same pride of ownership exists for activities, theater, and athletics. Students move freely and often between participating in the play one season and a sport the next. They write for the paper and play lacrosse. They enter photographs in an art contest and run cross country. Barriers based on social agendas are largely non-existent. Instead students freely explore and celebrate their interests and personality. The confidence and sense of self awareness that results from going to school in such an environment are difficult to quantify but I cannot help but think that if these students have the confidence to stand proud at six and at fifteen they will be able to do that at twenty-two and forty-two. They will make decisions about college and career with a sense of themselves that is much less clouded than that of students who do not feel the social freedom and safety to be themselves during these most formative years.
My second encounter last week that caused me to think, “wow, we are doing something right at Wakefield” was when I was leaving a meeting in the early evening. I was laden with my briefcase, gym bag, purse, and several other items. A ninth grade student who was leaving the building at the same time as me jogged up behind me and said, “Mrs. McDonough, can I carry something for you?”. I declined noting that I had everything tenuously balanced. The student continued to walk with me down the stairs and out to my car making very pleasant and mature small talk and opening doors for me the entire way. As I pulled out of the parking lot several thoughts crossed my mind. The first was that while this student was always perfectly pleasant and kind when I had her in class last year I am not sure I would have guessed that she would be the student to make such generous and spontaneous overtures for an adult so I was struck by the personal growth she had experienced in the last year. I am sure that some of that growth is a result of her home life but I also feel sure that some of it is a result of being in an environment where her recent actions are the norm rather than the exception. The second thought was how pleasant an exchange we had. There are days when my interactions with adults can leave me wondering if manners and kindness are still valued qualities in our society. My interaction with this student was the highlight of my day. She thoughtfully asked about my son, how my class was going this year and shared the highlights of her year so far in an equally delightful way. Our conversation renewed my faith that kindness will prevail and made me appreciate the ways in which Wakefield teachers encourage and foster an environment of kindness and genuine mutual respect.
Finally, yesterday my students were filing out of their eighth grade public speaking class on their way to their daily advisory meetings. The last two students to leave the room were two students who had required a significant amount of redirecting during the class – put plainly, they had been a disruption through much of class. However, as they left the room they each looked me in the eye and said “thank you for class today”. Their thanks were genuine, absent of any note of cynicism. Again, this encounter made me smile and feel reassured that even those students who do not constantly win positive attention from their teachers are getting some of the most important lessons of genuine respect and kindness – even if there is room for improvement.
Students graduating from Wakefield will know many mathematical facts, be able to conjugate verbs in a foreign language, and write clearly and artfully. However, the real value of their education, I think, goes beyond those skills. Students at Wakefield also feel safe taking intellectual risks, they feel comfortable and supported by their peers to explore new extra-curricular experiences, and they take pride in being themselves. Wakefield students will stand proud of who they are, what they have accomplished, and what they dream to do in the future – that is the gift Wakefield parents give their children.
Have a great week!
Sarah
P.S. Current parent Laura has started a MomBlog which you can read by clicking here. Each week she will share her experiences and insights as the mother of a ninth grade daughter at Wakefield.
Upcoming Admission Events and Deadlines
Deadline for Admission and Financial Aid Applications: Friday, January 29. All applications materials must be submitted by this date in order to be considered for the initial review of applications. Applications completed after this date will be considered on a rolling basis as space and/or funds allow. Click here to be directed to the admission section of the Wakefield website for information on the application process.
Open House: Friday, February 12 at 9 am. RSVP here or call 540.253.7600
On the first Monday of each month grades 1-12 gather together in the Upper Gym for all-school assembly. The all-school assembly is a forum for an address from the Headmaster or other guest speaker, presentation of student awards (this past week winners of the History Day competition were announced), and announcements are made. As I watched students arrive for assembly I was struck by the degree to which the students are comfortable expressing their individuality. The uniform limits the degree to which fashion is a form of expression but student personalities do come through in the form of accessories, shoes, and “fit” of uniform. There is a senior girl who wears cowboy boots and a western belt, another who proudly wears her letterman jacket, boys with military style haircuts and boys with shaggier looks. These variations are not what is striking; what is striking is that their style is not governed by social group or allegiance, rather it is an individual display of personality. Further, students show pride in their accomplishments and those of their peers. When a sixth grade student was recognized for winning a History Day prize her older brother, in eleventh grade, stood and applauded her personally. When students are walking, or in some cases running, up to receive their awards they do so proudly, there is no sense of embarrassment about their achievement. This same pride of ownership exists for activities, theater, and athletics. Students move freely and often between participating in the play one season and a sport the next. They write for the paper and play lacrosse. They enter photographs in an art contest and run cross country. Barriers based on social agendas are largely non-existent. Instead students freely explore and celebrate their interests and personality. The confidence and sense of self awareness that results from going to school in such an environment are difficult to quantify but I cannot help but think that if these students have the confidence to stand proud at six and at fifteen they will be able to do that at twenty-two and forty-two. They will make decisions about college and career with a sense of themselves that is much less clouded than that of students who do not feel the social freedom and safety to be themselves during these most formative years.
