From the Head of School
Friday morning, I met with parents to talk about what we know, what we are thinking about, and what is yet to be decided about next year at Seabury. As we prepare to end this year and begin to think about the possibilities for next year, parents inevitably have questions because they want the best school experience possible for their children. That is the highest priority for our faculty and staff as well, and it is paramount in our minds as we plan for the coming year.

For those of you who weren’t able to join us Friday morning, I wanted to provide you with a short summary of our discussion as well as a few “extras” that I meant to mention at the meeting:

· We are in the midst of admissions season, both for returning students and for students who are applying to Seabury. The good news is that early indications show that our retention rate will be high and that we have a lot of good candidates among our prospective students. A first round of contracts was issued to returning students in March. A second round of contracts is being issued now for students whose families have applied for financial aid, students entering kindergarten who are in the process of testing, and students new to Seabury. Once those contracts are in, we will have a better idea of what initial enrollment trends look like for next year and can begin the process of contracting with teachers and making program decisions.

· One of the challenges for us at this time of year is that as much as parents are dying to know whose class their child will be in next year, and as much as teachers are dying to know what grade(s) and students they will be teaching, we cannot issue contracts to teachers or begin to form classes until we know who is returning next year. The teachers and I are beginning meetings to talk about what their preferences are for teaching assignments, but contracts will not be issued to teachers until we have more student contracts in and firmer numbers for classes.

· Our teachers work closely together to build Seabury’s curriculum, not only for their own classroom, but for the school as a whole. What that means for parents is that regardless of the classroom or the teacher, your child will be in a Seabury program next year that was designed with his or her individual needs in mind and is put together carefully to be sure the knowledge, skills and experiences s/he will need to grow academically, socially and emotionally are provided. Whether your child is in a single or multiage classroom, is with his or her friends or with students that are yet to become friends, with students younger or older, our teachers work together to ensure your student will get what he or she needs. All our teachers are consummate professionals, exceptional educators, and love their students. So you can be assured that whatever classroom your child is in, he or she will be in good hands.

· We expect that multiage classrooms are a possibility next year at the lower school, just is the norm at the middle school. They have been part of the program at Seabury through its history - in fact, for Seabury’s first 15 years, the program was built entirely around multiage classrooms. Seabury uses multiage classes, as opposed to traditional “split classes” because our students are, by virtue of being gifted, out of sync with their typically developing peers. That means that our students are many ages at the same time when you consider their academic, social, emotional and physical development. One advantage of multiage classes is that they give us the opportunity to find peers for each of our students in as many of those areas as possible. The decision regarding whether there will be multiage classrooms at the lower school next year and, if so, in which grade levels, will be made in part based on numbers enrolled, but also based on how best to group students in appropriate learning environments.

· In determining whether to form single grade or multiage classes, as well as placing students in the classrooms we form, the teachers and I work together and take a number of factors into account. These include balancing genders, learning styles, maturity, academic styles, interests, strengths, and personalities. Our goal is to place each student in a classroom that will allow him or her to shine – to connect with others who share interests and can be academic and intellectual peers.

· The middle school will continue to operate with its multiage format in which students work as a whole group with individualized expectations at times and in groups based on academic needs (such as in math groups) at other times. We anticipate between 22 and 25 students at the middle school next year, including students coming from the lower school and a number of students who will be new to Seabury. If enrollment supports it, we are hoping to add staff at the middle school that would allow us to develop an after school program and offer after school study time. We are also in the process of making decisions about when we will need to add space to accommodate additional students at the middle school, something we expect to become necessary in the next year or two.

· If enrollment meets our projections, we expect we will have additional aide time at the lower school next year. Initial plans include a part or full time aide in the kindergarten classroom and at least some aide time to be shared among teachers in grades 1-5 depending on student needs and class sizes.

· We are still recruiting for all grade levels, and are especially looking for students in pre-K, grades 3 and 5 and middle school. We appreciate our parents serving as ambassadors for our school and referring families whose children might benefit from Seabury’s program so they can come see for themselves what we have to offer! If you know someone whose child is a Seabury kid, invite them to come by for a tour or a visit day. We’d love to have them join us!

