Attending the Spring Heads Meeting and looking forward to meeting Daniel Coyle, author of The Talent Code.  More thoughts after his presentation tonight.

http://thetalentcode.com/

10TH ANNUAL SGS BENEFIT LUNCHEON

Join us for our 10th Annual Luncheon - March 29, 2012

We hope you can join us March 29 for our 10th Annual Luncheon, where once again, our very own students will MC and speak during the event, leading an inspiring showcase of our mission.

During the program, we will also honor two visionary northwest women through our Grace Hopper Awards. The recipients of these awards are leaders in their community and women who have made significant contributions in their field.

The Annual Luncheon is the school's primary fundraising event of the year, ensuring that SGS's programs can continue to thrive. There is no entry fee to attend - guests will be encouraged to make a gift that is meaningful to them during the event.
To become a Table Captain, reserve a seat, or for more information, please contact Christine Lessard at (206) 709-2228 ext. 1210 or clessardseattlegirlsschool.org.

Thank you to our Honorary Co-Chairs: Stephanie Solien, Senior Advisor at Climate Solutions and Frank Greer, Partner at GMMB.

You can donate to our school online at - http://www.seattlegirlsschool.org/donate.php

2012 GRACE HOPPER AWARD WINNERS

Seattle Girls' School is pleased to announce its 2012 Grace Hopper Award Winners. Thank you to everyone who nominated prospective recipients and congratulations to our awardees!

Outstanding Achievement Award: Estella Leopold, Ph.D.

As a paleobotanist, Leopold has spent more than fifty years combing through pollen fossils to reconstruct the history of climate change and plant evolution on our planet. Now a professor emerita at the University of Washington in Seattle, she has used her scientific expertise to lobby successfully for conservation efforts across the country. Learn more about her work here - http://www.historylink.org/index.cfm?DisplayPage=output.cfm&file_id=9378

Exemplary Leadership Award: Jill Wakefield, Ed.D.

Dr. Jill Wakefield is a visionary leader who is recognized for the depth of her experience in community college education, innovative solutions and developing strategic partnerships. She became Chancellor of the Seattle Community Colleges in January 2009, after serving five years as president at South Seattle Community College, where she directed the development of leading-edge programs and an architecturally vibrant campus. Learn more about her work here - http://www.sccd.ctc.edu/district/district/chancellorbio.aspx

About Grace Murray Hopper:

Grace Murray Hopper (1906 - 1992), was a mathematician, computer scientist, systems designer and programmer. Her groundbreaking work as a mathematician and computer scientist led to the development of the computer language COBOL. She is more famously known as the 'mother of the computer' and was the first female Admiral in the navy. With the tremendous spirit of Admiral Hopper at heart, we celebrate women who have excelled remarkably in their field.

Get to know Grace Hopper via her David Letterman appearance - http://www.youtube.com/watch?v=RZ0g5_NgRao

State of Diversity in Independent Schools

Did you know that of the approximately 1400 non-profit private schools in the National Association of Independent Schools (NAIS), women lead just over 400 of them and people of color lead only 70 or so? At today's EdCamp-Seattle, we gathered a small but powerful group that raised the following questions for the greater NAIS community to address:

- How do we develop a leadership pipeline for women and people of color as we seek leadership that is more reflective of the national population?
- Do people of color view headship as a possibility? Do we teach ALL the educators in our schools the "language of power" - as Amy Tan describes it - so that everyone has equal opportunity to lead?
- Do we wait for moments of transition and crisis to seek diverse candidates? Can we begin to establish on-going conversations with diverse candidates - both nationally and locally - so that when these transitions occur, we avoid going to whom we happen to know best in order to fill a position?
- Should we replace the language of "best fit" with whom we can best serve as a school - both students and faculty? At the very least, we should be explicit about what "best fit" represents for each of our schools. Shouldn't a candidate be able to see the fit or lack thereof as clearly as the institution? and shouldn't a school consistently review who it can and cannot serve and seek to "stretch" toward greater inclusivity?
- Recruiting diverse faculty and staff must go hand-in-hand with retention efforts that include mentoring by other faculty who face similar experiences and can provide safe access to the "hidden culture" that exists at all our schools. Thus, we move from assimilation to inclusion.
- The conversations we are having about faculty and students and their families must also be directly linked.