My second encounter last week that caused me to think, “wow, we are doing something right at Wakefield” was when I was leaving a meeting in the early evening. I was laden with my briefcase, gym bag, purse, and several other items. A ninth grade student who was leaving the building at the same time as me jogged up behind me and said, “Mrs. McDonough, can I carry something for you?”. I declined noting that I had everything tenuously balanced. The student continued to walk with me down the stairs and out to my car making very pleasant and mature small talk and opening doors for me the entire way. As I pulled out of the parking lot several thoughts crossed my mind. The first was that while this student was always perfectly pleasant and kind when I had her in class last year I am not sure I would have guessed that she would be the student to make such generous and spontaneous overtures for an adult so I was struck by the personal growth she had experienced in the last year. I am sure that some of that growth is a result of her home life but I also feel sure that some of it is a result of being in an environment where her recent actions are the norm rather than the exception. The second thought was how pleasant an exchange we had. There are days when my interactions with adults can leave me wondering if manners and kindness are still valued qualities in our society. My interaction with this student was the highlight of my day. She thoughtfully asked about my son, how my class was going this year and shared the highlights of her year so far in an equally delightful way. Our conversation renewed my faith that kindness will prevail and made me appreciate the ways in which Wakefield teachers encourage and foster an environment of kindness and genuine mutual respect.
Finally, yesterday my students were filing out of their eighth grade public speaking class on their way to their daily advisory meetings. The last two students to leave the room were two students who had required a significant amount of redirecting during the class – put plainly, they had been a disruption through much of class. However, as they left the room they each looked me in the eye and said “thank you for class today”. Their thanks were genuine, absent of any note of cynicism. Again, this encounter made me smile and feel reassured that even those students who do not constantly win positive attention from their teachers are getting some of the most important lessons of genuine respect and kindness – even if there is room for improvement.
Students graduating from Wakefield will know many mathematical facts, be able to conjugate verbs in a foreign language, and write clearly and artfully. However, the real value of their education, I think, goes beyond those skills. Students at Wakefield also feel safe taking intellectual risks, they feel comfortable and supported by their peers to explore new extra-curricular experiences, and they take pride in being themselves. Wakefield students will stand proud of who they are, what they have accomplished, and what they dream to do in the future – that is the gift Wakefield parents give their children.
Have a great week!
Sarah
P.S. Current parent Laura has started a MomBlog which you can read by clicking here. Each week she will share her experiences and insights as the mother of a ninth grade daughter at Wakefield.
Upcoming Admission Events and Deadlines
Deadline for Admission and Financial Aid Applications: Friday, January 29. All applications materials must be submitted by this date in order to be considered for the initial review of applications. Applications completed after this date will be considered on a rolling basis as space and/or funds allow. Click here to be directed to the admission section of the Wakefield website for information on the application process.
Open House: Friday, February 12 at 9 am. RSVP here or call 540.253.7600
Tuesday, January 5, 2010
Window Into Wakefield - January 5, 2010
Happy New Year! I hope the first week of the New Year finds all of you still committed to your resolutions and happy to be back at work and school for the most part after having enjoyed time with friends and family during the holiday. In my class of eighth grade students yesterday morning the majority said they were fairly happy to be back at school, though they would not have been disappointed if they had a few more days off. Given that we were meeting first period on the first day back from vacation, I thought that to be a strong endorsement of the class and our school.
