Now that summer has unofficially ended, and school is back in full swing, The New Century School kicked off the 2019–2020 school year with its annual Back-to-School Night on Thursday, September 5th. The focus of the evening was to meet your student’s teachers and to present the student’s daily schedule, a curriculum overview, and school policies. In other words, students have had 2 weeks to acclimate—now it’s our turn! However, many parents were not able to attend, so this post will outline some of the more important bits of information you’ll need to get ensure a great year ahead.
As TNCS enters its 10th year, it’s worth noting how the school and its programs have expanded and grown to what they are today. Changes each year are inevitable, but TNCS has stayed true to its identity and has successfully weathered those changes, transforming would-be obstacles into opportunities and continuing to grow the student body.
An overview of tips and policies is given here, and specific documents can also be downloaded accessed via the TNCS Parent Hub (as well as Blackbaud—see more info below).
Welcome to the 2019–2020 School Year!
The evening began in the gymnasium of building north with Head of School Shara Khon Duncan warmly welcoming parents, new and returning: “It’s nice to see all of your faces again—welcome,” she began. She next introduced the new staff and elementary and middle school teachers, who then returned to their classrooms to prepare for the group breakouts by division. (Immersed will profile Suzannah Hopkins, Admissions; Lindsey Sandkuhler, K–1; Loretta Lee, 2–3; and Daphnee Hope, 7–8 in the annual “Meet the Teacher” series so you can get to know them better.) Chef Danielle provided tasty refreshments for attendees.
Sra. Duncan then addressed the parent audience and presented four primary points about this school year at TNCS.
Blackbaud Comes to TNCS
Never fear, it’s not a swashbuckling pirate! Blackbaud is a brand-new student information platform rolling out for the new school year. Led by Sra. Duncan, TNCS had been on a quest for an effective, efficient system for more than a year, and Blackbaud rose to the top after a thorough vetting process. Said Sra. Duncan,”with a student information system, we should be able to get information about a student; make queries within the database; and, most importantly, we should be able to communicate with families.” Sra. Duncan gave well-deserved props to Karin Cintron for setting up Blackbaud and getting it out to parents.
In addition to everything Blackbaud will make easier to accomplish from an administrative perspective, like admissions, re-enrollment, and so on, the parent experience will be greatly enhanced as well. The system houses class pages, an interactive calendar, community groups for networking (e.g., class parents, Parent Council, volunteering), resource boards, a newsfeed, links to Family ID and other sites, and more. Throughout this school year and as parents get familiar with it, Blackbaud will become the go-to for just about everything school related. “No more digging back through emails to find out what concert attire is supposed to be,” said Sr. Duncan. “It’ll all be there for you in one convenient location.”
The rollout will continue in a piecemeal fashion, as TNCS administration recognizes that too much change all at once can be overwhelming. This initiative is to help make school processes easier, after all. “I really want everyone to buy in to Blackbaud as our primary communications tool,” said Sra. Duncan. “However, this doesn’t mean that you can’t email a teacher—please continue to do so. Blackbaud is more for our school-wide points of business.”
Communication: It’s Not Just Talk
Speaking of communication, this brings us to Sra. Duncan’s second topic. “Last year was my first year as Head of School, and I learned a lot. One thing was the importance of communication. I really want to beef up communication with parents, but that’s a two-way endeavor.” She urges parents to speak up when they have a concern, not to wait around and let a situation get out of hand or cause bad feelings. “If something’s bothering you, please let us know,” she said. “It’s better for all of us if we can address a problem from the outset and possibly make a difference. You’re not bugging us—these are your children. We’re supposed to be working together.”
Sra. Duncan has a way of getting to the heart of a matter! Keep the lines of communication open through emails, phone-calls, conferences . . . but preferably not during drop-off.
Carline: Ins and Outs
And that brings us to the third topic of the evening: drop-off and pick-up. The most important take-away here is safety. There are children and adults walking about, and their safety is paramount. The carline is a wonderfully convenience for parents, but it only works the way it’s supposed to when everyone follows the rules.
Drivers:The speed limit is 5 mph. Not any higher for any reason. Please obey the traffic directors and their signals.
Walkers:Use crosswalks–don’t walk through the parking lot! Drivers are obeying traffic directors and might not see you. The directors themselves might not see you. Do yourself and your child a favor and use the crosswalks!
Double parking:Don’t do it! You might get ticketed, as police officers are really cracking down on that this year. It also causes numerous circulation problems and causes frustration for TNCS’s neighbors. What is double parking? It can mean temporarily parking next to a legally parked car and leaving your car with the hazard lights on, but it also applies to leaving your car at all anywhere on the street that isn’t a designated parking spot. “It gums up the system,” said Sra. Duncan.