As always, if you have questions, have concerns, or would like to talk about considerations for your child, don’t hesitate to contact me or your child’s teacher. While we can’t honor requests for specific teachers / classrooms, we do love to hear your feedback about the kind of environment you think would best suit your child or anything else you’d like us to consider. We are blessed to have small classes that allow us to know each of your children well, both personally and academically. And we know that we do our best for your children when we are able to work in partnership with you to meet their needs.

Let me close by saying that we are so excited about next year. We are thrilled about the number of you who have already said, “I’m in!” About the plans teachers are already making for the program, class trips, special projects and more. About the chance to work with you to make sure your children continue to thrive in an environment where they are cared about and supported. It’s going to be an amazing year – we look forward to spending it with you and your children!

- Sandi Wollum

The World Peace Game

Head’s column

Do you know John Hunter? John is a teacher, musician, filmmaker and game designer who has worked with gifted children in public schools since the 1970s. I had the privilege of meeting John Hunter and hearing him speak at the recent National Association of Independent Schools (NAIS) conference in Seattle. He is the creator of “The World Peace Game,” a simulation he uses with his fourth grade gifted children that is the subject of the documentary film, World Peace and Other Fourth Grade Achievements. He describes the game, as well as his philosophy of teaching and learning in a TED Talk that was voted the most influential TED Talk of 2011.  

It’s ok. You can stop reading here and take a look at the TED Talk. You will see why John’s presentation, which was an extended version of his TED Talk, turned my day upside down. AMAZING!

As can see, John’s story is one of courage, creativity, and humility. He is clearly a master teacher, a humanitarian, and a gentle, compassionate man who is making a difference in the lives of his students. As I reflected on John’s story, I couldn’t help but think of Seabury, and of how many of the qualities that make him a great teacher are qualities that are also at the core of Seabury’s faculty and program.

Relationships. John recognizes that the key to great teaching is the relationship between the student and the teacher. Learning involves taking risks, and when students know their teacher cares about them, supports them, trusts them and believes in them, they are much more likely to take on challenges with confidence. We experience that every day at Seabury. Our children develop close, trusting relationships not only with their own teachers, but with all of our staff. Our small classes and close community allow teachers and staff members to really know their students – their hobbies, their pets, their fears, the things that make them laugh. In this age of curriculum standards and data-driven decision making, we often get asked how we assess our students and make decisions about their programs. We recognize that formal assessments are essential tools for teachers. But we also know the value of knowing our children so well that we know when they are worried about a sick family member and need a little extra support, or what makes them laugh, or when they need a break, or when they can be pushed to go just a little farther. The relationships that our teachers build with our students give students the courage to take risks, to speak up, to trust themselves, and to know they are cared for and respected by adults in their lives - something that the SEARCH Institute has shown to be critical to the healthy social-emotional development of children. Put more simply, Seabury students are blessed with teachers that build trusting, caring relationship with them and because of those relationships, our students can soar both academically and social-emotionally.

Real Challenges / Real Experiences. The World Peace Game simulates world leaders working to solve real world problems like global warming, resource depletion, famine, war, water rights and more.  John’s students become immersed in the issues facing real world leaders and, because it is “real,” are completely engaged in their learning. At Seabury, tying learning to real experiences that our children care about is at the core of our program. As part of their study of World War II in preparation for their trip to France, our middle school students recently had the opportunity to interview residents of Franke Tobey Jones Retirement Community who were involved in the war, either in the field or on the home front. One of our students interviewed an army colonel who was part of the D-Day invasion at Omaha Beach. Just the other day as students were talking about the itinerary for the France trip, he asked one of his teachers whether there will be time during their day at Omaha Beach for him to go to the water’s edge and run up the beach to see what it might have been like for his new friend, the colonel. That is learning that goes much deeper than checking off a list of skills or meeting a particular standard. That kind of deep and meaningful learning is at the core of what happens in every single classroom at Seabury.

