ouston, we’ve had a problem here,” reported Apollo 13 astronaut Jack Swigert. Commander James Lovell reflects upon that terrifying moment, “…Jack Swigert, Fred Haise, and I never talked about that fate during our perilous flight. I guess we were too busy struggling for survival.” The brave Apollo 13 astronauts were fighting for their lives, and only after they returned safely to Earth were they able to consider how NASA could learn from the failure of the Apollo 13 mission.

Often, when we are in the throes of a true crisis, our focus is on surviving and we are unable to see beyond the immediate situation to prevent future problems. Sometimes, we do not even realize that there is a crisis because it slowly, yet powerfully intensifies, and its early warnings are rationalized away or dismissed.

In 1985, I spent weeks typing my college applications, grateful for the autocorrect feature on my electric typewriter. My college essay related some highlights from my high school “career.” The concept of a resume was entirely foreign to my parents and me. I filled in the blanks with lists of clubs and activities without thinking about whether or not I had enough to impress admission officers. I do not believe I was naïve or that my memory is warped. My friends and I did not spend hours talking about where we were applying and worrying about if we would be accepted. If our parents were anxious, we never knew. We enjoyed being seniors, focused on academics, activities, and socializing. We never believed that we had to be perfect and that success was defined by our achievements, test scores, and grades.

By Monica M. Gillespie, Ph.D., Head of School

HEADLINES

A newsletter for Saint Mary’s School Parents

SAINT MARY’S

FEATURESVol. 2, No. 1

October 2016

Educating Girls: Defining Success

How We Teach Girls: Making Connections Through

Growth Mindset

Considering the Possibilities: Saint Mary’s Think Tank 5.0

Parent Book Nook

Upcoming Events

Educating Girls Defining Success

“H

“My friends and I did not spend hours talking about where we were applying and worrying about if we would be accepted. We enjoyed being seniors, focused on academics, activities, and socializing. We never believed that we had to be perfect and that success was defined by our achievements, test scores, and grades.” - Monica M. Gillespie, Ph.D., Head of School

As a career educator and parent experienced in the college admission process, I regrettably echo, “Houston, we’ve had a problem here.” Our children are being harmed by what Dr. Kenneth Ginsburg calls in Building Resilience in Children and Teens “A College Process Gone Awry.” This crisis has been slowly intensifying over more than two decades.

Many educators, parents, and children have been so “busy struggling for survival,” competing for admission, that we are only now tackling the real issue: acceptance (outright or complicit) of a narrow and harmful defi nition of success. As Dr. Ginsburg writes, “The college admissions process has generated the myth that only perfect, well-balanced, brilliant candidates are worthy of admission, as proven by thick applications with high SAT scores, grade point averages, class rankings, and a lengthy list of extracurricular

activities—even better if candidates have built a water purifi cation system in a South American village or organized a fundraising event for earthquake victims.”

For parents who have spent time on college campuses in information sessions and on tours, we know that this myth is pervasive. Our children hear the implicit message of personal success. When I asked my daughter what the admission offi cers are really saying, she told me her interpretation: “It’s all about your test scores (high), grades (all As), classes (APs) activities (tons), community service (hours and hours), and leadership roles (lots). And, we expect you to be perfect and great at everything you do.” This myth is dangerous and destructive to adolescents, especially girls who have a tendency toward perfectionism.