Obey traffic laws:For example, avoid blocking the intersection of Ann and Aliceanna streets.
You may have noticed that Sra. Duncan is no longer directing exiting traffic. Unfortunately, not to mention unacceptably, she was nearly hit three times last year and is not willing to repeat that risk. “I love my life,” she said, “and I would love to continue being Head of The New Century School with my legs intact.”
“I don’t know of any school that has a carline that everyone likes,” said Sra. Duncan, “and it never goes perfectly. But, we all have to work together. We are doing the best that we can to get the students out of the school buildings and into your cars. So, your patience is really important and appreciated.”
Grades Get Real
“I saw way too many high grades last year,” began Sra. Duncan. “While you might think, ‘great—that’s awesome!’, it’s really not. High grades are great only if they are truly earned.” So, she met with teachers to make sure everyone has a clear understanding of what the grades mean. How are children earning their As, Es, and 1s? Indiscriminately serving out high grades now will not serve students well when they move on to high school, and reality sets in. “One, we’re not setting our students up for success with this approach,” continued Sra. Duncan, “and two, we certainly don’t want to get the reputation that we inflate grades.” She also pointed out that students will not try harder if they have already achieved the pinnacle of success. “They need room to grow, something to work toward. There’s room to grow in a B, and it means that teachers will be working with your child in those specific areas.”
“Please don’t panic if you see some honest grades come home. We really want to do what’s best for our students.” Inflate gate deflated! Homeroom teachers will provide more information on grading rubrics.
And that was the gist of Back-to-School Night. More homeroom-specific information will be communicated by teachers, via Blackbaud, and from Class Parents. Enjoy your school year!
Now that summer has unofficially ended, and school is back in full swing, The New Century School kicked off the 2018–2019 school year with its annual Back-to-School Night. The focus of the evening was to meet your student’s teachers and to present the student’s daily schedule, a curriculum overview, and school policies. In other words, students have had 2 weeks to acclimate—now it’s our turn!
As TNCS enters its 12th year, it’s worth noting how the school and its programs have expanded and grown to what they are today. Changes each year are inevitable, but TNCS has stayed true to its identity and has successfully weathered those changes, transforming would-be obstacles into opportunities and growing the student body to more than 200 children, 117 in the preschool and 88 in the elementary and middle schools.
An overview of tips and policies is given here, and specific documents can also be downloaded at the links provided at the end of this post as well as from the TNCS Parent Hub.
Welcome to Some Great New Enhancements!
The evening began in the gymnasium of building north with Head of School Shara Khon Duncan warmly welcoming parents, new and old: “It’s nice to see all of your faces again—welcome,” she began. She next introduced teachers, who then returned to their classrooms to prepare for the group breakouts by division. Sra. Duncan then addressed the parent audience and presented some important school year expectations.
Just a few things before we get started—that you’ll probably hear the teachers reiterate because these things are really important. First arriving on time to school is very important for all of our students. It gets the day started right, it helps the students feel that they are coming in and ready to go. So, please, as much as possible, arrive on time. That includes preschool. We have to get them modeled right from the beginning. I know from experience how hard it is to get out of the house—I had two girls who did not want to cooperate, so I totally get it.
Next, be sure that when you pull up into the carline rectangles at drop-off and pick-up times that you are actually in the lines and not blocking the crosswalk, so that walkers can cross safely. Also do not walk anywhere but the crosswalk for everyone’s safety. Again, we’re trying to model as best we can what we want our children to do.
Another thing I’d like you to remember is that you have been sent the Parent Guide by Admissions Director Mrs. Sanchies, which is a fabulous resource that breaks down all the essential things you need to know—such as signing up for before and after care or school lunch, what happens when it snows, and so on—so please refer to that often. You also should have received the Family Handbook, so please take some time to look through it and sign the second page.
Yet another exciting new thing this year is that, in addition to receiving weekly emails from your child’s homeroom teacher with pertinent information about what’s going on in the classroom and what’s coming up, we’re moving toward implementing software called Sycamore that will allow teachers to have class web pages. This will be very easy to log in to and use to see class-related information. The weekly emails will be sent every Friday around 5; emails about specials will be sent every other week.
Finally, please remember that we are a nut-free school and are also committed to having a sugar-free environment. So when it comes time to celebrate birthdays, for example, please make sure that you talk to the teacher ahead of time and discuss what kind of treat might be appropriate.
With that, have a lovely evening and a great year!