There are not many John Hunters in the world. I am blessed to have met this humble, gentle, compassionate, incredible man. He continues to inspire me and our whole staff who recently watched his TED Talk together. But it was heartwarming to see that at Seabury, our students have opportunities every day to experience the kind of passionate teachers and engaging learning experiences that John’s teachers gave to him and that he provides for his students every day.

Fourth-graders changing the world? I believe it - I work at Seabury!

- Sandi Wollum

We survived Snowpocalypse 2012! The ice has melted and we have been back in the routine at school this week, sharing stories of sledding and sliding and snow forts and reading books by the fire.

It got me thinking. We missed a week of school. But did our kids miss a week of learning? I asked our lower school students this morning at our weekly gathering and they couldn’t wait to tell me what they learned last week…

“Never drive in the snow and ice!”

“I figured out how to build an igloo!”

“I watched the weather all day to see if we would be able to go to school the next day or not.”

“I learned to make huge snowballs. I have a sister, you know!”

When I asked how much snow had fallen at their houses, they told me how many inches and how they had measured it. And how they got their sleds to go fast. And how to make a really big snowman. And how many layers of clothes it took to stay warm. And, for some, what it’s like to live without electricity for one or two or five days.

Our students live and breathe learning. They absorb more than just facts. They ask questions, make predictions, explore hypotheses, analyze ideas, create, critique and synthesize all the time. At Seabury, we facilitate learning that goes beyond rote knowledge and emphasizes the development of strong habits of mind and creativity. Our children, beginning with our youngest prekindergarten students, are asking complex questions and looking beyond the surface to explore ideas more deeply. 

But the core love for learning, the quest for discovery and invention and exploration, is evident in our children no matter where they go and what they do. Just think for a moment about how your child spent last week. What insights and discoveries happened? What new ideas were explored? What predictions were tested? What creations emerged?

It’s important for parents to recognize that learning is not limited to school, or to that which happens with paper and pencil. Because noticing the ways in which your child learns and grows from each and every interaction is an amazing gift.

Our teachers at Seabury are skilled at asking questions and providing the framework in which learning occurs at a complex and high level. They are masters at knowing when to let an activity or discussion keep going and when to steer in a different direction. And our kids take what they are offered and run with it. Just this week, the prekindergarten kids, when making penguins out of toilet paper rolls, decided they wanted to do a play with their penguins. Suddenly sets were being created, roles rehearsed, lists of rules for the audience dictated and decisions were made about ticket prices. This was not learning that could be contained on a worksheet – it was economics and stagecraft and literacy and art and music and cooperation and organization and … that is what learning is about at Seabury.

But learning doesn’t stop here. At home, learning isn’t limited to homework time or to workbooks or formal lessons. A trip to the grocery store, a board game, doing the laundry, a discussion about politics, making a blanket fort, even fighting with a sibling – all of these are learning experiences. 

It is a joy to watch your children light up with new discoveries. I wonder what learning is in store this weekend …

– Sandi Wollum, Head of School

Karen and Halley's New Year's resolutions

Happy holidays, Team Seabury!

With only two weeks to go until 2012, we thought it apt to write a list of New Year's resolutions that we can all take part in. Without further ado, here are Karen and Halley's New Year's resolutions for 2012.

For us: 

Update the Seabury logo by the end of the school year

Keep spreading the Team Seabury love through social media

Have the most successful auction ever

Get better sweaters

Stop making cheesy photo montages online

For you:

Identify and recruit one Seabury mission fit family

Volunteer to work a festival, staff a committee or help at the auction

Spruce up Seabury – come man a blower, grab a rake and let’s clean up

Invite friends to join your table at this year’s the Magic of Learning auction
Work on procuring some of the items on this list.

