In honor of Women's History Month, we sat down with four women from St. Anne's: Chef Ann Pierpont, Margaret Mitchell, Rene Reynolds, and Morgan Boaman. Each of them offers unique perspectives on the significance of Women's History Month, challenges traditional gender norms, and celebrates the contributions of women in their respective roles.

What significance does Women's History Month hold for you personally? 

Chef Ann: I was raised by many strong women in my family.  My mother always taught me that I could be anything I wanted to be. When I chose a career in the food service industry, I quickly learned that as a female chef in a predominantly male industry, I would need to prove myself every step of the way.  When I graduated from culinary school, the male-to-female ratio was 5:1.  Now it is 50% which makes me happy.  I had several strong female role models in my 30-year career with Sodexo who helped shape me into the leader I am today.  For me, it is super important to remember and celebrate all of the women who have paved the way for me to be successful in my chosen career...women like Julia Child and Leah Chase, Susan Feniger and Mary Sue Milliken, Alice Waters, and Lidia Bastianich...they are my heroes. I need to be a role model to these young women becoming chefs, so they do not need to fight their way through the industry like I had to.

Margaret Mitchell: Women's History Month reminds me that many women have worked hard, both publicly and privately, for opportunities. It's a great reminder to pause and reflect on where we are today, how we got here, and where we will go next.

Rene Reynolds: I see this as a time of reflection on the struggles and successes of the women who came before me.  I couldn't be who I am today without their hard work, persistence, and dedication.  I also think about the legacy that I want to leave behind and try to be an example to the young women who are here at St. Anne's.

Morgan Boaman: I appreciate the opportunity to highlight and celebrate women and all the work they have done for different industries and the communities so many of us are a part of. I have loved watching Women’s History Month take more and more of a spotlight over the years, and I think it’s so incredible for our young people to have the opportunity to immerse themselves in learning about the impacts that women have made on the world today.

In what ways do you see your role at St. Anne's as breaking barriers or challenging traditional gender norms?  

Chef Ann: Let's face it...when someone says the word "chef," the image that comes to mind first is Gordon Ramsay or Emeril Lagasse, not Julia Child or Carla Hall.  Why is that when most of us were raised in homes with women in the kitchen? Many people see the leader of a kitchen as being a man, and I want people to know that a woman is just as qualified, skilled, and talented to hold the position of Chef as any man out there.  I love that our kiddos at St. Anne's are learning that, and Mother Irene would be proud.

Margaret Mitchell: St. Anne's was founded by the nuns who cared for children, both as nurses and as educators, so I see myself as carrying on the work they began. I am another woman at another time but in the same place. As Head of Middle School, I feel lucky to carry on the work we've been doing for nearly 75 years. However, I would be remiss if I didn't mention that being a woman in a position of power is still only sometimes respected or received well by all in our society. I'm grateful to be in a school where women in leadership are part of our founding, and is not uncommon, but it is still something I am constantly aware of. Having said that, I think I bring great strengths to my role because I am a woman, and I hope that all students, especially girls since we are talking about Women's History Month, will see that they, too, can be leaders and define what that means for themselves. 

Rene Reynolds: Working in HR presents me with the unique opportunity to increase the diversity amongst the faculty and staff through recruitment. To a certain extent, the barriers have already been broken in the independent school world because a lot of time and energy is invested in justice, belonging, and love. What makes St. Anne's poised to succeed in this is the fact that we have a supportive and caring community that welcomes everyone with open arms.  Related to gender norms, I commend how many smart and talented women are in leadership positions here.  Organizations that value diversity and women in leadership are more productive and make better decisions.  Business DEI statistics

Morgan Boaman: The field of outdoor / recreation education is heavily male-dominated. It is an honor to model to our students that women can hold leadership roles, particularly within the field of outdoor education. I think so often, young girls don’t see women in adventurous outdoor settings, and I’m excited to challenge that. 

Reflecting on the theme of Women's History Month, how do you honor and celebrate the contributions of women within the context of your work at St. Anne's?  

Chef Ann: It is important for me to not only feature female chefs through creating a special menu for International Women's Day on March 8 but also to highlight the women of both my Sodexo team and our community throughout the month. Educating our students about food history is as important as it is to feed their bellies.

Margaret Mitchell: I’m always trying to think of ways to celebrate many people and identity groups in areas of the middle school, whether it’s inside or outside the classroom. It’s also important that we celebrate the accomplishments of our own students and teachers. 

Rene Reynolds: The impact that I make in my role that celebrates women is forming policies that support women and families. St. Anne’s is proud to offer 12 weeks of fully paid parental leave. Women in the workforce often face difficult decisions about when to return to work postpartum. Still, I hope this policy allows them some time to figure out their new family dynamics and allows them to return to the career that they love.

Morgan Boaman: I think that helping empower our future generations to participate in outdoor activities in a way that is equal and welcoming to all is huge. I value our history as a school and the story of our founding sisters, who were truly women making waves and changes in their community, and I walk through my lessons and activities with their leadership at the core of my actions. When given the opportunity to reference women scientists, park rangers, and adventurers, I expand on those stories with enthusiasm. 

What woman has inspired you in your life, and what do you want our readers to know about Women's History Month, and what it means to you? 

Chef Ann: My mom has always inspired me to be the best I can be.  And my mentor within Sodexo, Helen Hoban, has taught me what it means to lead by example.  Their guidance and support have been instrumental throughout my life.  Their compassion and determined nature have shown me that it is OK to show empathy for your team while still being a strong leader.  And that if you take care of others, they will take care of you.  I plan to pass on my knowledge to the next generation so that one day in the future, during Women's History Month, someone will say that I inspired them.

Margaret Mitchell: There are too many women who have inspired me to name all of them, but certainly my mother, my sister, and my daughter, as well as my two dear friends from high school. But really, I find inspiration in every woman and girl I meet! I love the variety of expressions of womanhood that are unique to every person, and that inspires me. One thing I want our readers to know as they think about Women's History Month is that as we continue to see and value all people for all their uniqueness, the world becomes a more and more beautiful, hopeful place. 

Rene Reynolds: My mother has been a large inspiration in my life. Because of the things I learned from her growing up, I ended up loving the field of human resources.  My mother worked as a union representative for the Local Seven Union, which unionizes our local King Soopers and Safeway stores.  Being a union rep and an HR director are very similar because you are helping to sort out grievances, ensuring people are fairly compensated and being a sounding board for employees. The tools she equipped me with when I was younger (compassion, humor, empathy) help me in my role every day.

Morgan Boaman: There are so many women who have served in the role of “inspiration.” I am forever in awe of the many wonderful women I work with daily; I have friends who challenge gender norms in their chosen fields, and I look to my mother, grandmother, and aunts for inspiration regularly. When I think about a woman in conservation and environmental education who inspires me, Jane Goodall is the first to come to mind. Jane’s incredible scientific work and perseverance in the face of adversity will forever be a powerful story to aspire to.  I’ve had the pleasure of hearing her speak twice, and I met her after one of those engagements: Meet Your Heroes. She was delighted to meet my friends and me and to hear about our work in conservation education. She reminded us that we all have the ability and responsibility to make a difference.

As we celebrate Women's History Month, it's clear that the women of St. Anne's embody the spirit of resilience, empowerment, and inspiration. From Chef Ann's culinary leadership to Margaret's dedication to education, from Rene's commitment to effective HR practices to Morgan's passion for outdoor education, each woman brings her own unique strengths and perspectives to the table.

Through their stories and contributions, they remind us of the countless women who have shaped history and continue to inspire us today. As we honor the women who have paved the way, let us also recognize the importance of supporting and empowering future generations of women to achieve their dreams and make a difference in the world.

In the heart of our alumni community, we find remarkable individuals who have dedicated their lives to making a positive impact on our environment. Mandy (Amanda) Helwig ‘96 has carved an inspiring path as an environmental lawyer and researcher. Her journey from St. Anne's to becoming a catalyst for environmental change is nothing short of impressive.

Mandy's story begins with her transition to the East Coast after her time at St. Anne's. She completed her high school education in New Jersey and subsequently pursued a degree in environmental studies with a policy focus at Middlebury College. It was here that her passion for environmental law began to take shape. She pursued her love for the outdoors, often spending her free time backpacking in the Adirondacks while focusing her academic pursuits on environmental studies. Western water issues, water shortages, and environmental policy became areas of keen interest.

Upon graduation, Mandy continued her educational journey in Boston, attending Northeastern University School of Law, where she gained valuable experience through internships focused on environmental cases and community issues in the Boston area.

After law school, Mandy's career took a pivotal turn as she secured a fellowship with the Environmental Protection Agency (EPA). Her work spanned three years in Boston and three years in Washington, D.C., with a particular focus on litigation, energy issues related to Clean Air Act permitting, hazardous waste cases, and a majority of her time spent on water cases. She spearheaded cases against industrial facilities, municipalities, and mining operations for Clean Water Act violations, furthering her commitment to water conservation and policy.

Following her tenure with the EPA, Mandy joined the National Oceanic and Atmospheric Administration (NOAA), where she focused on Gulf Coast restoration following the Deepwater Horizon oil spill. Mandy then returned to Boston and transitioned into the nonprofit sector. Her work has spanned a wide array of critical areas, including ocean conservation, fisheries management, Clean Water Act advocacy, and clean energy initiatives.