At Saint Mary’s School, we are working intentionally to counter the prevailing defi nition of success. Saint Mary’s promotes the guiding principle that “We believe girls can and should build their own defi nition of success.” We know that critical to preparing a young woman for college and life is helping her develop an authentic defi nition of success. A young woman who understands and believes that her success is not comprised of grades, test scores, physical attractiveness, and being great at everything she does is a young woman who can envision an extraordinary future for herself. Together with parents, we seek to help our students build their own defi nition of success and encourage them to consider including what Dr. Ginsburg proposes:

• Happiness; fi nding meaning in what you do• Resilience• Generosity• Compassion• Desire to contribute• The capacity to build and maintain meaningful relationships; the ability to collaborate• Commitment to hard work, effort, tenacity• The ability to take constructive criticism• Creativity of innovation

The good news is that our nation’s educators at college and secondary schools, university administrators, college admission offi cers, school guidance counselors and principals, among others are acknowledging the crisis. Turning the Tide: Inspiring Concern for Others and the Common Good through College Admissions, published in January 2016, is the fi rst in a series of reports created by Making Caring Common, a project of the Harvard Graduate School of Education.

At Saint Mary’s School, we know that it takes courage to counter the current culture. We are dedicated to our Guiding Principles, which promote the wellbeing of our girls as they “build their own defi nition of success.” Our strength and enduring commitment to doing what is best for girls is built upon the foundation of 175 years of excellence in educating women.

Parent Book Nook

3

Building Resilience in Children and Teens: Giving Kids Roots and Wings, by Kenneth Ginsburg, M.D., M.S. Ed., FAAP with Martha M. Jablow

Good Infl uence: Teaching the Wisdom of Adulthood, by Daniel R. Heischman

Mindset: the New Psychology of Success, by Carol S. Dweck, Ph.D.

Parenting Great Girls: Giving Our Daughters the Courage to Live Authentic and Confi dent Lives, by Jeannie Norris

Raising Kids to Thrive: Balancing Love with Expectations and Protection with Trust, by Kenneth Ginsburg, M.D., M.S. Ed., FAAP with Ilana Ginsburg and Talia Ginsburg

The Big Disconnect: Protecting Childhood and Family Relationships in the Digital Age, by Catherine Steiner-Adair, Ed.D.

Untangled: Guiding Teenage Girls Through the Seven Transitions Into Adulthood, by Lisa Damour, Ph.D.

(continued from page 1)

A young woman who understands and believes that her success is not comprised of grades, test scores, physical attractiveness, and being great at everything she does is a young woman who can envision an extraordinary future for herself.

For more on the topics addressed in this edition of Headlines, please consider the following resources:

Sources: Building Resilience in Children and Teens, by Dr. Kenneth Ginsburg, M.D., M.S. Ed., FAAP; Turning the Tide: Inspiring Concern for Others and the Common Good through College Admissions, by Harvard Graduate School of Education

ffective teaching and learning is comprised of many components, not the least of which is helping students under-stand how to make connections. We know that students learn best when they are able to take the knowledge they have ac-quired in one area and apply it to new and different contexts. When girls are able make connections, their learning is more relevant, deeper, and enduring.

This year’s Algebra and Physics @ SMS class offers an inte-grated approach to teaching algebra and physics in 9th grade and is designed to engage girls in making connections and integrat-ing their learning across disciplines. To do this, girls are being encouraged to adopt a growth mindset. Coined by Carol Dweck in her book entitled Mindset, she asserts that “when people be-lieve that their most basic abilities can be developed through dedication and hard work – this creates a love of learning and a resilience that is essential for great accomplishment.”

Krista Holstein, mathematics department chair and instructor, and Ann Marie Davis, academic chair at-large and physics in-structor, shared in their inaugural Algebra and Physics @ SMS newsletter, “Although the content is traditional, the delivery of instruction will include a blend of traditional and innovative ap-proaches to teaching and learning. We will incorporate research-based practices into the classroom with the goal of helping students to become deep learners.” The classwork will include small-group and whole-class discussions allowing for students to discuss content and their thinking processes with one another, as well as opportunities to investigate and explore ideas and con-cepts using manipulatives and technology.

