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Reflective Practice Is Best Practice

Our faculty are doing groundbreaking work leveraging our new professional development model, the Teaching Boys Initiative at Saint David’s School™ (TBI) to enhance their teaching, optimize our boys’ engagement and learning, and continue their professional growth as lifelong learners. In so doing, we ensure the use of mission-driven, evidence-based tools and strategies in the classroom.  At last Friday’s PA Meeting, Director of Teaching and Learning Jamie MacNeille, TBI Visiting Scholar Ric Campbell, Research Coordinator Tori Gilbert, and Director of Supervision and Evaluation Nora Sundar were joined by seven faculty members across disciplines and grades (Jarrett Culotta, Sophie Firestein, Leslie Geary, Frankie White Levin, Kevin Neylon, Cathy O’Neill, and Kate Samuels ), who have engaged in reflective practice within the three branches of TBI: Onboarding/Mentoring, Supervision and Evaluation, and Research Programs, which all operate under our common, customized professional develop...
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Recent posts

Learning and Connecting Through Shared Experience and Tradition

On any given school day, along the East 90th Street Ferry Pier you may see a group of 12- and 13-year-old boys from Saint David’s with their teachers, using professional tools to carefully monitor and measure oysters and water quality. Working in partnership with the Billion Oyster Project, they are citizen scientists helping to restore the oyster population in New York Harbor. The boys will return to their science labs and use their new knowledge and understanding about water quality to construct water tanks. They also take this knowledge with them on a three-day trip to the Pocono Environmental Education Center, where they conduct field work in the mountains, comparing the water quality of streams with that of the East River.  These learning experiences, outside of a classroom setting, allow boys to engage in real-world work, ask real-world questions, and be part of real-world solutions. They are an ideal way to reach and teach boys. Because boys are active. They learn best by do...
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Accountability and Moral Formation

A teacher noticed that a boy seemed a bit off, so he approached him and inquired if anything was on his mind. The boy confided that earlier, when arguing about an issue with a classmate, he had not been respectful of his peer’s views. Instead, he had belittled them. When the teacher asked this boy how that had made him feel and what he could do to make it better, the boy replied, “Not good,” and “I can go back to him, apologize, and let him know that even if I don’t agree with him, he has a right to his views, and I respect them.”   Raising and educating the next generation of boys who aspire to be good men is an exercise in optimism. As educators and parents, we are in the “business of hope." Future oriented, we are always thinking about how best to educate boys not for yesterday, but for today and tomorrow. For tomorrow’s world, we know our boys will need not only to master the three Rs (reading, writing and arithmetic) but also several Cs - those skills that rest entirely withi...
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The Value of Spirituality in an Increasingly Secular, Agnostic Age

A Saint David’s seventh grader stands before a group of his peers in Chapel. He talks about an "Agent for the Good" he has researched—someone, often courageous, who has had a positive impact on others. In this particular case, it is the World War II Hero Desmond Doss, who saw the importance of “fighting” for his country but refused to carry a weapon or kill an enemy soldier in combat because of his deeply held convictions. The seventh grader connects Doss' legacy serving as a medic and saving the lives of his comrades and his enemy with something personal from his own life and with a value drawn from our school's mission. There is no rustling in the pews. The boys reflect on the message of this Chapel and how it might be applied to their own lives. Every boy in this quiet space is connected, bonded with his schoolmates, and feels a part of something bigger than himself. He knows too, that one day, he will be that boy.  The power of spirituality.  It is no secret that ...
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"The Wisdom Within" - The Superpower of Performance

In the following entry of our Teaching Boys Initiative blog series, Saint David's Director of Music and Master Teacher Jeffrey Moore explores how participating in performances and productions build transformative competencies, transmit values, and inspire boys to excel. Jose Antonio Abreu, one of the leading educators in classical music and the founder of El Sistema said this: “Music has to be recognized as an agent of social development in the highest sense, because it transmits the highest values  — solidarity, harmony, mutual compassion. And it can unite an entire community and express sublime feelings.”¹ At Saint David’s School, performance begins in the very first years. Each class, from Pre-K through Eighth Grade, presents their work to an audience of peers and parents, whether it is a story, a skit, a play, a lecture, or a musical presentation. But the increasing complexity and demands on our boys to push themselves to another level is the key to their development and succes...
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"To Excel"

During this exciting first week of Saint David's 75th year, I would like to share excerpts from my opening letter that delve into our school-year theme, "Excel."  A great education from a great school not only trains a boy in reason, virtue, and prudence but instills within him the notion that he must first learn to govern himself before he seeks to influence or govern others. The enlightened classical tradition that informs our program offers an educational vision rooted in truth, beauty, and goodness; in language and logic; and the value of memory and imagination. It believes that a boy is not a vessel to be filled, a problem to be managed, or a consumer to be monetized, but rather a mind, body, heart, and soul (a whole human) to be cultivated and shaped. It seeks to help a boy find balance in his life—at Saint David’s, that’s defined across the academic, aesthetic, athletic, and spiritual—and it recognizes that education at its core is a life-long journey of self-disco...
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"Looking Is Learning, and So Is Doing"

When second graders construct seasonal models of longhouses and wigwams, they imagine what life inside would be like, and how the real-life Lenape inhabitants would move from one to the other, when winter turned to spring.  After examining primary and secondary sources about westward expansion, third graders "step into the shoes" of pioneers and participate in an Oregon Trail simulation. They gain an appreciation for the pioneer experience and will later imagine themselves as pioneers and write letters "home" to their families in the east. These are but two examples of the boys' "looking and doing" learning experiences through Saint David's nearly 15-year partnership with The New York Historical, New York's first museum -- a leading cultural institution that records over 400 years of American history. Our curricular collaboration with the museum spans the entire school year and is embedded in our program; each week a museum educator works with ...
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