Can anyone shed light on what is likely to change at Norwood with new leadership?

[Anonymous]

Anonymous wrote:

Anonymous wrote:We chose Norwood because it has proven to be an institution that is willing to change. They did this recently when they revamped their math program and did it again when they found a new head of school. We are living in exciting times in Education, full of innovation, and I think it's critical to have a school willing to adapt. Is Norwood perfect? No. Will act rapidly when it identifies issues? I have a high degree of confidence that it will. The new head of school claims to have a strong track record of delivering outstanding academic results, fundraising, and recruiting. We are excited to welcome him to the school.

Norwood will make changes and become even better under the new leadership. But that's not to say it isn't already a great, sound school. Their placement rates speak for themselves. If you are a Norwood grad, you will get pretty much get into any high school you wish, including the competitive magnets like Blair and the sought after area private high schools. Norwood's academics are strong. Otherwise these HS programs would not open their doors year after year at such high rates to its graduates. Other K-8ths can't make this claim. Norwood is already a great place for the early years. It will only get better.

They can't? Really now? And how do you know where the graduates of st pats, Langley, Sheridan, burgundy, nps, Lowell, CHDS, WES, and green acres ALL go to high school? Or I'll be generous here - how do you know where just 1/2 the class from each of these schools goes? Hint: you don't.

I'm sure many Norwood grads are capable HS students at some competitive schools. However you weaken your case for Norwood being the Best School in the Whole Wide World, Ever with idiotic and unsupportable pronouncements, booster person.

[Anonymous]

I just can't believe the bitterness of this poster. You have an agenda for sure.

[Anonymous]

Norwood is not a disaster as some would have you believe. It is not for everyone, and I would agree that they do teach more to the middle than some schools in the area might. However, it is a fine, very lovely place to go to school. They really do make it a happy place of learning.

[Anonymous]

Anonymous wrote:I'll take a stab at that: Wayside, Maret, Cold Spring, Sidwell, Lakewood, Beauvoir to name a few...

But I thought Sidwell was a school "in disarray." How else to describe a school whose Head unexpectedly announces his "retirement" just three years into the job?

[Anonymous]

But I thought Sidwell was a school "in disarray." How else to describe a school whose Head unexpectedly announces his "retirement" just three years into the job?

An unexpected personal illness does promote cellular and molecular "disarray".

[Anonymous]

The school curriculum in the lower grades is exciting; perhaps too much so. They seem to get too far away from the three Rs in the process of exposure to great specials.
One step in the right direction was getting rid of Friday half days.
I wish they would go to 3:30 on Fridays to get more academic time in.

[Anonymous]

Anonymous wrote:The school curriculum in the lower grades is exciting; perhaps too much so. They seem to get too far away from the three Rs in the process of exposure to great specials.
One step in the right direction was getting rid of Friday half days.
I wish they would go to 3:30 on Fridays to get more academic time in.

IMO, there is a tremendous amount of time that is wasted throughout the week, not just in the one hour early dismissal on Fridays. Whatever happened to the consultant brought in to revamp the schedule so that children wouldn't repeatedly miss the three Rs due to Chapel running over, an extra assembly here or there, practice for concerts?

[Anonymous]

Anonymous wrote:

Anonymous wrote:The school curriculum in the lower grades is exciting; perhaps too much so. They seem to get too far away from the three Rs in the process of exposure to great specials.
One step in the right direction was getting rid of Friday half days.
I wish they would go to 3:30 on Fridays to get more academic time in.

IMO, there is a tremendous amount of time that is wasted throughout the week, not just in the one hour early dismissal on Fridays. Whatever happened to the consultant brought in to revamp the schedule so that children wouldn't repeatedly miss the three Rs due to Chapel running over, an extra assembly here or there, practice for concerts?

We love the school, even with its issues.
That said, this would be a dream school if they could only do as you say and have the same standards for academics that they have for music. The kids are totally capable of moving ahead.
I think of Norwood as a gem. The fact that they have a strong sibling policy makes it really enticing for all families. That adds to academic diversity too.

[Anonymous]

You won't believe how well your Norwood students are prepared for high school. My daughter got into every high school she applied to and graduated cum laude with 5s on every AP she took from one of the most sought after DC high schools. She knew how to study, how to think, how to write, and how to live a value-filled life thanks to Norwood. Those of you who diss Norwood because of a late chapel here and there and an extra musical practice need to find a broader lens as to what's important to teach your child.

[Anonymous]

Anonymous wrote:You won't believe how well your Norwood students are prepared for high school. My daughter got into every high school she applied to and graduated cum laude with 5s on every AP she took from one of the most sought after DC high schools. She knew how to study, how to think, how to write, and how to live a value-filled life thanks to Norwood. Those of you who diss Norwood because of a late chapel here and there and an extra musical practice need to find a broader lens as to what's important to teach your child.