A “spiraling” curriculum will engage girls in actively applying learned content to new material as they move through course-work, homework, and assessments. Dr. Holstein and Ms. Da-vis note that “students will not necessarily have mastery of ev-ery single topic as soon as they see it. It may take a few times through before they completely grasp it” – which process allows for deeper and more enduring knowledge. Referencing Make it

2

Stick: The Science of Suc-cessful Learning by Brown, Roediger, and McDaniel, which was read by Saint Mary’s faculty last summer, Dr. Holstein and Ms. Davis shared this insight from the authors, “spacing, interleav-ing, and mixing up practice will feel less productive at the time but will more than compensate for that by mak-ing the learning stronger, precise, and enduring”.

The fi rst topic for the school year is functions, an important foundational concept for both algebra and physics, and in the words of their teachers, “the girls worked dili-gently and persevered through a challenging problem in their teams.” In addition, students have been exploring what it is to have a growth mindset and how that enhances their learning.

According to the 9th grade students enrolled in the class, this inte-grated and collaborative approach to algebra and physics really works. Combined with their collective efforts to adopt growth mindsets, the girls are enthusiastic and energized about the class and their own abil-ity to master math and physics. “It’s about how you learn, not just how fast you learn or if you have all the right answers,” says J’Lah Johnson. “Even in just a few weeks I’ve seen myself change,” adds Janey Har-low, “Having a growth mindset means I’m not afraid to be wrong. I’m participating more and learning more – even in my other classes.” “It’s a very comfortable environment where it’s OK to make mistakes,” says Claire Smith, “you have a chance to discuss your questions and work things out with your teammates – and the teachers are always there to help.”

By Laura J. Novia, Director of Marketing and Communications

Making Connections Through Growth Mindset

“Having a growth mindset means I’m not afraid to be wrong. I’m participating more and learning more – even in my other classes.”

Sources: Make it Stick: The Science of Successful Learning, by Brown, Roediger, and McDaniel; Mindset: the New Psychology of Success, by Carol S. Dweck, Ph.D.

900 Hillsborough StreetRaleigh, North Carolina27603-1689

SCHOOLCOURAGE

HEADLINES

See online calendar for details | www.sms.edu

EVENTSOCTOBER 5 PA Executive Committee Meeting

OCTOBER 8 Fall Formal

OCTOBER 14 Grade-level Dinners

OCTOBER 18 Smedes Parlor Concert

OCTOBER 29 Exploration Day with 175th anniversary focus

NOVEMBER 1 Founders’ Day Chapel with 175th anniversary celebration

NOVEMBER 2 PA Executive Committee Meeting

NOVEMBER 4 AND 5 Fall Play: Women in White

NOVEMBER 8 COMPASS Leadership Development Day

NOVEMBER 17 Fall Sports Assembly Junior Ring Banquet

NOVEMBER 18 11th Grade College Kick-off

NOVEMBER 19-28 Thanksgiving Break Dorms close Nov. 19 at 10 a.m. Dorms re-open Nov. 28 at 2 p.m.

NOVEMBER 29 Classes resume

The Saint Mary’s Think Tank returns again this year with version 5.0. Established by Dr. Monica Gillespie in 2012-2013, the Think Tank provides an opportunity for up to 12 volunteer members of the faculty and staff to engage in an exploration of educational innovations and the creation of initiatives that enhance the school’s ability to fulfill its mission and support its Guiding Principles.

Using appreciative inquiry and outside resources, the group develops the capacity to use positive questions as a catalyst for brainstorming, reexamining assumptions, considering multiple perspectives, and generating ideas. In short, the

Think Tank provides an environment where people from different disciplines and departments can gather together to ask questions and consider possibilities – all for the benefit of Saint Mary’s students and our learning and living community.

The Think Tank meets from October through the end of May during which time members engage in outside reading and research, visits to other institutions, design-thinking activities, creativity capacity-building, and other learning

experiences as proposed by the group. Each Think Tank identifies an area of focus for its work, and the first order of business for Think Tank 5.0 will be to choose its focus for the year. Prior Think Tanks have focused on topics including time and scheduling, student activities, and residential living, among others.

Think Tank members tour Episcopal High School in Virginia.