Elementary and Middle School Breakouts
Once the initial introductions and welcome message concluded, parents moved on to spend time with their child’s teachers. This was the opportunity to learn about what the school day looks like, what the educational goals are for the year, and what the specific class-related expectations are of both parent and child. Upper Elementary and Middle School was jointly hosted by veteran Math and Science teacher Nameeta Sharma and veteran English language arts and Global Studies teacher Ilia Madrazo.
Ms. Madrazo handled many of the practical details, reminding families of the importance of being on time. Class begins promptly at 8:25 am with key information and planner assignments, all things you don’t want your child to miss. She promised parents that any questions or concerns about anything going on in the classroom would be responded to within 24 hours. She also went over the handout that enumerated class and school policies as well as gave a deeper dive into each subject’s curriculum. First up, the fun stuff!
New art teacher Jia Liu will be profiled in an upcoming Immersed “Meet the Teacher” post, and art happens twice weekly. Students also have music taught by the illustrious Martellies Warren twice a week. Physical education now includes 1 day of teacher-led PE consisting of yoga, plus 1 day of regular coach-taught PE each week. Teacher’s Choice is also now considered a once-weekly special, and this 45-minute block can be used for exploring a topic students want to learn more about, an activity the class collectively would like to pursue, or anything different from the usual academics, explained Ms. Madrazo. This might even be making a fun visit to the Ozone Snack Bar!
Ozone Snack Bar
Speaking of “the ‘zone,” students can also visit the snack bar housed in the second-floor Union Box space of Building North, from 8:10 am–8:25 am on Tuesday and Thursday mornings starting the week of September 10th. Teachers will have sent permission slips that allow parents to set a spending limit for their children as well as opt for cash payment or convenient billing through FACTS. Li Laoshi will supervise these morning visits.
New this year, students will be going outside every day, regardless of weather. “Rain, shine, snow,” said Ms. Madrazo, “whatever happens, we’re going out every day. We’re taking them to Thames Street Park currently, so they have plenty of space to run and have fun.”
At least four trips are planned this year (at least one per quarter). Parents–chaperoning field trips is a fantastic way to not only experience a fun trip with your child but also to rack up some of the obligatory 10 volunteer hours! This quarter, a trip to the Irvine Nature Center is scheduled (9/17). Next up, the ever-popular National Aquarium! Successive trips will be announced as they are confirmed.
Ms. Sharma took over to explain the math curriculum. “We have four rotations,” she explained. “Students will work on the computer on Success Maker, in small groups playing math games, independently in their workbooks, and one on one with me.” The primary resource is Singapore math, which returning students are already very familiar with and probably worked with over the summer to stay in practice. Middle school students will use the Go Math curriculum. TNCS students may also once again opt in to participate in the Math Kangaroo competition in March—TNCS’s third annual!
English Language Arts
Ms. Madrazo took back over for ELA. “I had the pleasure of going to New York this summer,” she began, “to take training in teaching writing. We will continue using the Lucy Calkins writing curriculum.” (See State-of-the-Science Elementary Writing at TNCS for more on Calkins’ acclaimed approach.) “We will use ‘mentor texts’ that are great works of literature that help students figure out what was done really well that they can incorporate in their own writing. They write every day in class for 20 minutes. The biggest indicator of success in high school is the volume of writing they have already done. It is extremely important for them to be able to take notes, to write deep and long, and to develop ideas.”
ELA uses the Daily 5, which consists of: Read to Self, Read to Someone, Listen to Reading, Work on Writing, and Word Work.
Wordly Wise 3000 will once again be used for ELA homework. Wordly Wise 3000 focuses on improving students’ vocabulary by furthering their understanding of new words and concepts. By focusing on vocabulary development, students are able to read increasingly challenging texts with fluency and improve their chances for success in school and beyond. Additionally, spelling practice will also help improve student writing. (See more on ELA homework below.)
The major science themes throughout the year that will guide learning and understanding will include Unit 1: Macrobiology and Genetics, Unit 2: Engineering, Unit 3: the Scientific Method (Science Fair), and Unit 4: Astronomy and Weather.
Interdisciplinary learning is a big part of TNCS’s approach, so ELA and world language reading will routinely relate to science and global studies units.
Global studies will comprise both United States history and World history. The Elementary and Middle School programs will focus on the same unit of study but will be differentiated based on grade level:
Quarter One, Ancient World Cultures with focus on India, Greece, and Rome
Quarter Two, World Cultures and Geography with focus on India and Africa
Quarter Three, Civics
Quarter Four, American History
Surprise! Ms. Madrazo plans to teach in and incorporate as much Spanish as possible here! (Reinforcement in English will always be available, but learning a subject in another language deepens language fluency exponentially.)
