A Note to the Faculty
St John the Beloved Academy
Headmaster Note, March 21
Dear Faculty & Staff,
I hope this note finds you enjoying these early days of Spring.
This has been and will be a challenging time in many ways, and I especially understand the difficulties we are facing as we readjust our classes (and our thinking) for "school" to continue at home.
My continued hope and expectation--by the grace of God and our openness and correspondence--is that this time and these challenges will result in transformative growth. (And we know such things also require patience and humor as there will be pain and discomfort in the process!)
Thank you for all your extra efforts!
You will receive word by Monday regarding a couple faculty meetings via zoom on Tuesday and Wednesday. This is just a short note to touch on some things for this weekend and that we will be following up on.
For the present: I ask that we refrain this weekend from communicating any further plans, assessments, etc. to parents--communicate only as necessary. For many parents, this process of school at home has been overwhelming and I'd like to limit communications. In addition we will be making several adjustments--so, we don't wish to have extra or confusing communications going home.
It was quite an effort by many to do the first run of the smore flyers--thank you! We will continue to use those and edit them to serve as the primary communication vehicle for weekly plans and resources. We will be adding "teammates" to help the homeroom teacher with those flyers, as needed.
We are quickly moving to our next level of adjustments. I think of this process like jazz, but that metaphor is in danger of being overplayed in our parts--regardless of the image, this time and our process as educators requires art and continued conversation--in a variety of forms. We are, after all, cooperative artists in the endeavor of education.
This note is not meant to be exhaustive or complete, but to continue our thinking and strategizing on these matters. Some things to bear in mind:
- We need to continue to readjust our approach--make a paradigm shift (using modern parlance)
- We cannot simply plan and operate as if the classroom was transferred to the home and that parents will now manage the process as we did in school
- We need to reimagine and simplify:
Plans--such as fewer daily assignments by class and by subject and integrate when possible (and if helpful)
--only math and some form of writing should happen 4-5 days
--we should think of the school week as a 4 day week, with the 5th day set aside for making up work, enrichment learning, etc.--we have to be careful of workloads snowballing week by week and adding to the pressure of things
--re "subject", for example, instead of giving a reading assignment requiring filling out several forms/worksheets and writing a paragraph summary (requiring multiple downloads and printing) for each reading assignment, have them do several reading assignments, take light notes in a notebook if necessary, and have them do a single paragraph after multiple readings
--a similar example, instead of assigning a few chapters of a literature book and assigning corresponding multiple worksheets to be printed and filled in, assign the chapters to read, have them list characters and complete a short answer question (or two) neatly in their notebook...it would be better for that short answer to deepen their understanding of the story or reflect on an interesting issue presented by the story rather than simply give a summary...
--on a similar note, we want to keep the children reading...but limit book "reports"...
--re "integration": for example, integrate a grammar exercise and/or vocabulary with a literature assignment or another class requiring a short writing assignment, or integrate spelling and handwriting--having them write spelling words while practicing cursive or handwriting...please refer to numerous other examples of integration that we have given
--Homeroom Teachers and teams: work on a suggested weekly schedule for parents (from which they can adjust)...a couple new models of this will be sent, also you can see some working models on various smore flyers...this effort should help us to imagine and tune the learning at home and help parents orchestrate a simplified plan...
Assessments, Test, & Grades:
--limit the number and kind of assessments, and be flexible re. other ways to assess, keeping in mind our goal is learning (and their drive for learning and wisdom)...our approach to testing has to be light-handed and fitting with the current situation...
--for example, instead of a spelling test each week, have them do little spelling exercises each week, but only "test" for one of the weeks...and offer other ways for that "test" such as a parent giving it verbally to a student--or don't test for spelling per se and focus assessments on other grammar elements...
Worksheets & Notebooks:
--limit the use of worksheets, especially those that need to be downloaded and printed (the amount of ink required at home is extreme and the time required to print and assemble can be a challenge, esp. for families with multiple kiddos)
--as relevant for your grade and subject, have the students keep and maintain orderly notebooks--this is very important, especially for grades 3 on up; the use and ordering of the notebook should include labeling and dating each entry, and writing neatly
--much of a subject's exercises should be kept in the notebook
Timing & Communication:
--the smore flyer should serve as a primary form of communication as noted
--lessen the amount of materials to be handed back and forth from parents to teachers
--have 1-2 days a week (or per 2 weeks) when parents send completed materials to teachers (for ex. on Thursday and Friday) and when Teachers send feedback and materials to parents (such as the following Tuesday)...not all subjects will require a weekly cycle...
--For example, turn off the communication link that alerts parents every time you update something in google classroom and have a set day or two when you will communicate those things (somewhat akin to a "Wednesday folder"...)
--limit the # of emails and communications--one of the goals of the single smore flyer...
--do not have group formats for parent feedback--have parents give their (important) feedback individually via email
--make recordings of such things as a storybook reading, daily greeting, math lesson, etc. that parents can access on google classroom and/or the smore flyer, if helpful
--set aside regular times each week to offer live FaceTime chats with students to discuss a lesson or a class, etc. (more on this and the idea of employing a "tutorial model")
--make yourself available for phone conversations with parents (and email, of course)
We will also look to simplify some subjects, especially for periods of time. More on that to follow.
And the last note for this note: please order Spring in Washington and begin reading by the end of next week. You will be reimbursed for the book by the school--please see links below.
That's enough for now.
Best regards,
Jeff
Jeffrey P. Presberg
Headmaster
Saint John the Beloved Academy
Email: jpresberg@stjohnacademy.org
Website: www.stjohnacademy.org
Location: 6422 Linway Terrace, McLean, VA, USA
Phone: 703-356-7554
Top Painting: Plowed Field by Caspar David Friedrich