Surprise your classroom teacher with a thank you note

Return your re-enrollment contract by the deadline

For teachers:

Roll up their sleeves alongside parents to work on committees, generate referrals and help market Seabury

Recognize the hard work of parents and thank them profusely for the gift of their children and their confidence in you

For Team Seabury:

Be free with compliments and look for the good in everyone

Wear your Seabury gear out and about

Schedule family “hang-out” time

Read a book on gifted education

Get your teeth whitened

Go to the gym

Spend fewer hours watching Keeping up with the Kardashians

Read to your child

Tell Joslyn how much you appreciate all she does

Attend the annual State of Seabury update at the lower school on Jan. 26

Go outside more often

Happy holidays from Seabury School

It was the end of the day and children were heading out of their classrooms to go home. As I was rushing around my office trying to wrap up my day, a first grader walked in and said he wanted to talk to me about something important.

“Mrs. Wollum, I was thinking we could do a coin drive, and that kids could collect money for the food bank to help people who are hungry. Could we start tomorrow?”

Talk about a way to melt the head of school’s heart!

As the holidays approach and the year draws to a close, one of the things I am most grateful for is the opportunity to be part of a school whose students love to serve. Whether it’s helping a friend feel better when he’s skinned a knee on the playground or taking part in a community service project like the Pierce County Hunger Walk, our students want to make a difference.

This first grader went door-to-door in his
neighborhood to collect this food!

The student and his family participated in this fall’s Hunger Walk as part of Team Seabury. Several weeks later, his class took a field trip to visit one of the local food banks to see an example of how the money they had raised had helped families in our area. They heard about the people the food bank helps, and about how the numbers of families, especially families with working parents and children, have increased during the difficult economy. They also saw empty shelves where there wasn’t enough food to meet all the needs. When they got back to school, the children immediately decided we needed to do a school-wide food drive to provide more help – an initiative that was supported by their teacher and so our November food drive began. Our first graders made posters, talked with classes, went door to door in their neighborhoods, tracked and graphed donations every day and ended up bringing in nearly 900 items. It was incredible. But it is clear from my first grade friend’s visit yesterday that we aren’t done yet!

A December service project was also student led this year. Inspired by a project her family supports every year, and seeing through the food drive what can happen when you involve your friends, a third grade student asked if she could ask our students to help her gather toys and coats for Allen A.M.E.’s Christmas House. This was another student led project – our staff just made the time and space for her to work with her friends to make it happen. And as a result, her family filled their car – twice – with donations for needy families in our community.

Service has become part of Seabury’s program across all our grade levels. Fostering our children’s desire to serve and providing opportunities for them to see that they can make a real difference in their community are important parts of Seabury’s program – and play key roles in the social-emotional development of our children. But it is times like this when we see our children take these lessons to heart that light up our days.

We often hear that gifted children have the potential to make a difference in the world. I believe that is true. But ultimately, the choices they will make in their lives and the work they will do as adults will be determined not just by their potential, but by the opportunities they have had to be inspired, to be challenged, to think deeply, to wonder, and to serve. When we provide children with opportunities to experience what is possible when we care and are willing to work together, and give them a chance to ‘try on” what it feels like to be involved in meaningful ways, they are inspired and want to do more. When we introduce them to those in their community who are using their gifts to inspire and lead and create positive change, they put a face on what is possible. The choice will be our children’s, ultimately. But if they have positive experiences in leading and serving as children and young adults, how much more likely will they be to continue to seek opportunities to serve as they grow up? It is exciting to consider.

So as we get ready to say goodbye for our winter break, I will be thinking about my first grade friend. And my third grade friend. And all our children. I am grateful to be part of their lives. And I am hopeful about our future. Because they are not only going to be great leaders and servants in the future - they are leaders and servants right now!

Happy Holidays!!

-- Sandi Wollum, Head of School

Gifted education educator, advocate to visit Tacoma

What: Gifted education seminar with Dr. Jim Delisle, Ph.D.

Where: Greater Tacoma Convention & Trade Center, Commerce Room

When: Wednesday, Feb. 15, 2012, 7 p.m.

How much: Suggested donation $10-15

TACOMA, WA, February 15, 2012: Seabury School is pleased to announce a visit from Dr. Jim Delisle, Ph.D., a respected educator and advocate in the field of gifted education.

Dr. Delisle, a nationally recognized expert on gifted education, will be speaking on "Parenting precocious kids: understanding the ups and downs of growing up gifted" This seminar will appeal to parents and educators alike, and is the second in a new series of annual gifted education seminars hosted by Seabury School.