What sets Mandy apart is her unwavering commitment to creating lasting, sustainable change. Inspired to address environmental issues at their roots, she began visiting farms, ranches, and fisheries across the United States and abroad. These operations implemented regenerative practices that not only protected the environment but enhanced it. For seven and a half years, Mandy dedicated herself to this cause, focusing on regenerative agriculture, oyster farms, and rotational grazing in ranching to sequester carbon and improve the environment.

Mandy's message to our young alumni and the wider school community is profound. She emphasizes that addressing environmental challenges can be overwhelming, but the key is to focus on local impact. By making daily choices that benefit the environment, everyone can play a role in creating a more sustainable future.

Mandy Helwig's journey from St. Anne's Episcopal School to her impactful career in environmental conservation is a testament to her dedication and passion. She serves as a shining example of how one individual's commitment to the environment can lead to meaningful, lasting change. We are immensely proud to count Mandy among our alumni, and her inspiring story continues to motivate us all to work toward a greener, more sustainable future.

In the spirit of Las Posadas, our Head of Middle School, Margaret Mitchell, delivered a poignant speech to our middle school students. Read the speech below: 

Today is the shortest day of the year. It is the Winter Solstice when the sun is the farthest it will get from Earth this year. The day when there is the least sunlight and the most darkness out of all other days in the year. 

So, I want to talk about the darkness. I know – you’re thinking, “So cheery, Mrs. Mitchell. Thanks a lot.” But I think it’s important to talk about the dark – and the light.

Darkness is quite literally where you cannot see. If you find yourself in the dark in an unfamiliar place, you are lost and disoriented. You might bump into things or step on something. You will definitely go more slowly. You hope that you have a flashlight. You hope that you have a friend.

Darkness can also be an internal state, an emotional place. Pain. Loneliness. Grief. Depression. You don’t know where you are going or why something is happening. You may feel like there is no one there, no one who understands. You may even feel invisible. It’s like the darkness envelops you and makes it so you can’t see, and others can’t see you. 

Darkness is not a fun place to be, but it is part of being human. Most people don’t choose to be in the dark, either physically or emotionally. But the reality is that all of us will find ourselves in darkness at some point. Maybe some of you have felt loneliness, fear, or sadness. 

So, what happens in those dark times? 

First, we get to know ourselves better. Walking through those times and places to get to know yourself takes courage. Just like walking in the dark, you will go slowly. You will probably bump into something (figuratively and literally). You might even be scared. And those are the places where you really get to know who you are and who you want to be. 

Second, you also learn who your true friends are who you can count on in your hardest times. Who is an unexpected companion on the journey? Sometimes, you find someone who has been where you are, who is dealing with the same thing you are. You find a connection in the darkness. And that connection is the light.

Third, you learn that even in the darkest of times, there can be – there is – good. It may not always be good you wanted, and it may take a while to see it, but it is good. 

One of my favorite things about this time of year is the lights on houses and on trees. As the sun sets earlier and earlier, those lights are cheerful and hopeful.

And that is what this season is all about. Light and love break through the darkness through singing, eating good food together, and celebrating family or religious traditions through kind words and hugs. 

In the darkness, we look for the light. On this the shortest day of the year, the time of the most darkness, we have been here together. Today, may you find light, and may you be the light in the darkness for someone else. 

Service Learning at St. Anne’s Episcopal School by Assistant Head of School, Lori Frank

Service has always been at the heart of St. Anne’s Episcopal School. Our Founding Sisters first came to Denver with the goal of taking care of children who were suffering from illnesses such as polio and tuberculosis. Later, they created a school with the purpose of meeting the needs of children who were not being well served by their neighborhood schools. Loving God and loving children was at the heart of everything that the Sisters did. 

Years ago, inspired by the work of the Sisters, St. Anne’s committed to creating opportunities for students to reach out to the Denver community and serve those in need. Middle-school students would pay regular visits to a soup kitchen, a day care center for the elderly, and local public schools. Younger students would make donations to animal shelters, visit nursing homes, and write letters to troops, among other projects. As a school community, with the support of the Outreach Committee of our Parents’ Association, we have collected food, books, clothing, shoes, toiletries, and coins for various organizations. 

Of course, many of our initiatives were stalled or permanently canceled during the pandemic. While we continued to collect donations, opportunities for in-person service were limited. With a return to more “normal” school activities and a strong desire to deepen our commitment to helping others, the school decided to take a new look at how we do service. 

Thus, in the spring of 2023, faculty volunteers met to discuss how service could be made more meaningful for our students and those whom they serve. We brainstormed possible projects and how they might impact people, places, and/or pets. We also discussed the importance of teaching children about service in a sustained, holistic manner. 

What is service learning and how is it different from volunteering or other one-time philanthropic efforts? Primarily, service learning is a pedagogical model that combines critical thinking, social responsibility and civic education to benefit authentic community partnerships. It is a way to practice and express our values, to form thoughtful leaders, and to inspire a heart for positive change. Service learning is at the nexus of theory and “real world” experience, and is intentionally designed in response to the genuine needs within our community be it the classroom, the school, our city, or even the world. Service learning teaches agency, ownership, belonging, and is driven by students’ agency. It does not bypass historical causes of social and economic inequalities, and allows students to develop civic and cultural literacy, enhance personal growth and self-image. At its core, service learning remains about helping and empowering other people. But rather than simply sharing goods or money, service learning focuses on providing opportunities for real engagement with others, guided by the cycles of investigation, planning, action and reflection. In our overhaul of the program, we aspired to embed service learning in our curriculum, integrating math, reading, and writing with projects that support others. Service learning can support the fundamental curriculum as well as be co-curricular! 

When we approach service with dignity, humility, and compassion, we acknowledge the inherent worth of every person we encounter. This means treating individuals with respect, regardless of their background, status, or circumstances. It means recognizing that we are all human beings with unique stories and experiences. By approaching service in this way, we create a culture of empathy and understanding that can help to break down barriers and promote positive change.

Our revamped service learning program has several key features: designated dates for lesson planning and program implementation, teacher-led lessons, integration with the curriculum, and opportunities for student reflection on their experiences. In our August in-service, teachers at each grade level chose topics to explore this year: gratitude (PS/PK), pet care (K), community support (Gr. 1), wildlife (Gr. 2), food insecurity (Gr. 3), wildfire prevention (Gr. 4), literacy (Gr. 5), recycling and composting (Gr. 6), microloans (Gr. 7), and trail building at St. Anne’s in the Hills (Gr. 8). 

While this program is still evolving and developing, early feedback has been quite positive. Teachers have eagerly embraced this opportunity for meaningful conversations with their students, and students have expressed surprise and wonder at the impact they can have on their greater community. As one student shared with her teacher after working in the St. Anne’s vegetable garden, “At first I felt sad that there are people in the world who need this much help. Then I felt happy that I could actually do something about it as a 3rd grader. And at the end, I looked at what we harvested and I was so excited and proud of what we accomplished." 

In the spring, students will have an opportunity to share their service experiences with parents and caregivers, giving everyone a glimpse into how service learning at St. Anne’s has always aligned with the school’s mission: Grounded in our founding values, we cultivate a community of curious and compassionate learners who are inspired to serve and enrich our world.

We are proud of how dedicated St. Anne’s community is to service and are excited to be developing the best ways to bring it to life! 

A reflection from the St. Anne's Middle School Chapel by Theatre Arts Teacher, Stephen Bertles:

Mom, Dad, Carol, Judy, Janet, Mary, Cathy, John, Jeanne, Joe, Ann,  Pat, and me. Growing up, my family was the 1st community I  belonged to. Yes, being the youngest of 11, it was indeed a small community. What we may have lacked in extravagance, we had in an abundance of love. As John wrote in 4:7, ” Let us love one another, for love comes from God.” 

My mom and dad made sure that each and every one of us knew we were loved—and not just by them, but by God. And the reason was they knew God’s love. They were truly able to demonstrate, not just with their words but through their actions, what it meant to be loved and to belong to a community. 

Merriam-Webster says a community is a unified body of individuals, such as a group linked by a common policy. However, the synonym that popped out immediately to me was “family.”  

Family is rooted in connections and love; unconditional love that extends beyond our comprehension. You see, my parents encouraged me to explore and be curious about my path in life, but always to know that no matter the outcome, I was loved.  

Because of this, I found several communities in which I felt loved.  Throughout most of my adult life, I found sanctuary in the theatre where I worked at Opryland in Nashville, TN. I toured the United  States and Canada on the national tour of Cats and performed internationally while working onboard the fleet of Crystal Cruise ships. In each community, I found love. Some of those connections have shaped and led me to one of the best communities anyone could ask for: teaching. You see, in 1st grade, I knew I wanted to be two things when I grew up: a performer and a teacher.  

As Paulo Coelho writes in The Alchemist, “You must understand that love never keeps a man from pursuing his Personal Legend. If he abandons that pursuit, it’s because it wasn’t true love…” Believe me,  I LOVED performing and traveling. But, when I first stepped into the classroom, my heart knew I was where I was meant to be. I found my new community. However, it wasn’t until I stepped onto the grounds of St. Anne’s that I knew this community was more like family.  

I love this community. I love seeing each and every one of you grow and become a part of something bigger than yourself.  

I leave you with one word: Ubuntu. 

