Authentic Learning: 5th Grader presents to the Board of Trustees

In January Andrew shared his story of entrepreneurship and commitment to service with the Board of Trustees at an official board meeting. Being true to his commitment he passed out Smile Train donation envelopes to the Board Members. I have also since learned that Smile Train tripled our donation through their triple match program. What a fabulous example of authentic learning for Andrew and our 5^th Grade!

As an educator, I have no greater sense of satisfaction than seeing the “stars align” through a student-led, authentic, collaborative and compassionate service project that sprang from a conversation between a grandson and his grandmother about the challenges and complexities of our world poverty, friendship, and the need to serve humanity.  Pair that with encouraging teachers who appreciated this student’s interest and were willing to support him through lunch, recess and after school work sessions.  The end result was that this authentic project, a Lower School bake sale, earned $873 to be donated to The Smile Train organization.

Fifth Grader Andrew Renz and his grandmother were having a conversation about poverty in our world – which led to a conversation about the main character, August Pullman, in the Fifth Grade Literature book, Wonder, by R.J. Palacios.  August was born with extreme facial deformities.  Because of constant surgeries, he was homeschooled for much of his life, but thereafter was fortunate enough to attend a school much like Wakefield.  Accepting him was difficult for some of his classmates.  As you might imagine, August’s story has stimulated multiple important conversations in our fifth grade about empathy, kindness and inclusion.

Andrew quickly made a text-to-world connection between children in less developed countries – born with cleft palate and unable to pay for surgery due to their impoverished background.  At that moment, he decided to put aside his upcoming Christmas money to donate to the Smile Train organization, an organization that sends trained doctors to different countries to perform this relatively simple surgery – for free.

That was not enough for Andrew, however.  He wanted to do more.  In Andrew’s words, “Sometimes, the little things we can do to show one another kindness and support are the most important. To help a young child, the same age as the kids right here in our Lower School, have a pretty smile instead of living a whole lifetime with a crooked, incomplete smile is a kindness I would like to share.”  With the support of his teachers, Mrs. Bates and Mrs. Williams, off he went to talk with his classmates to organize a two-day bake sale that was held over six lunch periods.  He divided and conquered – forming an advertising committee to make posters and announcements at our assemblies, a set-up and sales committee, a baking committee, and a committee to count the profits and announce the result - $873.25 for Smile Train. 

Andrew and the fifth grade know the true meaning of the holiday season – a time of togetherness, empathy, joy and service to others.  These are the values that we all, families and teachers in partnership, work to instill in our children.  We do this by providing students with opportunities to collaborate, problem-solve and serve the greater community – there is no greater gift than active, meaningful learning.

Sketching a Landscape for Education Change

In this excerpt from my first parent letter of the academic year I compared the start of my leadership journey at a new school to that of an artist. I saw myself as an artist observing my new school as a large landscape painting, standing back and contemplating how to best understand and contribute to this educational masterpiece.

"The wonderful thing about being new to a community is having the opportunity to stand back, reflect, and look at the School picture with fresh eyes and a unique perspective. Where are the colors the brightest, and the design the strongest, thus requiring no need for change or improvement? Where are the details lacking? Where do the highlights need to be added? Perhaps there are new elements, portraits and sketches to add to the vibrant educational landscape that encompasses the Lower School. As an educational leader, it is my responsibility to formulate and communicate to all of you the “big picture” of the educational experience that we offer to your family." 

It is clear to me, reflecting on this passage, that at that time I saw myself simply as an observer. Seven months later I actually see myself within that landscape, walking around, interacting, “noticing” what surrounds me.  Instead of “standing back,” I have now “stepped into” the landscape and have become attuned to my surroundings. What have I noticed? What have I stumbled into? What rocks have I turned-over or what pebbles have I scattered? Have I changed the scenery?

This landscape and its effect on me are very real – it is not just a metaphor for my leadership.  I work within an incredibly gorgeous landscape. The tranquility and beauty I encounter each and every morning ease my mind and prepare me for the day ahead. Viewing the sun rise and set, the masterful web of a spider, the changing leaves of the fall and frozen branches of the first frigid day –have pushed me to appreciate the little things, look for the wonder, and acknowledge that within a beautiful somewhat defined landscape, change is still constant. I embrace that change; it is a natural and necessary part of the landscape. As I “step into” the second half of the school year and I continue to interact within the landscape it will be important for me to actively point out those appreciated details, share with and encourage others to wonder, and together “sketch” the natural and necessary changes that will further enhance our educational landscape.   

I look forward to sharing these “sketches” with others. I welcome all, those within the community, and those who share in the artistry of leadership and education, to share their observations of the important educational landscape that surrounds us.

Here are some questions I may ponder:

How are other members viewing this landscape?
How are they helping to define and enhance it?
Are we each creating our own picture to add to the gallery of our experiences?
How are we blending, collaborating within and refining this masterpiece?