Spanish learning will be taught through the use of different games, dances, and songs. I was born in Chile, and this is my third year as lead Spanish teacher,” said Sra. Sanzana. “Spanish class is a little bit of everything—grammar, culture, vocabulary, talking, reading, and listening,” she said. As in other subjects, teaching is differentiated. “I divide students into groups based on levels after making a differentiation plan for each child,” she explained. “Don’t be afraid of whatever comes; I will be here helping them.” Note that, as TNCS has evolved, Spanish class now happens daily, with Friday being reserved for fun and games in Spanish.
Spanish class will adopt a Daily 4: Read to self, read to each other, independent work in their folders, and work with the teacher. Reading comprehension will be a big emphasis. A big addition this year for students who are ready for it will be writing 100-word essays in Spanish. For everyone, learning by teaching will be introduced—the big kids get to read to their smaller compatriots in Spanish and work with them on vocabulary and so on. “They will become the teachers,” said Sra. Sanzana. “They will solve their own problems to do so, such as figuring out how to pronounce an unfamiliar word.” This idea was happily embraced by parents, who well know the benefits of this popular TNCS approach.
Li Laoshi believes Mandarin Chinese is best learned through pursuing various real-life activities that connect to what lesson is being taught. “I really believe that interest is the best teacher,” she explained, “so we cook, do calligraphy, go on trips, and other do other activities that the students really enjoy.” Project assessments are mainly performance based—in other words, she wants to see her students successfully using their Mandarin skills. Like Spanish, Mandarin class now happens daily.
“Better Chinese will continue as our backbone curriculum as well as our Daily Four,” said Li Laoshi. In Daily Four, students are divided into small groups and use different levels of books according to their language proficiency. The students rotate among the four centers, which are meet with teacher, computer, reading, and games. “Friday will be the weekly Activity Day featuring various activities that integrate Chinese culture, such as calligraphy, Tai chi, Kung Fu, Chinese games, and cooking Chinese food,” she continued. “On Friday, September, 21st, we will make mooncakes in honor of China’s mid-Autumn Festival, and the students are very excited!”
Li Laoshi got big laughs when she suggested that parents allow themselves to be interviewed by their students as part of homework and thereby begin to pick up some Mandarin themselves! Around the room, parents began counting to themselves (“yī, èr, sān, sì, wǔ, liù, qī , bā, jiǔ, shí . . .”), rightly proud of their Chinese prowess! She suggested the websites Hello World for beginners and Duolingo for other students to get further practice at home.
Students will be assessed the traditional way (pencil and paper); however, the main approach of assessment will be performance based. For every new unit, formative assessment will be used daily and summative assessment will be used at the end of each unit.
The big question on BTS attendees minds’ was, “what’s up with homework this year?” There’s good news: The bottom line is, homework is necessary but should never be onerous. “Our purpose here is to help the kids to succeed,” said Ms. Madrazo, “not to have unrealistic expectations and make everyone unhappy.”
Homework in math, ELA, and world languages will be assigned each Monday and is due on Friday. Other important points to note are:
Students are expected to record their homework assignments each Monday in their planners, but please check that they are doing so.
Students are expected to complete this work independently with minimal support as needed from parents. This is key—helping your child to an extensive degree will not show teachers where and how they need to adjust assignments and better meet students where they are.
After care participants are given time to complete homework as well as as-needed support from Sra. Sanzana.
Your child’s teachers are flexible. If a student needs more time to complete an assignment well, communicate this, and teachers will work with you to accept it the following Monday.
Mandarin and Spanish alternate weeks for elementary students, whereas middle school students should expect weekly Spanish homework.
Additional Internet research may be assigned when pertinent to, for example, specific global studies or science lessons.
To great applause from parents, weekly science homework will not be assigned, however.
Altogether, weekly homework assignments should take about 2 hours or less, depending on division, apart from daily reading and writing and any music practice (if your child takes instrument lessons).
Here is the breakdown:
Math: Homework will consist of ~30 minutes per week of problem solving or Workbook completion (translating to four pages in the workbook for 4th- and 5th-graders and two or three for 6th- through 8th-graders).
English Language Arts: Each week, there will be one lesson (~30 minutes) in Wordly Wise per week, which includes a list of vocabulary words to know, and various assignments to complete.
In addition, this year, students are expected to spend 20–30 minutes reading independently and at least 10 minutes writing (or mind-mapping, which is a critical part of the writing process) every day.
Daily writing should be in cursive and in pen; students will have been given prompts from Ms. Madrazo or can free write. Journals are provided, but separate sheets of writing are also acceptable when a student forgets to bring the journal home.