“An anthropologist proposed a game to the kids in an African tribe.  He put a basket full of fruit near a tree and told them that whoever got there first won the fruits. When he signaled, they all took each other’s hands and ran together, then sat in a circle enjoying their treats. He asked them why they chose to run as a  group when they could have had more fruit individually. One child  said, “Ubuntu, how can one of us be happy if all the others are sad?” 

Ubuntu in the Xhosa culture means: “I am because we are.” 

May all of us at St. Anne’s make this community greater, knowing that it is not just about ourselves; no, we are stronger and better because we strive to enrich our world together.

Today, we have the pleasure of sitting down with Ginny Jaccaud, the dedicated President of the Parents' Association at St. Anne's Episcopal School. Ginny has been an integral part of the St. Anne's community for six years, bringing a wealth of experience and passion to her role as the head of the Parents' Association. Let's dive into our conversation to learn more about Ginny's journey and her vision for strengthening the bond between parents, the school, and the wider community.

Ginny, can you tell us a bit about your role as the Parents' Association President at St. Anne's Episcopal School? What are your main responsibilities and goals?

The Parents’ Association exists to provide volunteers for the school as needed, fundraise to support future PA events and the school as a whole and provide both social and educational opportunities for our parents and the greater school community.  My role is to ensure that in everything we do, we meet these goals and align with St. Anne’s mission and values.  The PA wants to ensure that our volunteers and school have the support they need and that we provide our parents with meaningful opportunities to connect and engage with St. Anne’s.  As the President of the Parents’ Association, my goal is to help provide opportunities for parents to get involved with St. Anne’s in whatever way that speaks to them.  We are stronger as a community when we all feel connected to our school, and so offering as many opportunities to connect in worthwhile, purposeful ways is important.  

Parent involvement is crucial for the success of the Parents' Association. How do you encourage and engage parents to actively participate in the association's initiatives and events that not only foster a sense of togetherness among parents but also contribute positively to the school's atmosphere?

All parents at St. Anne's are automatically members of our Parents’ Association, and all events are open to everyone to attend.  We welcome parent involvement in whatever capacity meets each family’s needs and interests, whether it is just attending the events or assisting in facilitating them.  We support the classrooms and library by coordinating volunteers, we support our teachers with breakfasts and coffees, and we support our parents and our greater school community by providing educational and social opportunities. Parents can choose how involved they would like to be, and many events are just intended for gathering and connecting as a community.  As a board, the Parents’ Association is constantly thinking of the community as a whole and how to plan events that feel accessible and inclusive for all of our parents.  

Building a strong sense of community often involves connecting with the broader community outside of the school. How does the Parents' Association engage with the local community or contribute to causes beyond the school environment?

As a community, we are so fortunate.  When looking at our founding values, we are reminded that we are part of our school community and a greater community.  Many families seek opportunities to show their children that they are part of something bigger than themselves.  The PA’s Outreach Committee allows opportunities for our parents and families to serve our broader community while connecting with our own.  The Outreach Committee partners with local organizations to provide opportunities for our families to volunteer.  These are fun ways to gather together while making an impact and teaching our children about the greater world as a whole.  

Lastly, what advice would you give to parents who are interested in getting more involved in the Parents' Association or taking on a leadership role within the school community?

If you want to get involved with the PA but are unsure how to do so, please contact me or any board member, and we can help you find a place for you!  If you did not sign up for something you would like to be involved in, it is not too late to do so. There is a form on the St. Anne’s website that you can complete to get involved.  We will ensure you get added to the communication for the events and groups that interest you (https://st-annes.org/volunteer).  Start by getting involved with what interests you, try different things, and grow from there! 

Ginny's dedication to fostering a vibrant and engaged parent community at St. Anne's is truly inspiring. Through her leadership and the collaborative efforts of the Parents' Association, parents are finding meaningful ways to connect with the school, contribute to its success, and extend their impact to the broader community. As we wrap up our conversation, Ginny's words of encouragement to parents interested in getting involved within the school community serve as a reminder that there's a place for everyone to make a difference. We look forward to witnessing the continued growth and positive impact of the Parents' Association under Ginny's guidance. Thank you, Ginny, for your commitment to St. Anne's and its community.

Working as an industrial designer, Schuyler Livingston ‘04, utilizes his design skills and creativity to bring innovative products to life, including the creation of medical devices, furniture, clocks, toys, outdoor gear, mountain bikes, and more. 

Industrial design is the practice of creating and developing concepts and specifications for products that are intended for everyday use. It's a dynamic field that has undergone significant changes over the years. In the early days, industrial design was primarily focused on aesthetics and creating visually appealing products. Today, the field has evolved to prioritize user experience, functionality, and sustainability.

Schuyler’s passion for design began at a young age. One of his fondest memories at St. Anne’s was in Rick Sigler’s art class crafting a woodworking project with a classmate, Tucker Larson ‘04. “I remember we grabbed some blocks of wood and began engraving them with a dremel tool,” Schuyler recalls. “This evolved into a full on landscape with water features built from hot glue and wood engravings of fishermen and trees. As the classroom filled with the smell of burnt wood, Mr. Sigler wondered what the heck was happening at the far side of the room.” Today, Schuyler and Tucker’s woodworking project (pictured below) is still prominently featured in the middle school building right inside the main atrium doors. “I realized through this project that I had an affinity for designing and building,” Schuyler reflects. 

Throughout high school, Schuyler continued to fuel his passion for design and arts while also excelling in math and science. As college approached, engineering felt like the most obvious next step combining his skills in math, science, and art. However, Schuyler quickly realized that he longed for more creativity that was missing from the engineering world. Instead, he decided to enroll in the Industrial Design program at Metropolitan State University of Denver (MSU).

“I didn’t fully understand the field of industrial design until I was already a year into the program,” he admits “I just knew I enjoyed working with my hands, being creative, and finding solutions for real-life situations.” As it turns out, industrial design was a perfect fit for Schuyler, launching him into his career working for (with a team of fellow designers and engineers at) Link Product Development, a Denver-based design studio. Schuyler particularly enjoyed the furniture design projects at MSU and continues to pursue this passion in his free time. 

Working remotely while living in Seaside, California, Schuyler designs a wide range of consumer products. “The design process involves extensive research, ideation and sketching, mockup development, and prototyping, all culminating in the final production,” Schuyler explains. “To be successful in this field, you need to study people in everyday life and figure out how to solve the problems they encounter. It's about designing products that are not just aesthetically pleasing, but meaningful, serve a functional need, and meet the expectations of a target market.” 

Industrial designers need a combination of technical and soft skills. They need to be proficient in computer-aided design software, have excellent communication and collaboration skills, and be able to work in a fast-paced, constantly evolving environment.

Schuyler was able to teach himself many of these skills at a young age (which was complemented by his formal education at MSU). Now, all St. Anne’s students will be able to develop these skills in St. Anne’s new Innovation and Design Center. When Schuyler learned about the plans for constructing this new space, he was eager to hear more about a space he would have thrived in as a St. Anne’s student. 

These collaborative and creative workspaces provide students with access to tools, materials, and equipment for designing, prototyping, and building. They offer a supportive environment for students to experiment with new ideas and technologies, and to collaborate with others to develop innovative solutions. “I look forward to the construction of the Innovation and Design Center and would love to come back to campus to work with students once it’s complete!” Schuyler stated.

Overall, Schuyler's success as an industrial designer serves as a testament to the power of a strong foundation in creative freedom and hands-on learning, such as one that St. Anne’s hope to build upon with our new Innovation and Design Lab at St. Anne’s.

Check out Schuyler’s industrial design projects and woodworking creations on his website: You can check out his woodworking projects at www.schuylerlivingston.com!

Dear St. Anne’s Families, 

Thanksgiving is, without a doubt, my favorite holiday. I get to sleep in a little, ride my bike in the cool air, eat delicious food, nap, watch sports, and play with my kids all day. . . and that is what you’re supposed to do? Sign me up! Yet, the reality is it is more than just a day to over-eat.

As I drove west on Hampden this morning, I saw mountains with morning sunshine blazing upon them. I thought to myself, Wow, I get to see this every day and work in a school where I can,hopefully, positively impact the lives of so many. My children spend some of their most formative years on top of that hill. A tremendous wave of gratitude came over me. 

During the all-school chapel last week, I spoke with the school community about gratitude and how gratitude is more than just saying thank you for something that someone gives you. It is a mindset that even when we have tough days, weeks, or even years, we have much to be thankful for. Having a home to go to with people who love and care for you is more than so many have in our world, country, state, and city.

Did you know it is scientifically proven that gratitude will make you happier? How? By actively thinking about the things for which you are grateful, you are actively thinking about the things that make you happy. In turn, this act makes you feel happy.

My college lacrosse coach, a member of the Mohawk Nation, used to say to us during early morning practice, “What are you upset about? You woke up today. You’re healthy today. You are living your life today. Be grateful for it.” I used to roll my eyes every time he said that, but now, I get it. I asked the students to write a note to someone about something they are grateful for and either give it to that person or post it in their locker or at home as a reminder to be grateful. I plan on doing the same myself. 

No matter one's faith tradition or other beliefs, I believe gratitude is a big piece of any core value. As we head into the holiday season and I come to know and understand more about this school community and its students, teachers, and parents, I have a tremendous sense of faith in St. Anne’s to know we are all here for the right reasons and will continue to grow our children together as a community. For that, I am grateful.