The event will be held in the Commerce Room of the Greater Tacoma Convention and Trade Center at 7 p.m., Wednesday, February 15. Pre-registration is encouraged for this event, with a suggested donation of $15. There will be a limited number of walk-up spaces available.

Dr. Delisle has taught gifted children and those who work on their behalf for more than 30 years. He recently retired from Kent State University after 25 years of service as a professor of special education. The author of more than 250 articles and 16 books, Dr. Delisle's work has been translated into multiple languages and has been featured in both professional journals and in popular media such as The New York Times and on Oprah! A frequent presenter throughout the U.S., he has also addressed audiences in nations as diverse as England, Greece, China, Turkey and Saudi Arabia.

Founded in 1989, Seabury is the only independent school in the South Puget Sound with a program specifically designed for intellectually advanced children. Children from Tacoma, Federal Way, Kent, Auburn, Gig Harbor, Puyallup and throughout the South Puget Sound region come to Seabury for its personalized approach to education and emphasis on the development of creative and analytical thinking skills. Seabury is a member of the Pacific Northwest Association of Independent Schools (PNAIS) and the Northwest Association of Schools and Colleges (NASC).

Seabury School challenges gifted children in a community that cherishes each individual and fosters a love of learning, discovery and creativity.

Register online today.

Thanksgiving reflections

When I taught fifth and sixth grades, my students and I used to get together with younger children for cross-age activities.  I always prepped my students by reminding them that the younger students looked up to them and watched them closely all the time. 

“Remember, they are learning from everything you do – even when you don’t want them to,” was my mantra, and more than once one of my students learned the hard way that their preschool buddies were eager to copy all their behaviors, not just the positive ones. 

As a beginning teacher in my mid-twenties, I learned that this is the case for older children too.  One of my close friends had a younger sister who was a student in my fifth grade class.  Their family had a home daycare and took care of several preschool aged children.  My friend told me with great joy one day that her sister’s favorite activity was to play school with the children in the daycare, and that she always played the teacher – ME!

To my great embarrassment, when we got together with our friends, my friend loved to share how I sounded as a teacher – as played by her sister.  It was flattering to know that she wanted to be like me.  And some of the things that came through in her play were just how I hoped I came across as a teacher.  But some of it made me cringe – she indeed sounded just like me, even at my most unflattering!

I share that not to make us even more self-conscious than we already are as parents.  All of us have had that jarring experience of hearing how we sound or seeing our gestures and expressions through our children.  But as conscientious parents who care about their children’s learning, it is a good reminder that while trips to museums and educational toys are wonderful gifts we give our children, we can also rest assured that the times when we are just “hanging out” as a family are valuable learning experiences as well.

Seabury is blessed with parents who value learning and who support their children’s education each and every day.  Teachers at Seabury know that when papers go home, parents will look at them and talk with their children about what they are learning. They take their children to interesting places and recognize learning doesn’t just happen at school. They want to make use of each and every moment – to do parenting “right.”

As we approach a long Thanksgiving weekend, I encourage parents to consider how much your children are learning from the everyday moments when you are just hanging out or doing “regular” things.   From seeing a working mom or dad take time to slow down and read a book or take a bubble bath.  From spending time watching a fun movie or playing a game together.  From going grocery shopping and trying to figure out how much pumpkin pie Grandpa is going to eat this year.  From watching you orchestrate how to get the turkey and the potatoes to be done at the same time. 

In our children’s lives, whether they are in preschool or middle school, each moment is a learning moment – not just those we plan to be intentionally educational.  As parents who care deeply about our children’s learning, we sometimes put a great deal of pressure on ourselves to plan educational activities for our children and feel guilty when we aren’t doing something “valuable” with their time.  While those moments are wonderful and important, we can give ourselves permission to just be with our children as well. 

Have a wonderful Thanksgiving weekend!  Enjoy time with your children.  And take time to read a good book - your children will benefit and so will you!

- Sandi Wollum