Spanish: Grades 4 and 5 will work on a small packet the 1st and 3rdweeks of the month; 6th- 7th, and 8th-graders will have homework weekly. Homework will be reading-comprehension based.
Chinese: Grades 4–8 will work on a small packet the 2nd and 4th weeks of the month.
What Lies Ahead!
Although BTS night is over, know that teachers and administration are always readily available to answer any questions regarding your student’s development. Also know that you’ll be meeting teachers new to TNCS in Immersed profiles throughout the coming year as well as hear more from staff and administration who are adopting new roles and taking the school in new directions.
Finally, expect to hear more about forthcoming parent volunteering opportunities and service learning initiatives. Stay tuned!
To get a look at past year’s back-to-school nights or just to reminisce about the school’s early days, read:
Now that summer has officially ended, and school is back in full swing, The New Century School kicked off the 2017–2018 school year with its annual Back-to-School Night. The focus of the evening was to meet your student’s teachers and to present the student’s daily schedule, a curriculum overview, and school policies.
The evening began in the gymnasium of building north with Head of School Alicia Danyali warmly welcoming parents, new and old, and introducing TNCS’s teaching staff. “They make the school an amazing experience for the students everyday, with their nurturing and professional expertise that enables a professional learning community,” said Mrs. Danyali. She also reminded the packed audience about the school’s Core Values. As the school’s foundation, these values of compassion, courage, respect, and service are displayed throughout the school and emphasized daily by all at TNCS, as well as during classroom lessons, assemblies, and restorative circles.
As TNCS enters its 11th year, it’s worth noting how the school and its programs have expanded and grown to what they are today. Changes each year are inevitable, but TNCS has stayed true to its identity and has successfully weathered those changes, transforming would-be obstacles into opportunities and growing the student body to more than 200 children. (To get a look at past year’s back-to-school nights or just to reminisce about the school’s early days, read TNCS-Back-to-School Night, 2013, Back-to-School Night, 2014, Back-to-School Night, 2015, and Back-to-School Night, 2016.)
Elementary/Middle School Break-Outs
Once the initial introductions and welcome message concluded, parents moved on to spend time with their child’s teachers. This was the opportunity to learn about what the school day looks like, what the educational goals are for the year, and what the expectations are of both parent and child. Upper Elementary and Middle School was jointly hosted by veteran Math and Global Studies teacher Beatriz Cabrera and new English language arts and Science teacher Jon Wallace. Mr. Wallace introduced himself, saying:
This is my 15th year teaching, 13 in private, and 2 in public recently. I’m very happy to be here with this amazing bunch of students who are all so diverse, and it’s wonderful working with the parents. I became a teacher because I really enjoy seeing the students learn. It’s a great thing when you see the light bulb go on. When I child first realizes a concept or becomes good at doing something, learning skills, to see that happen is just amazing. I come from a family of teachers and I’m working hard to give the students the best education I could possibly give. I’ll be here early, and I’ll be here late to try and give the best to your children.
Sra. Cabrera handled many of the practical details, reminding families of the importance of being on time. Class begins promptly at 8:25 am with key information and planner assignments, all things you don’t want your child to miss. “Check the planners and make sure to sign them. You will receive four quarterly report cards, we and will have two parent/teacher conferences, one in November and one in February. We are always available to meet with you and discuss anything you want,” she said.
A deeper dive into each subject’s curriculum followed.
New art teacher Eunhee Choi made a cameo appearance (she had several classrooms to visit) and told the group, “I was born and raised in Korea—South Korea,” she clarified, to audience laughter. “I’ve been teaching 17 years. I’m very happy to teach here, I feel very comfortable in this school,” she finished. Students have music, physical education, and art twice a week.
English Language Arts
ELA uses the Daily 5, which consists of: Read to Self, Read to Someone, Listen to Reading, Work on Writing, and Word Work. Reading themes will include realistic fiction, fantasy, biographies, mystery, immigration/migration, historical fiction, and folktales. Writing will focus on a variety of skills including narrative, informational, persuasive/opinion, and poetry. We will continue using Lucy Calkins in the classroom throughout the year as well. (See State-of-the-Science Elementary Writing at TNCS for more on her acclaimed approach.)
In spelling, Wordly Wise 3000 and Spelling Workout will be incorporated. Wordly Wise 3000, focuses on improving students’ vocabulary by furthering their understanding of new words and concepts. Spelling Workout is a more traditional spelling program to help improve on identifying spelling patterns. “Our goal is to focus on vocabulary development, which will enable students to read increasingly challenging texts with fluency and improve their chances for success in school and beyond. Spelling will be focused on helping improve student writing,” explained Mr. Wallace.