Have a wonderful and grateful Thanksgiving.

Go Cyclones!

Chris

Every year the annual National Association of Independent School Conference draws amazing keynote speakers and holds fabulous workshops which inevitably lead to me walking away both with new ideas and perspectives, but also inspiration for our work at St. Anne’s. This year, Frans Johansson, author of The Medici Effect, was among the keynote speakers and his remarks on innovation, prompted me to immediately go out and devour his accompanying text.

In reading his book and listening to his talk, it was encouraging to see several of his essential ideas for fueling innovation be represented in components of the design thinking curriculum we do in innovations to nurture creativity. For example, he noted the effectiveness of using selective constraints around design to actually spark new ideas. I’ve seen this first hand when our sixth graders design circuit games in science with some parameters on materials or while they were creating architecture projects in innovation. Having to design an underwater hotel or ice cream store in a densely populated city requires you consider specific needs of users you wish to engage. Another key point was the importance of the proliferation of a huge volume of ideas in the brainstorming process. Resisting the urge to jump on the first idea and instead produce more ideas can ultimately help you arrive at an even more innovative creation!  

However, what has most stuck with me from the talk and book has been the specific insights and examples he shared highlighting a direct link between diversity and innovation, two areas that have been passions of mine for many years now. In his talk, Johansson shared memorable anecdotes such as how surgeons were able to improve patient care by reviewing organizational practices of race car pit crews. He relayed the journey of Chef Marcus Samuelsson’s who was born in Ethiopia, adopted and raised by a family in Sweden,  and trained in France, before opening a Michelin star restaurant in NYC with flavor influences drawn from around the world . His willingness to combine flavor combinations in unique ways has led to him pushing the food industry forward. Perhaps my favorite story shared was how architect Mick Pearce in Harare, Zimbabwe found solutions to design the Eastgate Building, a climate-controlled building, by looking at the way termites built housing for themselves in the same climates. It involved using an intricate system of gradients and vents to keep the temperature constant around 30 degrees celsius while the outside temperature fluctuates between 0 to 40 degrees.  What was clear from each of the three cases, innovation and creative solutions occurred at the intersection of seemingly disparate worlds.

As I consider my experiences working with students and teams at various schools I’ve worked at, I’ve seen first hand how a central barrier to creativity is the tendency to fixate on one solution. That tendency is the product of associations our brains develop from the sum total of our experiences and the voices and perspectives that surround us every day. The more homogenous those experiences and voices are, the stronger the associations that get built between ideas. The stronger the association between ideas, the more likely we ignore other alternatives in designing solutions or thinking of possibilities. Yes, strong associations in the mind can be helpful, making for a simpler, more efficient approach for our brains to manage lots of information. However, too often they are inhibitors to innovation.

So how do we mitigate these associative barriers that naturally exist for us all?  Below are a few measures that I’ve been a part of and which are shared by Johansson.

A)Diversity in group composition:  At St. Anne’s I’ve been part of different critical friends groups, taskforces, committees and think tank sessions. I’ve found when you get people together who bring diverse subject expertise, prior school experience, or backgrounds together, the discussions often yield more complex and sometimes even surprising solutions. This is because they bring their own perspectives which helps mitigate associative barriers that would arise from a homogenous group. At Marcus Samuelsson’s restaurant Aquavit, his 100 employees come from countless different countries around the world. For our students, this provides a great case for intentionally seeking out and working with different people in classes on projects, rather than just your close friends who might think the same way as you. That goes double for our 8th graders who are heading off to high school and will have opportunities to expand their social circles in their increasingly diverse communities. Yes, some norming and agreements may need to be laid as foundation for successful collaborating, but the different perspectives are likely to yield more creative solutions.

B)  Designing solutions from the perspective of the user, rather than your own- This is a principle that is at the core of design thinking and is an essential stage in creating solutions that actually work for the users for whom you are designing. Over the years we've had sixth graders interview preschoolers and kindergartners as a step before building prototypes for the outdoor classroom. We've done an empathy exercise simulating what it's like to have limited mobility when we were designing everyday solutions for the elderly. As a staff when we’ve been building our program at St. Anne’s in the Hills and trying to iterate the program, curriculum, and logisitcs, we’ve been conscious to interview and survey students and faculty about their experiences. I have also found that by faculty doing training that has put me on the low ropes elements, we all have a greater appreciation for the experience and feelings of our students, thereby better allowing us to scaffold and design our trips.

C) Nurturing divergent and alternative uses for objects to overcome the cognitive bias of functional fixedness - Functional fixedness refers to the mindset of being unable to see other uses for an object beyond its primary use. Alternative use exercises like finding ten different ways to use a paperclip help counteract functional fixedness. For example, a paper clip can be used beyond clipping papers together such as a tie for a bag or screwdriver for a loose screw on glasses to even jewelry! While the practice of generating lots of ideas is important, ultimately what is more important is to simply not have one chain of thinking.

D)Exposure to a variety of experiences:  Part of what is so impactful in our students’ experiences is the breath of classes they get to take at St. Anne’s. Beyond science, social studies, English, and math, are students can take world language, learn about world religions in chapel, support various communities outside St. Anne’s through outreach, and education at St. engage in cultural competency curriculum. Add in the outdoor education and a robust art offering and are students are put into a variety of environments from which to draw inspiration and make connections. When I see the creative content our 8th grade students are producing as artists, musicians or actors on stage, I’m reminded of the role of variety of experiences they are gaining are influential in the creative process.

In a world where content creators are becoming increasingly more valued than content consumers, helping students see the value and role of diversity in innovation is essential to their growth. It is also vital for us as adults to keep in mind as design and provide experiences for our students to nurture their perspective.

Throughout this fall, I have found myself immersed in conversations and learning environments that share an unmistakable thread.  Earlier this fall, the National Association of Independent School’s quarterly magazine arrived in my mailbox with a spotlight on Diversity, Equity and Inclusion (DEI) work in independent school communities. On October 12, a group of St. Anne’s 7th and 8th graders attended a full-day diversity and inclusion leadership conference where they participated in honest conversations about stereotypes, the media, bias, racism and more. The next day, I attended the CIRCLE Conference on inclusion and diversity at the Colorado History Center, an event drawing over 100 educators from the Denver area. Less than two weeks later, St. Anne’s administrators and board members invited renowned DEI consultant, Dr. Derrick Gay, to lead them in a half-day workshop on Cultural Competency. October 26, Eli Saslow, Pulitzer Prize winning author of Rising Out of Hatred, and son of a former St. Anne’s teacher, spoke to our community about reporting, and what he learned in the writing of a story about a white supremacist who experienced a change of heart and mind.  Finally, on Halloween, a group from the Colorado Shakespeare Festival performed an abridged version of Macbeth and held workshops for our middle schoolers around the importance of being an upstander.

The frequency and similar theme of these events have reaffirmed in my mind the importance of the added emphasis we’ve been placing on diversity and inclusion work at St. Anne’s over the past several years. But while our recent efforts from the growth of affinity spaces to the normalization of DEI trainings have served us well, we know that this work must be ongoing and unrelenting for us to continue to be an inclusive community.  Nationwide, school communities are realizing this same understanding and are also creating a variety of spaces both in and out of the classroom to have purposeful conversations around race, gender, religion, sexual orientation, identity and more. I firmly believe, though, that those conversations are more successful and valuable for all involved when a tool box of understandings and cultural-competency skills is possessed by those participating.

But what is cultural competency? It is certainly a phrase gaining a lot of attention, and while there are variations in how people define it, I rely on a definition that considers two components. The first is an inward reflection and understanding of our own identities, biases, and privileges, and how that influences our own world view. The second component refers to our ability to communicate and interact with those of cultures and identities similar to and different from our own. I’ll go further and share that I believe cultural competency also should include having a positive respect and appreciation for the differences of people of all backgrounds. With each generation getting increasingly diverse across all social identifiers including race, gender, and religion, it is important to me that as a school we are not only providing a welcoming environment for all students, faculty, staff, and families, but that we are also empowering our students to go out and create welcoming environments outside our walls as well.

In the middle school this year, both the sixth grade spring curriculum and seventh grade fall curriculum will include a dozen classes focused explicitly on building our students’ cultural competency toolboxes. This includes doing simulations and activities followed by candid conversations around bias, privilege, identity, and allyship.  Prior to beginning each class, we review ground rules around assuming good intentions, respecting differences of experiences, speaking from the “I” perspective, confidentiality, and an understanding that “what’s learned here, leaves here.” Below, is just a sample of the key understandings we hope to instill in our students as part of this curriculum:

1) We all have biases or inclinations that have been formed as a result of experiences or messages from media over time.  Most biases we are unaware of, and without reflection, they can have adverse impacts on relationships and experiences we have and could pursue. Everyday bias includes a boy not pursuing a school club because he feel that “only girls sign up.”  Not exploring a certain school for high school based on a few people you know that you do not like or because of chatter you heard from someone who went is a bias we try to counter in our 8th grade high school support process. Being aware of one’s own biases allows us to take action, which is essential to having inclusive communities and allowing us to pursue diverse experiences. Examples abound in the real world of anti-bias measures that have led to positive impacts. For centuries, orchestras were entirely dominated by men, but once they used blind auditions and had applicants remove their shoes (the heels, they discovered, made noise on stage that preserved gender bias), the orchestras became much more balanced gender-wise.  There are many studies that have shown racial biases can dramatically impact a hiring process, which has led many companies to explore concrete practices aimed at mitigating that bias. Beyond being aware of our own biases, a particularly critical skill today is being able to detect biases from sources of information. Knowing whom the story is coming from is often as important as knowing what story is being told.

