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Anonymous wrote:I really think a private school would help my kid. I just don't know how to find more information about them. I have my heart set on one school at the moment. So what can I do to research the school besides their website and the greatschools rating?
I am really interested in other peoples experiences. How else can I determine if this is a good fit?
The school brochure and the tuors (I haven't been on one yet) sound more like public relations to me.
I do not want to get too caught up in this admissions thing. That is why I am looking only at one school.
I believe that a parent who tours a school, brings well thought-out questions, and observes the interactions between students and teachers (tough to do in August, of course!) can get a very full picture of the school's mission and values. Of course, a parent could also ask to be contacted by a current parent (if the school doesn't arrange for that on their own as a follow-up).
As with other posters, I would urge you to visit a variety of schools, to get a sense of best fit.
Getting lunches right at schools can be quite a chore, but if done right, it can be a valuable part of the entire educational experience, rather than just a headache. I have talked to a few other heads about local foods / organic foods vs. mass-produced goods, so it's certainly on the radar. There are healthful options out there, but the perfect combination of hot lunch + affordable + popular + healthful is challenging. At my current school (and I imagine some others), we've moved away from brought-in subs and chicken nuggets to daily catered hot meals, with a cooked vegetable and a salad bar. It takes some effort to maintain with volunteers, but we've been much happier with more green foods available. In addition, there are local apples during the fall for all to enjoy.
Anonymous wrote:This is my concern, why don't school administrators rely on researchers to tell you what would be best? I am in medicaine, and if I used intuition to treat patients, some would be ok, but many would die....Sorry in advance if I have offended you, but the privates school system is the one that is beginning to scare me.
There are enough topics brought out in the previous post for numerous separate posts. Rather than go point-by-point in response, I would argue that it highlights one of the strengths of independent schools. Put simply, there is diversity in educational missions and practices. For the parent who questions the use of Everyday Math in one school, there are other outstanding independent schools which use other approaches, and vice versa.
I will be away for a bit on a family vacation, I look forward to participating in this forum upon my return. Best to all.
Anonymous wrote:Anonymous wrote:Mr. Huber, does your school use the frowned upon spiral math curricula such as Everyday Math?
I denote in your question a bias against Everyday Math...I don't think that there's been a math curriculum invented that hasn't drawn heat and vitriol.
My school uses the Everyday Math series for our Lower School (gr. 1-4). After spending this past year carefully analyzing our mathematics curriculum, bringing together teachers / administrators / parents into the task force, we have reaffirmed our wish to continue using the series for these grades. To augment mastery of basic math skills and computation (one of the frequent public complaints of Everyday Math series, that nothing really gets "finished"), we will be introducing the on-line First in Math subscription series, which allows teachers to better differentiate homework for reinforcement, with math problems covering word problems, computation skills, etc.
I don't think good teaching is about blind allegiance to a single textbook series. Textbooks are not the same as curriculum or pedagogy, they are merely tools. Not long ago I had the pleasure of watching one of my lower school teachers introduce division to his students. His introductory approach incorporated a variety of methods, such that by the end of his lesson, all of his students could demonstrate understanding of basic division (with remainders), and each had had exposure to a "toolbox" of mathematically sounds methods.
A former school of mine did not use Everyday Math, and one of the ongoing concerns was that there weren't enough real-life problem solving activities, therefore the supplement required were more Everyday Math-like activities. Balance in all things...
In my younger days I taught Latin, so discussions about textbook series drew much less heat, and I was grateful for it! It allowed me to blend traditional memorization of grammatical endings with a more intuitive reading approach, regardless of the textbook series used.
Forgot to sign in again, my apologies. It's difficult for me to tell on this form when one is logged in. The verbose reply of the previous post is mine.
Anonymous wrote:After working at a "top elite” (whatever that means) private school for the past 20 years, I do not care what is said in the admissions brochures that "we" are an inclusive environment; "we" promote socioeconomic diversity with offering financial aid, and no matter what you financial background may be, "we" treat everyone equally. This is not true. I have seen polices changed, and rules bent based on how much their family donated, who their family was. I have seen amazing, talented, gifted, and qualified teachers fired because a large annual donor complained about them. There is so much BS you would not believe it.
This post is certainly disheartening to read...it reminds me of the memoir "Confessions of a Prep School Mommy Handler: A Memoir", detailing one Director of Public Relation's management of "handling" the parents and donors. If a school truly follows the model listed above, it is surely not a self-sustaining (nor ethical) model. In my heart I (must) believe it to be a minority mindset.