The major science themes throughout the year that will guide learning and understanding will include electricity and magnetism, chemistry, the Scientific Method (Science Fair), and oceanography.
In math, students will work in small groups and independently everyday as well as do Khan Academy—the Daily 3. “They will do different math games and once again participate in Math Kangaroo, said Sra. Cabrera. “We will practice these problems in class and continue to use Singapore math. I will work with them in small groups mostly. I think it’s better to help them gain confidence.” Middle school students will be introduced to the Go Math curriculum.
Global studies will comprise both United States history and World history. The Elementary and Middle School programs will focus on the same unit of study but we be differentiated based on grade level:
Quarter One, Ancient World Cultures
Quarter Two, World Cultures and Geography
Quarter Three, Civics
Quarter Four, American History
As for language immersion, we are fortunate to have two wonderful, enthusiastic teachers in Wei Li, Mandarin, and Fabiola Sanzana, Spanish. Chinese will be learned through various activities and projects with assessments being mainly performance based. “Better Chinese will continue as our backbone curriculum as well as our Daily Four,” said Li Laoshi. In Daily Four, students are divided into small groups and use different levels of books according to their language proficiency. The students rotate among the four centers, which are meet with teacher, computer, reading, and games. “Friday will be the weekly Activity Day featuring various activities that integrate Chinese culture, such as calligraphy, Tai chi, Kung Fu, Chinese games, and cooking Chinese food,” she continued.
Students will be assessed the traditional way (pencil and paper); however, the main approach of assessment will be performance-based. For every new unit, formative assessment will be used daily and summative assessment will be used at the end of each unit.
Spanish learning will be taught through the use of different games, dances, and songs. I was born in Chile, and this is my second year as lead Spanish teacher,” said Sra. Sanzana. “Spanish class is a little bit of everything—grammar, vocabulary, talking, reading, and listening,” she said. As in other subjects, teaching is differentiated. “I divided students into groups based on levels,” she explained. “Don’t be afraid of whatever comes; I will be here helping them.”
The question on BTS attendees minds’ was, “what’s up with homework?” Here is the breakdown:
Chinese: Grades 3–7 will work on a small packet the 2nd and 4th weeks of the month.
Spanish: Grades 3 and 4 will work on a small packet the 2nd and 4th weeks of the month; 5th- 6th, and 7th-graders will have homework weekly.
Math: Homework will consist of 15 minutes of problem solving or Workbook completion.
Language Arts: Each week, there will be one lesson in Wordly Wise, a list of vocabulary words to know, and various assignments to complete.
Although BTS night is over, know that “teachers and administration are always available to answer any questions regarding your student’s development as we partner throughout the school year,” as Mrs. Danyali put it. Also know that you’ll be meeting teachers new to TNCS in Immersed profiles throughout the coming year as well as hear more from staff who are adopting new roles and taking the school in new directions! Stay tuned!
Here are links to other elementary classroom BTS Night handouts for your convenience.
This special Immersed blog post was written by first-time Guest Blogger as well as first-time Class Parent Michael “Mike” Horvath. Mr. Horvath explains Back-to-School Night from the perspective of a TNCS elementary parent.
Welcome Back to School!
It’s that time of year when the summer ends and new seasons begin. At The New Century School, the 2016–2017 school year kicked off with its annual Back to School Night. The evening began in the gymnasium of building north with Head of School Alicia Danyali welcoming parents, new and old, introducing TNCS teaching staff, and recognizing Executive Directors and Co-Founders Jennifer Lawner and Roberta Faux.
It’s worth noting that this is the 10th anniversary of TNCS! What an amazing job they have done to expand the school and its programs to where it is today. Roberta Faux then addressed the parents, sharing some of the positive changes that have happened since the end of the spring semester. One such change was turning the previous school office, located inside the main doors of building south, into an additional classroom. The school office is now located on the second floor of building north, where soon there also will be a snack bar…more news on that to come. Also new to TNCS this year is the introduction of the school’s Core Values. As the school’s foundation, these values of compassion, courage, respect, and service will be displayed throughout the school and will be emphasized daily by all at TNCS, as well as during classroom lessons, assemblies, and restorative circles. You can find more information about these pillars of TNCS in the Family Handbook and in last week’s blog.
Second- through sixth-grade STEM instructor Dan McGonigal welcomes parents and gives them a snapshot of what they can expect from the 2016–2017 school year in his classroom.
Once the initial introductions and welcome message concluded, parents moved on to spend time with their child’s teachers. This was the opportunity to learn about what the school day looks like, what the educational goals are for the year, and what the expectations are of both parent and child. One of these break-out groups was helmed by Mr. Dan McGonigal and Sra. Beatriz Cabrera for grades 2–6. With about 15 parents attending, it was a cozy, informal gathering with returning parents reconnecting with one another and meeting new ones, too.