2) When it comes to identity, we only see and often only know the tip of the iceberg of other people’s identities. Not only are certain aspects of others’ identities not always visible to the outside world, but sometimes people choose not to share parts of their identities for various reasons. The iceberg analogy proves to be a powerful reminder that what we see is only part of the picture, so taking the time to get to know others’ stories can help us have a greater appreciation for the complexities and intersectionalities of our different identities around race, religion, ability, family structure, gender, sexual orientation, and more. When asked how Eli Saslow gained the trust of those about whom he was writing stories, Eli shared, “When you invest time in people and show them that you are genuinely interested in them, they trust you.”  Building trust can lead to the foundation of a relationship. When we develop relationships with those that share different identities from our own, it can help us counteract hurtful and inaccurate biases in ourselves and others as evidenced in his story. Moreover, it can build empathy for others and encourage us to make better decisions about our behaviors, comments and humor that shape how welcoming an environment we are creating for all.

3) Privilege refers to more than just having greater economic means. It can include unearned benefits that we do not have to think about in certain situations. At 6’7” and with a booming voice, I do not have to worry about whether I’ll be able to see at a concert or if I can get everyone’s attention in a room if I want to speak to a group. As an able-bodied person, I have the privilege of not wondering whether there is a ramp to get to the front door of a party I get invited to attend. For years following the attacks on 9/11, I began to expect to be selected for additional “random” screening at airports while my white friends would pass by and not worry.

Privilege comes in a variety of forms and plays a significant role in how we experience the world, and very often, we are unaware of both our own privilege and that which others may lack.

4) In order to be an ally to someone who lacks privilege, you must first be aware of your own privileges.  The phrase, “Sometimes you’re a caterpillar, sometimes you’re a snail,” has proven to be a “sticky” mantra  from this fabulous video which speaks to how all of us have times where we have privilege and other times when we lack it. When we have privilege, it doesn’t mean we need to feel guilty, but it does mean we should be aware of it.  After all, being aware of our privilege and how not everyone experiences it can allow us to be better allies. Being an ally means being a good listener, a safe space, and not being a bystander. An ally knows that if they are willing to speak up or take action, it can have a positive impact on how others feel about their identities and the sense of belonging they experience.  Allies know that being an ally is an everyday thing, not just when it is convenient.

As mentioned, this is just a sampling of the conversations we’re having as we try to build the toolboxes for ourselves and for our students. We are still learning and have plenty more work ahead for us in our training, our curriculum, and our programming. As a PS-8 school, our students may not leave us with a Master’s Degree level proficiency in cultural competency. However, I do believe the time and space we are providing them will help them have a stronger sense of self, be an ally and supportive space for others, and have an appreciation and respect for differences of all people.

 

 Since my days in high school, my father and I have talked about taking a father-son trip to Machu Picchu.  Twenty years later, the stars aligned for us to realize that dream this summer and explore a place that is equal parts breathtaking, inspiring and spiritual. It was an unforgettable journey, made more special by the relationship we have with one another. Since returning, I have reflected on countless memories of hiking ruins together, learning about Incan culture, and catching up over conversations at local restaurants.  Part of the joy of the trip came from our experience with those who guided us at different parts of our journey. As I consider the school year ahead, I have found myself drawing many parallels between the care and stewardship provided by our guides, Joel and Martina, and the nurturing support of the amazing faculty and staff who will help guide your children’s journeys in middle school this year.

 Though our time together was short, our guides’ impact on the trip was unmistakable. I was grateful and most impressed by how Joel and Martina balanced their sharing of insights into where we were traveling with taking the time to get to know both my dad and me. When our guide learned that my dad grew up in a small village in rural India, he continued to seek out my dad’s personal stories. This had a particularly powerful impact on my dad, who felt a greater sense of belonging in a foreign country and was able to draw connections to his own experiences growing up in a rainforest in India. Our guides brought plenty of expertise throughout the journey on everything from geography, to restaurant recommendations, to never-ending content knowledge on the Incans. However, they also were very intentional about giving us some time to reflect and pause, taking in the different places and their meaning, especially while in Machu Picchu.  I also appreciated how they considered the different needs and wants of both my dad’s and my experience. From conversing in only Spanish with just me (while speaking English to my dad) to finding an Indian restaurant in Cusco to appease my dad’s withdrawal from Indian culinary spices, the guides were able to differentiate our experiences.

At St. Anne’s, our teachers are far more than providers of content to our students because young people need more than that in their school experience. Our middle school teachers truly love working with middle schoolers, beginning by getting to know their stories so they may have a greater appreciation of them and be able to best challenge and engage them.  With classrooms of students who possess such diverse experiences and backgrounds, I admire the ability of our faculty and middle school staff to support the different journey of each child. Part of that journey will involve being there for the "aha" moments and transformative growth that will happen while performing on stage or writing that first research paper. Also part of that journey this year will be helping your child navigate the inevitable challenge that will await them, be it academic, artistic, social, athletic or emotional in nature. Just as they will be there to celebrate and reflect on the successes, our teachers will be there to listen, process and help empower students to problem-solve or seek out the help they need. Though every child’s journey is unique, our experienced faculty have developed a great perspective and loaded toolbox from which to draw for all students. Middle schoolers crave independence as they develop their decision-making skills, and I admire how our faculty provide the encouragement, listening skills and mentorship to push them in safe ways out of their comfort zone.  

Over the course of the year, our faculty will serve as teachers, yes, but also as coaches, advisors, club leaders, and literal guides on outdoor trips.  As we step into a new era of expanded programming at St. Anne’s in the Hills, our center for outdoor and environmental education, it is such an honor to be a part of a faculty who possess natural skills as guides and understand the importance of how to check in, differentiate, and support a wide variety of students in their growth.

 So, as we wrap up an abbreviated first week, here’s to a great adventure ahead for us all!

-Sumant Bhat

Head of Middle School

Right before we left for Spring Break, I was so fortunate to join our 8th graders mid-trip in Washington, D.C. It was my first time on this rite of passage trip with the 8^th grade, and what an experience it was! Throughout the six days, our students were “device-free,” a quality that was incredibly uncommon amongst the countless other student groups I saw while we were out there. The unplugged week not only led to our students engaging with one another in new and authentic ways, but it also allowed them to better engage with the history that surrounded them at every corner.

For the non-historians, often our connection to historical events is rooted in remembering where we were when the event happened, whom we were with, and how it made us feel. This is so true for me since I recall both events that were both enthralling and emotionally distressing. For me, those events ranged from my hometown Chicago Bulls winning their first title to the Berlin Wall coming down to watching the events of 9/11 unfold from my college common room.  Those events were part of my life experience and bring back feelings of anger, fear, exhilaration, confusion and hope. As I think back to my middle school years, I remember learning about what were relatively recent events like the Civil Rights Movement, which had happened only twenty-five years prior to my learning about it. I had researched it and done a presentation on that period which I remember seemed so foreign and distant from the present-day world I was living in, leading to a more intellectual connection with history for me. No matter your age, I think we have all had experiences like this with both history that we were a part of history and history that we have viewed as a distant observer.

Part of my great enjoyment of the D.C. Trip can be attributed to the frequent opportunities for students and me to foster more than that aforementioned intellectual connection with history.  At the Newseum, we had a chance to walk through a gallery of Pulitzer Prize-winning photographs from major events in our history. The ability of these personal photographs and their accompanying captions to capture the raw emotion for events that I was not alive for had a palpable impact on me, bringing me closer to moments which I know carry meaning and have shaped the lives of so many in ways that I can only hope to comprehend. Watching news footage of people covering this event and seeing their reactions also provided new windows into these historical events, which I am grateful for.

On the day we walked on the National Mall up to the steps of the Lincoln Memorial, we were able to pass the exact location where Martin Luther King, Jr. gave his “I Have a Dream Speech.” I was ableto pull up on my phone pictures of the countless supporters MLK was looking at when he delivered his speech, which struck a chord with the few students who were around me at the time. Given the lack of social media to spread the word, the gathering to fill such a large space spoke volumes of how important it was for people to be there.

War memorials also proved to be powerful experiences for our 8^th graders. While you can certainly read and remember a fact about the number of lives lost in a war, seeing the number of names listed on the wall and standing feet away from the relatives looking for a name helps bring those numbers into a human context. We, too, had multiple 8^th graders look for relatives at different memorial sites and at Arlington Cemetery, but even those who didn’t seek a relative walked away with a sense of scope for the magnitude of these wars. 

Near the end of the trip we visited the Holocaust Museum. Our 8^th graders had already been provided exposure and some key background knowledge to help them in the processing of the experience that would await them.  However, the photos, letters, personalized stories and artifacts provided a glimpse into this painful part of history. Many students who finished somewhat early also took the time to talk with an actual Holocaust survivor who had set up a table in the atrium of the museum to share his stories. The number of survivors is dwindling by the day, but hearing from someone who survived the Holocaust reminds us just how recently it really happened and that it is not a part of ancient history, despite the black and white photos that capture this time period (or how much we wish it to be so). The intensity and forced traffic flow of the museum does leave an indelible mark on a visitor. I felt equal parts solemn and shocked that the Holocaust could go on for so long.