Here are some resources brought to light during our session:

- NAIS Resources at http://www.nais.org/equity/index.cfm?Itemnumber=145868

- AISNE Resources at
http://www.aisne.org/services_resources/diversity.html

- PNAIS Diversity Practioners Retreat - http://www.pnais.org/page.cfm?id=18&start=09/05/2012&verbose=2161

EdCamp Seattle - Conversations with Educators of Color

I have been in conversation with many colleagues about how to address one of the core diversity questions for our schools: how do independent schools attract and retain faculty of color? I believe that many PNW schools are making strong efforts in bringing greater diversity to our student populations and to our faculty. The recent article in the Seattle Times is a timely reminder that these recruitment efforts are directly connected to student achievement – for all students, I believe.

http://seattletimes.nwsource.com/html/localnews/2017470322_teacherdiversity10m.html

I have been in touch with the organizers of EdCamp-Seattle, self desribed as "a free professional development un-conference for teachers by teachers." I will be joining this space hoping to interface with people of color who are in Seattle during NAIS. It is a recruitment of sorts – but with a lighter touch – the focus being on starting and developing on-going conversation so that Seattle area schools like Seattle Girls' School can diversify their applicant pools through direct contact with potential teachers and staff. At December's NAIS People of Color Conference, I was struck by this notion at a wonderful presentation by Lakeside School. It was clear to me that as a Head of School, I could not wait until a particular position opens up to engage in outreach efforts; but rather that these should be ongoing relationships that convey the genuine commitment a school has made.

Here are some links that will provide more information regarding EdCamp-Seattle. In a nutshell, it is an "open space un-conference" that will be hosted by The Northwest School.

http://www.edcampis.org/

https://twitter.com/#!/edcampIS

I hope that you will join me at this event so that we can use it as a focal point for conveying the commitment and work of Seattle area schools toward greater diversity and equity. There are no guarantees here in terms of attendance or outcomes. I will join the early-birds in order to claim a "Conversation Space," and I will be there from 9:35 - 11:40am. Join me!

Rafael del Castillo
Head of School
Seattle Girls' School

SGS 8th Grade Mission Program Featured in NAIS "Spotlight on Innovation"

Link to NAIS Site

The mission of Seattle Girls' School addresses the national and local trend towards women being underrepresented in the fields of math and science. Girls from single gender schools choose careers in math, science, and technology four times more often than their peers at dual gender institutions. Additionally, they score 30% higher on SAT exams than the national average for girls. Current research suggests that young women need relevance and confidence as they explore studies and careers in STEM (Science, Mathematics, Engineering, and Technology).

Each February, 8th grade students at Seattle Girls’ School go on a mission: to the moon, Mars, the International Space Station or wherever the students - as co-creators of curriculum with their teachers - decide they need to venture to further their studies. The shuttle simulator, built from pool tarp and other assorted items, is certainly impressive, but more so are the weeks of training with a math and science focus that include topics in robotics, projectile motion, and forensics. Studying blood splatters and dissecting a fetal pig help the students prepare for an unexpected event on their mission – a crime! You see, in addition to working as a team to take off, maneuver, complete experiments and then land safely, the astronauts must also solve a crime that occurs while they are on their mission.

Here is a link to press coverage for the 2007 Mission to Mars.

http://www.komonews.com/news/local/6518612.html

Here is a link to a student-produced video on the 2009 Mission to The International Space Station.

http://www.youtube.com/watch?v=c8r9zW2VFQQ

This year's destination? TOP SECRET!

2012 SGS Luncheon and Grace Hopper Awards

2012 Grace Hopper Awards

Seattle Girls' School is pleased to announce its 2012 Grace Hopper Award Winners. The recipients of these awards are leaders in their community and women who have made significant contributions in their field. They will be honored at the Luncheon on March 29th. Thank you to everyone who nominated prospective recipients and congratulations to our awardees!

Outstanding Achievement: Estella Leopold, Ph.D.

As a paleobotanist, Leopold has spent more than fifty years combing through pollen fossils to reconstruct the history of climate change and plant evolution on our planet. Now a professor emerita at the University of Washington in Seattle, she has used her scientific expertise to lobby successfully for conservation efforts across the country. Learn more about her work here: http://www.historylink.org/index.cfm?DisplayPage=output.cfm&file_id=9378

Exemplary Leadership Award: Jill Wakefield, Ed.D.

Dr. Jill Wakefield is a visionary leader who is recognized for the depth of her experience in community college education, innovative solutions and developing strategic partnerships. She became Chancellor of the Seattle Community Colleges in January 2009, after serving five years as president at South Seattle Community College, where she directed the development of leading-edge programs and an architecturally vibrant campus. Learn more about her work here: http://www.sccd.ctc.edu/district/district/chancellorbio.aspx

About Grace Murray Hopper:
Grace Murray Hopper (1906 - 1992), was a mathematician, computer scientist, systems designer and programmer. Her groundbreaking work as a mathematician and computer scientist led to the development of the computer language COBOL. She is more famously known as the 'mother of the computer' and was the first female Admiral in the navy. With the tremendous spirit of Admiral Hopper at heart, we celebrate women who have excelled remarkably in their field.