Anonymous wrote:ONE BIG QUESTION:
Why don't independent schools concentrate on curricula that are evidenced based, and maintain best practices from a pedagogical standpoint?
Are there particular curricula which you are thinking of? Those that have received federal or state review?
I think that the glory of independent schools is that they can craft curriculum to mission, and curriculum to unique student needs. Were teaching strictly a scientific process, we could all agree upon standard curricula, but I believe that good teaching transcends this. Great schools review curriculum regularly, searching for best practices, comparing to peers, and utilizing parts or the whole of extant curricular practices as they match the school's mission. In addition, a great independent school looks to hire outstanding faculty to imprint their methodologies, passions, and interests to motivate student learning. After all, what most of us remember about our own schooling is not its curriculum but its teachers, which inspired us to pursue our specialized academic interests.
Anonymous wrote:I would like to know what kind of problems you generally have at private schools.
I know of one teacher who took early retirement because she could no longer handle the parents!
Would you describe the parents as 'helicopter' parents who obsess about their average kid, believing that he/she has the ability of a super-human.
Are the children generally used to being pampered.
Please advice, I am seriously considering private schoo. But I do not want her to be in a learning environment where the teachers are always bending over backwards for the kids. I do not think that is good for type of kid I have.
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Greetings to all again...just enough time for a few more posts before heading off to vacation with my family!
To the poster quoted above: I would urge you to give a serious look to private school, as the stereotype of the "helicopter parent" can vary widely it its validity school to school. Having taught in independent school for many years, the helicopter parent is the exception rather than the rule.
What has become an increasing challenge for independent school teachers (as with society) is the greater need for communication with the advent of new technologies. I just listened to an NPR piece that said with each new means of communication we add, we don't drop the older one in its stead. So, when I began teaching, parent communication was by phone infrequently, and through printed/typed report cards, with handwritten notes in assignment books. Parents now expect and require independent schools to push out information much more frequently, both general information (email, website, class notes, weekly folders, etc.) as well as specific information on their child. It is good for teachers to communicate, and at times overcommunicate, but it takes more time than before - time that many teachers would like to devote to lesson planning, grading, coaching, etc. These communication tensions in independent schools are evident in discussions about online gradebooks. Many parents like them for their instant information, but they offer only a partial window on a child's achievement. An excellent article summarizing this is in the May 4th New York Times, titled "I Know What You Did Last Math Class: Programs that let parents track grades in real time are popular but can stress out families."
Of course, there is irony that I am posting this on a public forum - one more means of communicating!
I don't think that it's ever easy - for years I've been wishing for a Harry Potter "Sorting Hat" to take all the uncertainty and guessing out of it. I think it's especially delicate for parents of young children. Sometimes it's the first time that parents are told by an outside institution (the prospective school) that the fit between school and child isn't a match, and that can easily sound like "there's a problem" (even when there isn't). For schools, especially PS-8th and PS-12th schools, an admission in the early years is a very long range hope that the decision will stand the test of time for up to 14 years - and how many of us are working in the same places of employment that we were 14 years ago? Admission has science as well as craft. One of the better books I've read on it is "The Gatekeepers", a gripping read about college admissions, and the struggles that officers and committees have searching for best fit. I think they'd argue that it's hardest at the top.
Heavens, what a ruckus can be stirred up from 6 pm to 8 am! I'm not easily dissuaded, though. It should be noted that the frequency of my posting will obviously depend upon time availability - it is summer, after all, so come late August, posts will be fewer and farther between.
A few thoughts on two prior posts.
1. Regarding the 17:42 author with multiple questions about admissions - there's enough material here for many posts! I will say that no one measure should ever be the determiner of admission. For example, I can imagine a scenario of an applicant with remarkably high test scores or WISC results who struggles in other areas. In my mind, a 99% percentile score is demonstrative of a very talented, intelligent young person - but it's only one measure to determine if that candidate is extremely qualified. Teacher recommendations and classroom visits help immensely to flesh out the full picture of the child.
Regarding parent connections and/or wealth - schools should fellow best admission practices listed by NAIS and AISGW. If it's not about the fit between the prospective student & family and the mission of the school, then it's not best practice. Personally, I don't want to have a parent conversation about exiting a child, if that child was previously admitted less on his/her fit and more on the parent's standing.