Now that I’ve been on the trip, I can see why our students remember it well beyond their years at St. Anne’s. In fact, at a recent St. Anne’s alumni event, there was no shortage of stories and moments remembered, even amongst those who graduated well over a decade ago. Yes, there will be plenty of stories documenting the chocolate fountain at the Golden Corral, staying up to watch epic March Madness games, or even the souvenirs students picked up at any and all gift shops. However, having been on the trip, I am confident that our students will also take away with them a greater appreciation and connection to our history, therein setting them up to more readily take in the intellectual content that awaits them in their future studies of history.

Creak. Thud, thud, thud.

  “Abby, wake up!” Henry said excitedly.

I opened my sleepy eyes just enough to see out of and flinched a little. Henry was so close to my face I could count his eyelashes.

  “What do you want?” I asked him sleepily, still not fully awake.

   “It’s Christmas, come on!” He responded, a hint of desperation in his voice.

I checked my bedside clock. It read in large, red letters, 6:30 a.m.

  “Henry, are you crazy?” I asked, “It’s 6:30!”

Finally, he yanked me out of bed, throwing the warm sheets off of me.

I timidly pushed open my door and looked around.The hallway was quiet, and shadows of furniture fell across the wooden floor in the sitting room. A faint whir could be heard from the heating unit. Outside, I could see snow falling slowly, twisting and twirling like beautiful ballerinas. As we rounded the corner of the hall, I felt my stomach flutter with excitement. Christmas was here!

Finally, we found what we were looking for. Nestled under the tree and piled by the fireplace, on chairs and the coffee table, were presents of all shapes and sizes. Packages with glossy wrapping paper, delicate bows, their silky folds tied into perfect knots, shiny tins promising delicious treats, stiff bags decorated with Christmas trees, fairy lights, and Santa hats, and finally, four knit stockings bulging with tiny treasures.

I looked at Henry. A smile crept across his face, making the edges of his mouth crinkle a little. As I stood, I realized how lucky I was to be there, snow falling outside, a warm house to live in, and presents of all kinds in front of me.

As two players on the St. Anne’s basketball team that played during halftime of the Denver University Basketball game on December 5, we wanted to share a recap of the St. Anne’s Night event.  Before the game started, the Denver University coaches gave us a tour of the locker room. We learned a lot about athletics at the college and got to see the cool facilities. A couple of minutes before the game started, the St Anne’s Middle School Choir came onto the court and sang the national anthem! They sounded  really good and had practiced a lot on that really difficult song! Five minutes before halftime a Denver University staff member came and brought us courtside. When the first half was over, we took the court and began to play five on five on the actual court! We were nervous, but when the game started, it all went away. The team made quite a few baskets for the time we were given. It was really exciting when we made two three point baskets. I think that we put on a good show for everyone in the crowd.  It was tiring running up and down the extra long court tons of times, but it was also lots of fun.

We really enjoyed this experience! It was so cool to be on the same court that Division 1 teams play on. Plus Denver University ended up winning the game against San Jose State. Overall it was very fun, and we hope future grades can do this too!

For every middle school student, there are myriad experiences ahead for them both in school and out of school that will be new and push them out of their comfort zone. From going downtown to the Soup Kitchen, to working with a group of people at the Memory Care Center, to selling Holiday Greens for their 8^th grade DC trip, these new experiences provide different levels of challenge for our students.  The importance of cultivating risk-taking and courage to be successful in these situations seems to be frequently highlighted, but another critical key is the quality of the framing that occurs prior to that experience.

What do I mean by framing? Framing is the scaffolding you provide prior to an experience to set a student up for success.  A good frame provides basic information about where, what, who and why. Though I prefer to have more time, I’ve found that even a few minutes of discussion, highlighting of key information, and listening to questions from them can make a radical difference for my students.

Framing an experience is so important when working with young people because it provides a focus amidst what can be a new environment with a lot of new faces, surroundings, stimuli and feelings.  As adults who are often providing the frame, we can sometimes forget what it was like to NOT know and to go through something for the first time. As a result, things we think will be challenging for our kids might not be, while things we don’t anticipate to be challenging become real sticking points. When we provide a frame and give a space for asking questions that are actually on the mind of our kids, we can help alleviate stress and anxiety that is often unnecessary but that exists nonetheless. We can help prevent them from getting stuck on certain aspects that make truly immersing themselves in the experience more challenging. Prior to going to the soup kitchen for the first time this year, we shared with kids information about what soup kitchens were and the population they serve. We told them what jobs they might hold, how long it would be, and why we give up time in our school day to participate in this program. However, we also shed light on questions that middle schoolers would be worried about like what they would do for their own lunch since they leave during middle school lunch hour. This, coupled with stressing that our time was about focusing on the people we serve and not on one another or who gets to hand out the dessert, really set the table for the experience.

This afternoon, we had a group of ten 8^th graders who chose to give up part of their lunch hour and all of their study hall time to spend time with autistic students from the Joshua House as part of a socialization program to help their kids get ready to enter a more traditional school environment. Our kids were patient, enthusiastic, positive and very supportive.  They deserve kudos for stepping out of their comfort zone and showing courage in this new situation. However, I also know that having faculty from the Joshua House come over twice to share insights about autism, help them gain empathy, show pictures of the kids they would be working with, talk about tips and the kinds of activities we would be doing, and answer questions our students had, played a huge role in the success and enjoyment of the experience.

So, the next time you have the opportunity to frame an experience, here are a few additional suggestions:

1) Find the balance between sharing enough info to give them a frame without getting so granular that the focus gets lost.

2) Be sure to ask them what questions they might have after you share some details. Don’t be surprised though if they ask a question that seems less than essential. It doesn’t mean they are not taking it seriously or are committed to it. Honoring what is on their mind and addressing it can ultimately help them better focus on what is important.

3) If you’ve got another child or a friend’s child who has been through a similar experience, have them share out their experience when appropriate. Whether we like it or not, hearing from another peer the exact same thing as what we would say as adults can prove more impactful. We use this model at school at times, bringing an 8^th grader in to talk with sixth graders on a topic like responsible use of technology.

4)You don’t need to say, “Don’t be nervous.”  New situations are bound to lead to nerves, and you can help lower them by honoring the feelings they may have. You can mention how you understand how they might be nervous, but that the value of what they are going to do/the difference they will make is worth that initial butterflies.  Sharing a similar experience where you were nervous too but persevered and were grateful for having done so, also can be effective.

5) Follow up the experience with a reflection, feedback, and a pat on the back. Using the initial conversations about the frame as reflection points can really help shape growth and what they take away from the experience. It doesn’t have to be that day as often middle schoolers might not be ready to have processed it and will resist initial prying. Perhaps the next day over dinner!

I’ve found over the years of working with middle schoolers that they are so capable of reaching the bar, even when it is set quite high. We must not underestimate them, but we must also provide the framing so that they are well-positioned to get the most out of their experiences. Simply saying, “Be on your best behavior,” or “Do you best” does not provide the information they often need to be successful. We cannot only place expectations on our kids. We must scaffold their learning as well.

Dear Parents,

As the world of technology expands and becomes more and more accessible by everyone, we find it to be more and more important to have open conversations on how to manage everything that goes along with it. What device is right for you? What computer is right for your children? When is it appropriate to use a device? These are just some questions that we ask ourselves. One question or topic that comes up in conversations quite often is about ways to monitor, protect and keep children safe while using the Internet. We put together the following findings from our research on this topic. If you have additional resources that should be shared, or if you have found success using any of the monitoring and blocking parental controls listed below, please let us know. In addition, we will continue to BLOG on topics of interest to you, so be sure to email us with suggestions on other topics.

Technology at Home – 10 Considerations

   1.   Define your family’s Technology Principles – What are the main reasons we want to have balance in our lives regarding screen time and other activities?

   3.   Designate device-free family time.

   4.   Schedule device-free social activities such as sports, lessons, and volunteering.

   5.   Consider taking devices out of the bedroom during sleeping hours.

   6.   Create a screen time or media contract. (See resources below.)

   7.   Be an educated parent. (See organizations below.)

   8.   Stay abreast of the latest trends through email newsletters. (See recommendations below.)

   9.   Share and connect with other parents.

  10.   Deploy monitoring and blocking strategies in your household.  (See resources below.)

Screen Time Contracts

Screen Time Contracts from Screenagers

Common Sense Media Family Media Agreement and Device Contracts

Organizations

Common Sense Media - Empowers parents, teachers, and policymakers by providing unbiased information, trusted advice, and innovative tools to help them harness the power of media and technology as a positive force in all kids’ lives.

Family Online Safety Institute - International, non-profit organization that works to make the online world safer for kids and their families. 

Psychology Today's Parenting in a Digital Age - This blog explores how parents and children might live together meaningfully in a digital age.

Richard Freed, Ph.D. - Child and adolescent psychologist, speaker and author of Wired Child: Reclaiming Childhood in a Digital Age.