During the break I had the occasion to spend a little extra time in the car as I caught up on errands and visits to friends and family and hence had the opportunity to spend a little more time than normal listening to the radio. While out and about one day a commercial came on whose tagline was, “Is your child overwhelmed by the expectations and workload at college?” The tagline made me think immediately of Wakefield and our students, not because this is a phenomenon they would experience, but rather because our graduates report to us so consistently and overwhelmingly that they are more prepared for college than their peers. The thoughts that began running through my mind after hearing this advertisement ranged from how lucky Wakefield students are to leave high school so well prepared for their next endeavor to thinking about what Wakefield does that so uniquely prepares students for the rigors of college life. Advanced Placement courses now must be approved by the College Board so our students are not getting “special” information that students at other schools do not get. The fundamentals of math, science, history, foreign language, and literature are largely universal, so again I could not conclude that it was the facts or figures conveyed that set us apart from our educational peers. Therefore, I concluded what I already thought to be true, that it is the intangible and somewhat difficult to articulate lessons that Wakefield students learn that prepare our students to be college standouts. More specifically, Wakefield’s approach to education encourages, and in fact requires, students to ask and wonder “why” – very rarely is a memorized answer all that is called for in class. Further, strong communication and critical thinking skills are the cornerstone of Wakefield’s approach to education beginning in the Lower School. It is our belief that students who do not possess these skills will not reap the full benefit of a premier education because these skills enable students to clearly communicate questions, as well as findings, and to extrapolate on lessons in order to make new and unique intellectual discoveries. The preponderance of college and university presidents and professors say that these are exactly the skills that, once mastered, make students successful at the post secondary level. So, in short, it is Wakefield’s approach to education rather than the facts and figures conveyed that allow our students to be highly successful early in their collegiate careers, though their mastery of a range of academic topics doesn’t hurt them either!
I hope that a Wakefield education is the sort of gift that you would like to give to your child. If so, please see below for important dates. As always, please do not hesitate to email or call (540.253.7501) me with specific questions or to schedule a personal visit.
Again, Happy New Year!
Sarah
Upcoming Admission Events:
Open House: Sunday, January 10 at 2pm. RSVP here or call 540.253.7600
Deadline for Admission and Financial Aid Applications: Friday, January 29. All applications materials must be submitted by this date in order to be considered for the initial review of applications. Applications completed after this date will be considered on a rolling basis as space and/or funds allow. Click here to be directed to the admission section of the Wakefield website for information on the application process.
Open House: Friday, February 12 at 9 am. RSVP here or call 540.253.7600
During the break I had the occasion to spend a little extra time in the car as I caught up on errands and visits to friends and family and hence had the opportunity to spend a little more time than normal listening to the radio. While out and about one day a commercial came on whose tagline was, “Is your child overwhelmed by the expectations and workload at college?” The tagline made me think immediately of Wakefield and our students, not because this is a phenomenon they would experience, but rather because our graduates report to us so consistently and overwhelmingly that they are more prepared for college than their peers. The thoughts that began running through my mind after hearing this advertisement ranged from how lucky Wakefield students are to leave high school so well prepared for their next endeavor to thinking about what Wakefield does that so uniquely prepares students for the rigors of college life. Advanced Placement courses now must be approved by the College Board so our students are not getting “special” information that students at other schools do not get. The fundamentals of math, science, history, foreign language, and literature are largely universal, so again I could not conclude that it was the facts or figures conveyed that set us apart from our educational peers. Therefore, I concluded what I already thought to be true, that it is the intangible and somewhat difficult to articulate lessons that Wakefield students learn that prepare our students to be college standouts. More specifically, Wakefield’s approach to education encourages, and in fact requires, students to ask and wonder “why” – very rarely is a memorized answer all that is called for in class. Further, strong communication and critical thinking skills are the cornerstone of Wakefield’s approach to education beginning in the Lower School. It is our belief that students who do not possess these skills will not reap the full benefit of a premier education because these skills enable students to clearly communicate questions, as well as findings, and to extrapolate on lessons in order to make new and unique intellectual discoveries. The preponderance of college and university presidents and professors say that these are exactly the skills that, once mastered, make students successful at the post secondary level. So, in short, it is Wakefield’s approach to education rather than the facts and figures conveyed that allow our students to be highly successful early in their collegiate careers, though their mastery of a range of academic topics doesn’t hurt them either!
I hope that a Wakefield education is the sort of gift that you would like to give to your child. If so, please see below for important dates. As always, please do not hesitate to email or call (540.253.7501) me with specific questions or to schedule a personal visit.
Again, Happy New Year!
Sarah
Upcoming Admission Events:
Open House: Sunday, January 10 at 2pm. RSVP here or call 540.253.7600
Deadline for Admission and Financial Aid Applications: Friday, January 29. All applications materials must be submitted by this date in order to be considered for the initial review of applications. Applications completed after this date will be considered on a rolling basis as space and/or funds allow. Click here to be directed to the admission section of the Wakefield website for information on the application process.
Open House: Friday, February 12 at 9 am. RSVP here or call 540.253.7600
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