2. Regarding caliber - I am not so easily offended, no worries. Being more geographically removed from the inner DC area, it is joyful and serene, something I greatly appreciate for me and my family. I have great confidence in the caliber of my faculty, program, and school. This poster is correct to note, though, that questions about the hothouse of more "known" inner DC schools are less up my alley than others topics.
A few thoughts on two prior posts.
1. Regarding the 17:42 author with multiple questions about admissions - there's enough material here for many posts! I will say that no one measure should ever be the determiner of admission. For example, I can imagine a scenario of an applicant with remarkably high test scores or WISC results who struggles in other areas. In my mind, a 99% percentile score is demonstrative of a very talented, intelligent young person - but it's only one measure to determine if that candidate is extremely qualified. Teacher recommendations and classroom visits help immensely to flesh out the full picture of the child.
Regarding parent connections and/or wealth - schools should fellow best admission practices listed by NAIS and AISGW. If it's not about the fit between the prospective student & family and the mission of the school, then it's not best practice. Personally, I don't want to have a parent conversation about exiting a child, if that child was previously admitted less on his/her fit and more on the parent's standing.
2. Regarding caliber - I am not so easily offended, no worries. Being more geographically removed from the inner DC area, it is joyful and serene, something I greatly appreciate for me and my family. I have great confidence in the caliber of my faculty, program, and school. This poster is correct to note, though, that questions about the hothouse of more "known" inner DC schools are less up my alley than others topics.
Thank you for the NBER link on "academic redshirting" - I have downloaded it and will be reading this, and sharing this with our administrators. I'd also recommend to others (if it hasn't already been suggested) the NYTimes article titled "When Should a Kid Start Kindergarten?" from June 3 2007.
So many times it's a case-by-case decision, to withhold or delay, and it's vital that an unintentional bias doesn't direct decision-making. I have spoken to parents of boys on both sides of this issue.
My brother and I were both mid-September birthdays and entered early into pubic schools rather than late. Overall this seemed to be fine, though I think the fit was stronger academically than socially. Of course, had we been less challenged academically with a late start the following year, there may have been other sorts of headaches. The road not taken...
So many times it's a case-by-case decision, to withhold or delay, and it's vital that an unintentional bias doesn't direct decision-making. I have spoken to parents of boys on both sides of this issue.
My brother and I were both mid-September birthdays and entered early into pubic schools rather than late. Overall this seemed to be fine, though I think the fit was stronger academically than socially. Of course, had we been less challenged academically with a late start the following year, there may have been other sorts of headaches. The road not taken...
My bias is to assume good intent, that fellow schools are grappling with limited spaces and large application pools, and on the receiving end (you the parents), this radio silence makes it difficult to judge and opaque.
I also believe that there is intentional shift in language between "wait list" and "wait pool". While this may seem like semantics, it is (and should be) ultimately about best fit between the child and the school's mission. As with a job search, I do believe that if the match is strong, then things will fall into place.
I also believe that there is intentional shift in language between "wait list" and "wait pool". While this may seem like semantics, it is (and should be) ultimately about best fit between the child and the school's mission. As with a job search, I do believe that if the match is strong, then things will fall into place.
To the poster asking about soft rejection / universal wait list - not to muff my first reply, but could you further define this experience? Is it a "your child is accepted but we don't have room currently so we'll keep you informed" answer? I'd be interested in how you have experienced an answer from an independent school.
AISGW have principles of good practice regarding admission and financial aid (link: http://www.aisgw.org/school_resources/principalsadmission.asp) that specifically address waiting pools, don't know if this answers your question.
AISGW have principles of good practice regarding admission and financial aid (link: http://www.aisgw.org/school_resources/principalsadmission.asp) that specifically address waiting pools, don't know if this answers your question.
My apologies - didn't log in when I posted this!
It is an ongoing (and interesting) challenge we face in schools to manage and balance parent roles in order to be inclusive, when schedules and roles can make it difficult. For example, something as straightforward as a Parent Coffee held at 8:30 am can unintentionally exclude those without flexibility in their schedules to take part. Parents who are free at this hour, or free to volunteer during the school day hours, become more ingrained into the rhythms of school, and by this process develop into a "group" that from the outside seems difficult to enter.
Both Stu Work at WES at Peter Barrett at St. Patrick's are wonderful heads whom I've had the pleasure of working with. Stu has been tireless in working with fellow elementary school heads, and Peter served as a great mentor for me a few years back.
- John Huber
- John Huber