10th Annual Luncheon

We hope may of you will join us on Thursday, March 29 for our 10th Annual Luncheon, where once again, our very own students will MC and speak during the event, leading an inspiring showcase of our mission. The Annual Luncheon is the school's primary fundraising event of the year, ensuring that SGS's programs can continue to thrive. There is no entry fee to attend - guests will be encouraged to make a gift that is meaningful to them during the event.

Thank you to our Honorary Co-Chairs: Stephanie Solien, Senior Advisor at Climate Solutions and Frank Greer, Partner at GMMB.

Coach Jenny from the Seattle Storm Visits SGS

To celebrate National Girls and Women in Sports Day, Seattle Storm Assistant Coach Jenny Boucek spoke to students at Seattle Girls' School and Holy Names Academy about her experience. At Seattle Girls' School, she was mobbed by young and enthusiastic fans. She spoke about things she has learned in sports that apply in life and taught the girls how do to "baller love," which is, she says, how basketball players hug.

Boucek also visited the set of KING5's New Day NW, where she was joined by three Holy Names athletes (one a Seattle Girls' School alumna) to talk about National Girls and Women in Sports Day and square off in a pop-a-shot competition.


http://www.wnba.com/storm/multimedia/boucek120201.html

Study Suggests Same-Sex Schools Result in "Collateral Damage" - A Teacher's Response

Guest Blogger - Rosetta Lee, SGS Teacher and national presenter on issues that impact girls
http://www.linkedin.com/in/rosettalee


I AM in hearty agreement with the authors that gendered classrooms where teachers in a warm room speak softly to girls and teach fashion IS a horrible idea. I do also agree that teaching a monolithic pedagogy of only group work is not good for girls as they enter coed high schools, colleges, and work places. Finally, I do agree that many of the "achievements" of single gender graduates may be more due to unrelated factors like socio-economics or intelligence.

HOWEVER, this study makes me wonder about certain things:

-The strong data they have is that there is no strong data. There are indeed no definitive studies that point to statistically significant evidence of the success of singe sex schools. Much of the data around single sex schools is ambiguous indeed. I imagine this is inevitable, as most studies look at the average of ALL types of single sex schools, and not all schools approach single sex education the same way. I wonder what we would find comparing methodologies BETWEEN single gender schools as well as in comparison to coed schools. No matter what, though, there is also NO empirical evidence that single sex schools are harmful. This proposition is supported by more speculative data. Interestingly, after such a strong call for blind, controlled studies to assess, they use proxy research to support their conclusions on harmfulness.

-In the academic achievement section, much of the "benefits" they were looking for were in test scores. It is true that this is a measure that is very easy to compare between schools, but they do not describe qualitative factors like self esteem, body image, self advocacy, ambition, and more.

-In the brain research, I agree that there is way too much emphasis on "brain sex differences", and that many of these differences that appear in adults are less significant in children. Again, no controlled studies tell us for sure that socialization increases these brain differences, but we do know for sure that experience hard-wires differences between brains. When we teach girls only in the ways girls learn and boys only in the ways boys learn as IMPLIED by brain research, we solidify the socialization that may exaggerate these differences. And for the "20-percenters" who do not fall within sex norms, this approach is downright awful. However, can a single sex environment use this information as inspiration and impetus to make sure kids are challenged in learning methodologies that are NOT biologically preferred? As JoAnn Deak advocates, should we know what the "small rubber bands and big rubber bands are so we can make sure to stretch the short ones a lot more than the big ones?" For example, I insist on incorporating more spatial tasks in my class to ensure that girls get experience in this realm (and help them rewire their brains for such tasks) because research implies that adult female brains are less developed in this area. Sure, I pay attention to the importance of collaboration and relationship with many girls to increase my chances of "reaching" as many girls as possible, but I certainly don't use this as an Idiot's Guide to Teaching Girls! I think you would find the outcomes and evidence very different in girls who have experienced the former "this is the way girls learn so we will design all of our classes to cater to that" versus girls who experience the latter "this is the way girls learn so we will design intentional learning experiences that challenge their norm".

-In the section about reinforcing sexism, again, the type of environment is not fully expanded upon. It IS true that, in mixed environments, the more grouping there is, the more there exists the possibility of reinforcing stereotype and inter-group biases. What the research actually says is that the more heterogeneous a group (and the more individualism is a core value), the more segregation and "in-group-ism" there is. Without meaningful mixing and positive interaction, the segregation DOES aggravate differences (yes, boys who hang out with more boys in a coed environment become more aggressive and girls who hang out with more girls in a coed school become more sex-typed). BUT the research has been a comparison of already mixed groups - ranging from mostly homogeneous to mostly heterogeneous. I have not encountered research that looks at how true homogeneity (i.e. single sex schools) affects in-group stereotypes and inter-group bias. Sure, the authors describe all-Black or all-Latino schools promoting prejudice and inequality, but I've always wondered who funded these schools, who works at them, who attends them, and do they do explicit race work around systemic oppression, stereotype threat, and empowerment strategies? In other words, are they brought together in a powerfully Eurocentric system and then expected to simply not experience the systemic injustices because they don't have white classmates?