Email Newsletters

Safe Smart Social – Monthly social media tips and updates

Screenagers Tech Talk Tuesdays – Tuesday emails with conversation starters about social media, research, tech tips and much more to incite a dynamic conversation with your kids

Common Sense Media - Age-based movie reviews, app recommendations, and more

Monitoring and Blocking

ARTICLE: Everything You Need to Know About Parental Controls – Great overview of how it all works

Microsoft Family Safety – Block sites, set time limits, and see activity reports

Circle with Disney - Filter content, limit screen time and set a bedtime for every device in the home

OurPact - Mobile guidance for your family, available for iOS and Android
Screen Time - Parental controls for iOS, Android and Kindle devices
Curbi - Parental controls for Android and Apple mobile devices
ParentKit - Control and schedule what is on your child's iPod, iPad or iPhone
NetSanity - Parental controls for iOS
FamilyTime - Parental controls for iOS and Android
Net Nanny - Parental controls for Android and iOS
Mobile Fence - Parental controls and GPS tracking for Android devices
Verizon Family Base - Monitor wireless activity and set usage limits
AT&T Parental Controls - Manage internet and email activity on computers
T-Mobile Family Allowances - Manage minutes, messages and downloads on phones

How to turn on Parental Controls on an iPad, iPhone, or iPod Touch

How to turn on Parental Controls on a Mac with OS Sierra

How to set up Parental Controls for Xfinity Internet

Thanks,
St. Anne’s Technology Department

Glen Worthing

Jennifer Worthing

Two weeks ago, I was in Baltimore presenting at the National Association of Independent Schools Conference on the topic of “Making Your Core Values Visible.”  It was a great opportunity to share so many of the ways St. Anne’s makes a concerted effort to holistically inculcate many values, including respect, kindness, integrity, perseverance and honesty, through programming, curriculum and teachable moments.

One part of our approach includes proactively promoting values and finding opportunities to practice them consistently through experiences such as outreach, writing appreciations to staff and one another, and working with younger students through our buddy program. Daily practice of values builds muscle memory that fosters St. Anne’s graduates who are empathic and kind citizens that enrich their next communities. For those that have not read it, I would highly recommend the book Unselfie which amongst other things, speaks to the many ways we can help nurture empathic kids through daily practice.

Perhaps the strength of our approach, though, lies in a community of teachers, advisors, staff, trip leaders and coaches who are all committed to talking about core values in every aspect of school life.  Respect isn’t something that should be limited to advisory or a character education class. It is an essential part of the education that happens on trips, such as the 6^th grade end of year trip to St. Anne’s in the Hills, where Mr. Bird teaches respect through trail etiquette, not disturbing nature and leaving places better than when you arrived. Watch a basketball game coached by Ms. Jordan or Mr. Amend and you’ll not only hear an emphasis on defensive schemes, but also lessons on playing with sportsmanship and treating the other team with the respect they deserve. Even in the dining hall you’ll see our staff, led by Ms. Jones, reminding students to say “please” and “thank you.”  At school, at home, or over spring break, we always have opportunities to have conversations with our kids about values, helping build their understanding of these lofty terms through practice and discussion.

Regardless of where the conversations happen, as adults I believe we must be mindful of the way in which we have those conversations. A major tenet of my presentation to other educators was that we must not rely solely on a list of “Do not do’s” to guide and grow adolescent behavior. After all, it is impossible to remind and direct kids of every single thing they should not do. And when we tell them to not do something without proper rationalization and context, the reality is we have merely piqued curiosity of the developing adolescent brain. None of us wants to raise kids who are going through life worrying about all the possible missteps they can make. So, we must cultivate an understanding of values so that our kids may use them as a road map to navigate the many new situations that await them in the world.  

There’s no question that it is much easier to teach from successful demonstrations of values. But when you have a school that brings together over 400 children in the same space for eight hours each day (or a home with one or more kids in your family), the reality is there are going to be instances when our kids fall short of embodying those values.  While we must enforce boundaries, we must also view these instances as invitations to discuss our core values. “Inappropriate uses of technology” is listed in our handbook as a violation of our student expectations, but when a student makes that mistake, how do we help them understand why it is written in our handbook? Empathy and our core values provide the key.

There are several tools that our faculty use frequently in our conversations with our students that help shift the focus from a “don’t do that,” to an opportunity to construct meaning and understanding of values. The first is the use of intention versus impact. Asking a child about what their intention was or to share what factors motivated their choice accomplishes several things, the most important of which is the deferring of judgment and opening a channel for dialogue. Second, whether the response is “I was trying to express that I was mad at them,”, “I was trying to raise my grade,” or “I was looking for attention from my friends,” it leads to an opportunity for us to help them make a connection between their choice and the values that the choice might not live up to, whether it was kindness or honesty. It also can sometimes provide us a window into feelings and emotions the child is really experiencing. Finally, it tees up a couple of natural follow-up questions: “What do you think the impact of your choice was on your peer/friend/teacher/you?”  In most cases, there’s also an opportunity to shine light on how others not considered might be impacted. Considering the impact on others nurtures empathy and helps them realize how their choices impact more than themselves. “What is an alternative choice you could have made that might have addressed what you were feeling and would be respectful/kind/honest?” Asking this question helps students understand that there is almost always more than one option. Considering the likely outcomes of those alternative options can also provide good conversation and a chance to correct misconceptions and coach good decision-making.

Embedded in all of this dialogue is the notion of separating the child from the choice. Rather than saying “you’re a bad kid,” saying that they made a bad choice reminds the that they had control over their decision and that you see they make lots of other choices every day that are good ones. This kind of phrasing supports a growth mindset where a student can make progress other than a fixed mindset of being incapable of making good choices because they are a bad kid. Our children need to know that we believe in their capacity to be good.  

All of these tools require patience, empathy and time, precious resources which, I realize, are not always available to us on a given day.  At the same time, our kids are receiving inconsistent messages from media, the internet, and even travel sports teams, amongst other places, which demand that we spend time talking about values.

While there is certainly a space and need to be brief and direct with kids about what is and is not appropriate behavior, finding the balance is necessary, as is keeping perspective. It is important for our own health that we remember that, despite our modeling, efforts and reminders, adolescents will learn from making both good and bad choices at different points in their lives, just as we have done. They will also ask questions, push boundaries and challenge us.  Values, after all, are ideas we wrestle with still today as adults, and there are definitely circumstances when two important values may come up against one another, such as being kind versus being respectful. Expecting our kids to be masters at this right away is unreasonable, but it is worth our time. Being thoughtful about how we have conversations with our kids not only can help build trust and empathy, but it also provides a means to teach the values we hold dear and hope to pass on to them. 

Digital Citizenship is a major topic in the St. Anne’s Technology curriculum. The overall goal of this part of the curriculum is to educate the students about the basics of going online and to help them to become safe, responsible, and respectful digital citizens.

Digital media and technology are evolving at a dizzying pace, bringing with them extraordinary opportunities as well as real risks for our students. On the positive side, students are using the immense power of the Internet and mobile technology to explore, learn, connect, and create in ways never before imagined. On the negative side, harmful behaviors aided by digital technology, from cyberbullying to copying online materials without citations, are surfacing in schools and in homes across the country.

At St. Anne’s the students learn about their connections to others through the Internet and to think critically about how they treat others given this great responsibility. The topics the students are introduced to are:

Digital Life: Students in grades 1-4 learn that the Internet is like a neighborhood. They reflect on their responsibilities to this community and to the community members, both online and offline. They also learn the importance of being a good digital citizen and how to be safe on the Internet. We discuss always asking for permission before using a computer or going on the Internet, only talking or sending messages to people they know, and only going to websites that are appropriate for kids their age.

Students in grades 5-8 learn the importance of having a positive digital footprint, how to find a balance between technology and unplugged time, and how to maintain appropriate boundaries so devices do not impact sleep or relationships.

Connected Culture: Students in grades 5-8 discuss what happens when children gang up on one another online and what to do if they experience cyberbullying. Group messaging is covered in grades 6-8.

Digital Communication: Students in grades 5-8 learn how to communicate effectively using online tools by thinking before they post (considering permanence, unintended audience, and replicability). MS students in grades 6-8 use social media apps like Edmodo to let students use social networks in their classes and learn by doing. They also discuss the right medium to communicate/resolve conflicts and what kinds of conversations are better had in person than via text or social media.

Digital Etiquette:  Students in grades 6-8 discuss the concept of oversharing and what kinds of posts are considered too personal, bragging, or trolling (making a deliberately offensive or provocative online posting with the aim of upsetting someone or eliciting an angry response from them).

Respecting Creative Work: Students in grades 3-8 learn about the basic concepts of copyright and how to create online citations. The issue of plagiarism is framed as a matter of respect.

The curriculum emphasizes a balanced approach and celebrates the positive aspects of digital life while teaching students to avoid its potential threats. The Digital Citizenship curriculum is rooted in a model of ethical thinking that starts with the self and moves outward to encompass the entire community. Through hands-on activities, role-playing, and classroom discussion, the students are asked to reflect on how their digital and online behaviors affect themselves, their friends and family, and the communities of which they are a part.

    If you went back in time and asked the middle school version of myself if he believed he was creative, he would probably have balked at the statement.  No doubt he would respond that creativity was a gene he was not born with and a talent possessed by only those who were artistic. Fortunately, I’ve since learned otherwise and am always seeking ways to pay it forward as an educator, encouraging kids to see creativity as a process which everyone can tap into and access.