Parents networked and caught up.
One very important takeaway message from the evening was to be on time. The class begins with key information and planner assignments, all things you don’t want your child to miss. As for the planners themselves, well, there was overwhelming parental excitement when Mr. McGonigal brought up the topic. Remember to initial them each night and remove any papers from the take-home pocket.
All homework is individualized, with Spanish and Mandarin alternating every other week, reading 20 minutes each night, and Math will consist of problem-solving or Workbook completion. At the end of each quarter, students will receive a report card, and parent/teacher conferences will take place twice during the year. Mr. McGonigal made it a point to mention that he and Sra. Cabrera are always available via email if you have any questions or concerns, and they will be prompt to reply. Throughout the year in Global Studies, students will be learning about Ancient Egypt, Greek and Roman Expansion, European and Asian Progress, as well as The New World and the Industrial Revolution.
The major Science themes throughout the year will include Microbiology, Energy Concepts, Geology and Changes to The Earth’s Surface, and Simple Machines and Programming Innovations. Students will also begin to learn how to use microscopes. These microscopes were provided to TNCS thanks to its partnership with Towson University. As for language immersion, we are fortunate to have two wonderful, enthusiastic teachers in Wei Li, Mandarin, and Fabiola Sanzana, Spanish. Chinese will be learned through various activities and projects with assessments being mainly performance based. Spanish learning will be taught through the use of different games, dances, and songs. On top of all of this daily learning there will be a number of field trips throughout the year, with the first one being a return to the popular Milburn Orchards, also visited last year. There will also be planned trips to the Baltimore City Library each month.
So hold on to your hats, the 2016–2017 TNCS school year is shaping up to be one exciting, action-packed year of learning!
Last week, The New Century School hosted some very special guests: nine kindergarten and preschool educators from China (plus one of the teacher’s 5-year-old daughter, Kitty). They came to the United States for some training sessions as part of a conference titled “Innovation in Education,” the brainchild of TNCS Co-Founders Roberta Faux and Jennifer Lawner in partnership with representative Alex Xu from Each Future Cultural Network, a company dedicated to fostering cultural exchanges between China and the United States. Although this was not the first time TNCS and EFCN have jointly hosted Chinese guests (see International Camp at TNCS), this session was unique in being devoted to teacher training for adults.
Explaining how the conference came to be and its mission, Ms. Faux says:
We were approached by a group in China interested in learning more about U.S. education styles. TNCS partnered with Loyola and Johns Hopkins University to present talks and sessions on a variety of topics. Our mission was to expose Chinese teacher to progressive styles of learning, especially at the preschool and early elementary ages. Many progressive schools approach education based on a model of human development (Montessori). This encompasses two main principles: 1) Children engage in psychological self-construction by means of interaction with their environments, and 2) preschool children have an innate path of psychological development.Children who are at liberty to choose and act freely within a prepared environment act spontaneously for optimal development. This is a critical time for children, which has a long-term impact on future learning and development. This is a very new concept to Chinese education and culture.
The group arrived on Sunday, April 24th and began attending conference seminars first thing the next morning. As Ms. Faux said above, the concepts presented were mostly unfamiliar to the group, but this did not lessen the appeal of listening to presentations and engaging in question-and-answer sessions afterward. Of the nine, three spoke English and were able to help Mr. Xu with the task of translating the presentations by speakers into Mandarin as well as the responses by the group into English to facilitate smooth communication. The itinerary was as follows.
On Monday, the group stuck pretty close to home base, starting with a welcome tour of TNCS and an overview of the week’s workshops. After being treated to breakfast by Chef Emma Novashinski, they observed the primary and K/1st classrooms during the morning, then had lunch with the upper elementary students followed by gelato at Pitango in Fell’s Point. Back at headquarters, they enjoyed their first formal presentation by TNCS K/1st teacher Adriana Duprau on classroom management in a non-traditional classroom, where students enjoy considerably more freedom than in traditional classrooms.
This may well have been the most challenging concept of the week for them to embrace, given that there is little leeway in the typical Chinese classroom, and students are expected to conduct themselves according to a strict standard of behavior. In a classroom that averages 30 or more students, such behavioral expectations make sense—no one would be learning anything amidst the mayhem that would otherwise likely result. Instead, the model Chinese student pays attention to the instructor, sits still (in some cases even sitting on his or hands to avoid the temptation to fidget), and speaks only when called on (see TNCS Visits Schools in China).