I was reading Redirect recently that talked about how intervention strategies to sway kids away from a life of crime, drug use, or teen pregnancy that brought together high risk kids had no effect because the kids reinforced the normalcy of the negative behaviors and, perhaps, re-wrote their self-construal to "maybe I AM criminal, less able to handle pressures to use drugs, or get pregnant early". BUT the approach is inherently "there is something lacking in you and we need to fix it". What about an approach that says "people will say something is lacking in you, and we know that's not true, so here's what you can do about it"? I look at models of "positive segregation". Affinity groups, for example, engender pride (not chauvinism) and teach leadership and advocacy. This separation actually allows young people to thrive in ways that they would not otherwise and actually increases the investment and engagement of students of color in mixed-race settings. It seems to me that the authors hand pick research in certain settings and draw expansive conclusions on different circumstances. And again, looking at single sex schools, I think you would find different outcomes in schools that teach from a patriarchal perspective versus an equity and justice perspective - whether they try to create "well-mannered young ladies that do what they're supposed to" or try to create "empowered learners, citizens, and women who recognize injustice and try to change for the better their own circumstances and world beyond".

-Finally, the article is written very much to try to sway public policy. I actually DO agree with the authors that we need to spend more public funds and time on meaningful teacher training and on meaningful integrative practices and NOT not on teaching pseudoscience elements of "gender learning differences" or organizing single gender subject classes. I would really love it if ALL teachers knew how to recognize and combat gender bias in the classroom, if they could develop classroom and pedagogical practices that ensure boys don't always "lead and do" while the girls "watch and write about it", if they knew how to teach every subject in a multitude of learning modes so that children can always have opportunities to experience ease and comfort AND challenge and discomfort. And I would also love schools to teach all children to combat the influence of a society that bombards them with gendered messages in their every waking moment. However, I know that this hasn't happened, and it will be a long time before we can get to this ideal. So in the meantime, I am a firm believer in the availability of the RIGHT KIND of single sex school environment like SGS. I wish the authors had made a stronger case for improving public schools for all kids, boys and girls, without bashing the single sex model to support their case.

-To tell you the truth, the actual Science article, as you can see, doesn't make its claims very strongly. Scientists are notorious for saying "we don't know for SURE but the corollary evidence we do have suggest something". Of course, this doesn't make very good headlines in the mainstream media. The New York Times, unfortunately, has spun a "strong hunch based on a certain collection of various valid studies" article stating misgivings about single sex schools into "proof undeniable" that single sex schools are bad. I hope that not too many folks take the editorializing as fact and throw away the baby with the bath water.

Re-Defining Critical Thinking

The latest blog post from Pat Bassett of NAIS.

http://www.nais.org/about/article.cfm?ItemNumber=156074&sn.ItemNumber=4181&tn.ItemNumber=147271

Resolutions for Parents

Question: What should parents resolve to do in the new year?

Answers: These parenting experts offer a few suggestions:

Link to Article

Rigor Redefined

In a few weeks, students and their families will be reviewing narratives for the first term. These detailed reports will provide an in-depth view of what the grade has been doing collectively and what your child has achieved individually. When that narrative comes home, what will you be looking for as evidence of success? I want to plant a seed for a redefinition of a phrase we often hear, “academic rigor.” What do we define as rigorous at SGS?

Tony Wagner, of the Harvard Graduate School of Education, suggests that even our best schools are not always preparing students for 21st century careers and citizenship. He identifies seven survival skills for the future:

Critical thinking and problem-solving
Collaboration and leadership
Agility and adaptability
Initiative and entrepreneurialism
Effective oral and written communication
Accessing and analyzing information
Curiosity and imagination


He bases his conclusions on both classroom observations and conversations with leaders in business, non-profit work, philanthropy, and education. He describes a “rare class”
where academic content is used to develop students’ core competencies, such as those suggested above; where complex, multi-step problems are regularly featured, where students seek multiple solutions that require creativity and imagination; and where success requires teamwork. I certainly hope that this classroom sounds familiar to you, because it is what we strive for at Seattle Girls’ School, I observe this type of learning everyday within our walls, and often beyond them in “being there” experiences.

Take a look at Tony Wagner’s entire article at another blog site - http://lessonslearnedinthemiddle.blogspot.com/2010/07/rigor-redefined-by-tony-wagner.html

What do you think of this redefinition of academic rigor? I would love to hear your perspectives and feedback.