    To cultivate creativity in adolescents or people of all ages though, there are often many obstacles. Many share the same perception I held as a kid that a creativity binary exists. People either are or are not creative. When generating ideas, there can be an instinctual desire to fixate on one solution and one right answer, rather than explore a wide ranger of possibilities.  Social pressures and fears can lead to someone filtering their wild and crazy ideas,  undermining a true creative process. A final hurdle is dispelling the notion that creativity is just a spontaneous, unpredictable and individual event, making it unreachable for can be generated through an intentional process.

    Changing our thinking is not easy, but as I wrote last month, I believe fostering a growth mindset is an integral foundational piece for students to understand so they can learn to be creative, rather than requiring a specific gene to be creative.  Flexible thinking can be cultivated in a variety of ways through exercises like the 30 Circles test or simply having to use a variety of everyday materials like buttons and pipecleaners to build prototypes.

    Providing kids tools and an environment for how to brainstorm is also a vital skill in order to ensure that a proliferation of ideas is produced rather than a singular initial solution. Creating ground rules for those brainstorming sessions that defer judgment and encourage unique ideas is critical to overcoming the social fears of looking silly by saying what is on your mind. An important component to that environment is a patience and commitment to providing enough time for multiple ideas to come through as expressed in this fun video. 

    In the middle school innovations program, we do a combination of robotics and design thinking which offer a wide variety of skills that nurture creative and divergent thinking. However, both curricula also teach creativity as a process rather than a spontaneous event. A great example of this came last spring for our sixth graders. The school was in the early stages of exploring the possibility of creating an outdoor classroom for the preschool and kindergarten students. With the Head of School’s blessing, we set forth to dive into a design thinking project to generate some new ideas.

    In the first stage of the design thinking process, our sixth graders spent time observing our youngest students play at recess.Then they had the opportunity to interview and ask questions of them and their teachers which provided empathy and insights about the needs and wants of the primary users of the outdoor classroom space. After a little bit of additional research, they brainstormed ideas to meet the needs and built model prototypes. On the final day of the process, we had our students share their prototypes and explain their ideas to the preschool teachers, maintenance staff, and several administrators.Having participated in this process at every stage including the final presentation, I was impressed with the thoughtfulness and diverse ideas our kids came up with that reflected the ways our youngest students play. There was an empathy and understanding for those needs which is at the heart of the design process. Over the summer, we were able to share some of the ideas that students came up with the actual outdoor classroom designers. While certainly not all of their recommendations were implemented, when the final designs were made, there were elements that you could point to that appeared in some capacity in some of our students’ designs as well.  This fall, when the beautiful outdoor classroom had been built, it was such a treat for those same kids to visit. Now seventh graders, they could see a space that did not exist before and that they had a hand in shaping, a powerful educational experience. Furthermore, they have been involved in changemaking, having a positive impact that would enrich the daily life of other students.

    Though this specific design thinking process happened in innovations, the reality is that many of the design thinking elements occur throughout a kids’ days. It happens everywhere from drama students writing a script and considering the needs and wants of a set of characters, to students designing and executing a lesson plan to teach verbal irony to their classmates in English.  There is no doubt that being content creators and having the opportunity to brainstorm ideas to meet a solution is a powerful experience, but perhaps even more valuable is the opportunity for students to cultivate empathy and thinking about the experience of others. It is the sum of these kinds of experiences that help our students be more comfortable and confident in the creative process in ways that I couldn't imagine when I was there age.

Throughout elementary and middle school, math came very easily to me, and I  excelled in class.  I relished how quickly I could compute answers, delighting in the speed with which I could complete my work. I ended up being accelerated into an Algebra II class in seventh grade where things changed, and the material got hard, fast. I found myself being challenged in ways I had not before in a class where others around me were still thriving.  I remember being fearful of asking for help, questioning my abilities in math and beginning to dislike the subject matter. Math had always come easily, but not anymore. By sophomore year of high school, I had completed AP Statistics in less than stellar form and decided I was done taking math classes in high school or college.

A decade later in graduate school, I remember learning about the research of Carol Dweck around the notion of the growth mindset vs. the fixed mindset. For those unfamiliar with the idea of the growth mindset, I highly recommend this RSA Video by Dweck. In short, Dweck’s research finds that students who possess a fixed mindset, hold the belief that they are born with a set amount of an intellectual trait or talent and that’s that. Others hold a growth mindset where they believe that intelligence and talents can be grown by effort and learning. Looking back on my math experience, I immediately recognized in myself a fixed mindset that limited my growth.

The challenges with having a fixed mindset are many. In my case, I associated having to exert effort, asking for help, and struggling to understand a concept, as a sign that I was not good at math. I figured no one who was bright asked for help, so I didn’t.  I did this in part because I was worried that others might think I was not smart.  For many students, this misguided view of effort and concern about how they might look in the eyes of others are primary reasons they shy away from self-advocating when they need help from a teacher. The fixed mindset also causes students to “rule out” activities and interests because they view themselves as not having ability. Unfortunately this is it based on what is usually limited life experience and preconceived notions, shortchanging kids of opportunities for growth.

This fall in our before school meetings, our middle school faculty spent time as a group delving into the idea of the growth mindset and discussing how we might cultivate it in our students. Not surprisingly, many noted that we must first be sure to model it ourselves. Some ideas included sharing examples of perseverance  in our own lives, embracing our own mistakes when they happen, and being willing to learn new things ourselves no matter how confident we were in our abilities, experience, or curriculum.

In advisory and middle school meetings, we’ve shared this idea with all of our students and teachers and explored examples of each mindset. Teachers have also followed up by having conversations in their own classes. We’re all working hard to correct kids when they say phrases like “I can’t do this…” by responding “You mean, you can’t do this yet.”  This applies in all cases from a student trying to hit an overhand serve in volleyball over the net to nervous students ready to  zipline or a challenging hike to a pesky math problem they can’t quite solve.

Our innovations curriculum in design thinking and robotics is also perfectly suited to cultivate a growth mindset where students learn about the iterative process and how to grow from setbacks. In the arts, it is with intention that we expose students to a trimester of art, music and drama for all three years, ensuring that they do not write themselves off too soon in an area without proper exposure.

In all classes, showcasing multiple approaches to success for a given problem or assignment helps promote an open mind.

With a mid-trimester now under our belts, goal setting can be explored through a new lens. In their reflection of the start of the year, students can look at mistakes and struggles not as a definition of them as individuals, but rather they become places for them to learn from and stretch themselves.  Praising effort over intelligence and pointing to specific strategies and actions helps engender a connection between effort and success.

We are also making an effort to make it visible in our halls. The core value of perseverance you will find on our Middle School Constitution, a copy of which you’ll find in each room. A new display has been put up in the staircase proffering ways to change their mindset by changing what they say and how they respond to challenge. While we do not expect students to walk by, high five and instantly adopt a growth mindset when they see it, we do believe it helps in recalling all our conversations we’ve had. What’s on your walls is a good reflection of what you values I believe.

As parents, you can do several of the same things we’re trying to do as faculty. In particular, modeling a growth mindset and interest in tackling challenging endeavors, praising effort over intellect or talent, and encouraging reflection over the efforts that made students successful all are good measures to consider.

A growth mindset is not fostered overnight, but our hope is that our consistent efforts and conversations in a variety of places will help shape and re-shape our students’ mindsets so that they are poised to enjoy success and make the effort  required to achieve it.

Self-Regulation in Preschool Children

St. Anne's Preschool is adding more strategies to their teaching this year to help their students develop self-regulation through play.  Of course one condition for developing self-regulation is through regulation by adults and others.  Children learn to follow rules and routines.  Adults tell them what to do.  Adults model appropriate interactions and problem solving strategies.  Eventually, these behaviors become internalized. Children learn to follow directions from other peers.  Because there is a bit more choice about doing this, this puts them a bit higher on the developmental continuum.Unfortunately, neither is sufficient to fully develop self-regulation.  Kids also learn by helping others to understand the rules.  Often this appears as tattling.  It is easier for me to tell you what to do than to tell myself.  I may appear a bit bossy, but I understand what to do and am “helping” others understand as well.  Applying the rules to myself requires that I can overcome any negative feelings I may have about complying.  This happens in the third stage of development.In the last stage of development, the child chooses to follow the norms because he/she knows how and wants to.  Make-believe play designed into the thematic centers in preschool encourages self-regulation because children can act out roles and learn to comply with the rules established by the group in a safe environment.For example, if a kid chooses to play “cooking” in the playhouse and decides to bring in horses from another center and play outside of the “rules for kitchen” established by the group, members of the group may remind him/her that “that is not how you play cooking.”  If he/she wants to continue to play with that group, he will have to follow the lead of others.  This naturally occurs when children play and helps develop that third kind of self-regulation.  At its best no adult intervention is necessary.  In a make believe situation kids can practice self-regulation in a safe environment.When you come in as a parent volunteer, notice the situations that support the three stages of self-regulation:

1. Being regulated by others
2. Regulating others
3. Self-regulation

They take lots of time and practice on a child’s part, but it is well worth the effort to set up a classroom so that children can play and have fun while we help them develop these important life skills.  If you have time, take a look at this video about the Marshmallow Test and some of the implications for helping your child delay gratification and become self-regulated.