I'm not trying to "diss" Norwood. However, I believe its lens needs refocusing on quality instruction and curriculum. My lens doesn't need to broaden. My focus is where it should be: on the academics primarily and then the extras. You can still teach values in chapel, have musical concerts, put on Pi Day assemblies and spelling bees…but only after the kids have learned what they need to in the classroom.

I hope that the new head swings in that direction.

[Anonymous]

Anonymous wrote:

Anonymous wrote:You won't believe how well your Norwood students are prepared for high school. My daughter got into every high school she applied to and graduated cum laude with 5s on every AP she took from one of the most sought after DC high schools. She knew how to study, how to think, how to write, and how to live a value-filled life thanks to Norwood. Those of you who diss Norwood because of a late chapel here and there and an extra musical practice need to find a broader lens as to what's important to teach your child.

I'm not trying to "diss" Norwood. However, I believe its lens needs refocusing on quality instruction and curriculum. My lens doesn't need to broaden. My focus is where it should be: on the academics primarily and then the extras. You can still teach values in chapel, have musical concerts, put on Pi Day assemblies and spelling bees…but only after the kids have learned what they need to in the classroom.

I hope that the new head swings in that direction.

This was well said.

[Anonymous]

I agree with pp. I just wish they had more of an academic focus. Live music and art, but they should take math just as serious.

Hoping the new head will up the math program and create a stem program.

[Anonymous]

It's a so-so school. Nearly all the of the were rejected at schools that include a HS.

[Anonymous]

Anonymous wrote:I agree with pp. I just wish they had more of an academic focus. Live music and art, but they should take math just as serious.

Hoping the new head will up the math program and create a stem program.

It will take a lot.
When I look at their science program, it is great that the kids start science in the early years! However, this is another source of moving the kids to another location in the school to learn a subject. Sink time. Then the science teachers are really enthusiastic, but they are teaching age inappropriate materials to the kids. My son, who is in fourth grade really does not get what is being taught. He rattles off things to my father, who is a scientist, when my father asks him what he is talking about, DS is clueless. I hope the school does not get the impression that making it harder makes it better. The teachers need to set realistic goals so that the kids capture more.
Math is still a problem. The program is weak. A poorly written workbook with poor quality paper that frustrates the kids since it is hard to erase anything. Yes, a minor gripe, but it matters. Funny enough, one of the staff members involved in the math text choice left the school saying good riddance. She did not seem to care.
Overall, they have some archaic ways of doing things, they do little to no self evaluation, ignore consultants, but call on consultants for everything, and hire from a small pool, lots of nepotism.
As pp said, more parents need to have academics as their primary focus. Too many see it as a finishing school or a day at the country club for their child.
It will take a lot.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I agree with pp. I just wish they had more of an academic focus. Live music and art, but they should take math just as serious.

Hoping the new head will up the math program and create a stem program.

It will take a lot.
When I look at their science program, it is great that the kids start science in the early years! However, this is another source of moving the kids to another location in the school to learn a subject. Sink time. Then the science teachers are really enthusiastic, but they are teaching age inappropriate materials to the kids. My son, who is in fourth grade really does not get what is being taught. He rattles off things to my father, who is a scientist, when my father asks him what he is talking about, DS is clueless. I hope the school does not get the impression that making it harder makes it better. The teachers need to set realistic goals so that the kids capture more.
Math is still a problem. The program is weak. A poorly written workbook with poor quality paper that frustrates the kids since it is hard to erase anything. Yes, a minor gripe, but it matters. Funny enough, one of the staff members involved in the math text choice left the school saying good riddance. She did not seem to care.
Overall, they have some archaic ways of doing things, they do little to no self evaluation, ignore consultants, but call on consultants for everything, and hire from a small pool, lots of nepotism.
As pp said, more parents need to have academics as their primary focus. Too many see it as a finishing school or a day at the country club for their child.
It will take a lot.

I'm sorry that Norwood is apparently not working out the way you had hoped for your son. I think you are in the small minority on that front.

But anyway, as to your comments, what about the discussions I (and many other parents I know) have had with parents of HS-age kids at schools in the area--Sidwell, StA, Potomac, Visitation among others--who comment on how well the kids coming from Norwood do at their kids' schools, and how well-prepared they are? Norwood has nothing to do with that? Does it have anything to do with its excellent HS placement track record?

It will take a lot to do what? To turn it into a K-8 pressure cooker? Maybe a pressure-cooker environment is not optimal in any respect, including maximizing academic achievement. And maybe that's not what Norwood wants for itself. That hardly makes it a country club.