A very thoughtful discussion followed the talk, with the group inquiring about TNCS’s approach to standardized test taking and arguing that every student needs high scores. In Chinese schools, excelling is a must.
On Tuesday, the group traveled to Columbia to visit the Washington Montessori Institute of Loyola. Speaker Jennifer Shields, Director of Primary Training, presented the basics of the Montessori approach and how it not only accommodates how children develop but also optimizes that development. As part of the presentation, the group sang a “Good Morning” song, toured classrooms, and watched video footage of a primary classroom in glorious, productive action.
After the morning session, the group returned to TNCS for lunch, followed by a talk from Head of School Alicia Danyali on bilingual education. Once again, the subsequent Q&A focused on the differences between the organic approach to language acquisition that TNCS adopts with the Chinese way, which is often includes using tutors for extra practice.
On Wednesday, escorted by JHU School of Education Assistant Dean for Community Schools Dr. Annette Anderson, the group first toured the relatively new Elmer A. Henderson: A Johns Hopkins Partnership School, also known as Henderson-Hopkins, an early childhood center as well as K–8 school. According to their mission, this public school:
. . . will pursue the most contemporary, effective approaches to meeting the needs of students, their families, and the community. The school will take a holistic approach to developing the potential of each student, one that focuses on the behavioral, cognitive and physical health of the child. It will emphasize individualized learning, and family and community involvement supported by wrap-around services.
The creation of an early childhood center is key to assuring early success for students and their families and will help each student reach his or her full potential. By placing an emphasis on physical and social development as well as academic achievement, Henderson-Hopkins is fully committed to making sure that all children are ready to learn when they enter kindergarten and that they will be fully prepared to enter their high school of choice and eventually college.
After lunch at nearby Atwater’s, the group headed to the JHU campus School of Education building, where Assistant Professor Dr. Carolyn Parker gave a presentation on STEM Education. Her talk centered on JHU’s National Science Foundation STEM Achievement in Baltimore Elementary Schools (SABES) grant. “The SABES grant is a 7.4 million dollar award that leverages the skills and resources of the schools, community, and businesses in three high-minority, low-resource Baltimore city neighborhoods. The goal is to integrate science into a child’s world as opposed to bringing a student into the world of scientists.”
After this full day, the group was ready for some rest but not before one of them made the very incisive point that China seems to invest its educational resources in the top achievers, whereas the United States seems to be focusing on raising up the underperformers.
Thursday started with a very special treat—handmade smoothies courtesy of Chef Emma followed by the first-ever TNCS talent show! Students from all levels performed songs in Mandarin, and the upper elementary also sang in Spanish for good measure. The Chinese group was enthralled, and TNCS faculty nearly burst with pride.
From there, the group attended a talk on Mindfulness in Education by Dr. Carisa Perry-Parrish at Johns Hopkins University Medical Campus. See TNCS Teachers Get Mindful! for a similar discussion. Much of this talk involved regulating emotions and how children respond to stressors, which is an also area of expertise of one of the group members, Hui Huang, who goes by “Rowena” in the States.
Lastly that day, the group toured the Baltimore School for the Arts under the guidance of TWIGS (afterschool program) Director and Musical Theatre Instructor Becky Mossing. Here the group saw choir, orchestra, dance, sculpture, and theatre students engaged in their respective arts and also got a peek inside the rigorous academic classrooms.
The final activity was a farewell party back at TNCS, where the group received certification for having completed the training and relaxed with some refreshments. They also provided verbal and written feedback about their experience to help shape future conferences. Said one of the attendees, Xiang Xueying, who goes by “Gloria” in the states, “I really enjoyed my stay here very much.” Gloria was especially impressed with the Western habit of reading to young children nightly before bed and wants to encourage Chinese parents to adopt this practice.
All in all, according to TNCS Lead Mandarin Instructor Wei Li, they were all quite satisfied with the training program. From their reports, she gleaned the following:
They found the arrangements of this training reasonable and colorful. They have visited different levels and different kinds of school here, from pre-primary to university, from private to public school. Also, they were exposed to different areas of education, like language, math, art, psychology, etc. Several things impressed them a lot. First, they appreciated the warm and thoughtful hospitality from TNCS. Second, they enjoyed the advanced Montessori teaching theory and the “practical life” Montessori classroom environment. Last but not least, they were impressed with TNCS students’ multilingual ability, especially their Chinese proficiency.
Mr. Xu also felt that the program was a success and that it was well organized. His one suggestion for future such programs is to tailor the round of talks more to the given audience’s specific background, such as preschool-oriented topics for this last group. It’s a good suggestion because, as Ms. Faux has confirmed, another conference is in the works and may be becoming an ongoing TNCS endeavor!