Apr 282017
 

As a school, we have a long commitment to creating and nurturing a culture of reflection. We seek input and feedback and strive to work in partnership with families to meet our mission each and every day. We have always recognized the importance of gathering feedback from our community and using that feedback to help us both appreciate and affirm our strengths and also identify areas for growth and improvement.

This past year, we partnered with an outside firm, Pacific Consulting Group (PCG), to create, administer, and analyze a family survey. We sent out the survey to the community in November and invited all current families (representing 255 households) to respond. A total of 175 households completed the survey, representing an impressive 69 percent response rate. PCG shared the results with the school and then created a presentation for us to deliver to our community. The PCG presentation was shared at the HSPC meeting in April.

The survey was separated into ten areas – Educational Skills, Lower School Educational Program, Middle School Educational Program, School Programs, Teachers, School Leadership, School Culture and Community, Communications and Parent/Guardian Involvement, Facilities and Transportation. Parents also rated their overall satisfaction with Hillbrook. The results were strongly affirming for the school, with high satisfaction ratings in every category, including an overall satisfaction rate of 91 percent. 97 percent of families would recommend Hillbrook to a friend or relative, an incredibly high percentage.

One of the appeals of hiring PCG to administer the survey was that they conducted a leverage analysis of the results. The leverage analysis identified the school’s strengths to focus communications and highlight those areas where we are doing well and that are important to families. The leverage analysis also identified areas where improvement will create the most impact. These are areas where people are relatively dissatisfied and/or the area is very important to people. As PCG noted, improvement in these areas creates the biggest “bang for the buck.”

The survey reaffirmed our strengths, encouraging the school and community to highlight these areas when discussing the school :

  • Strong leadership that includes school leaders who treat people with respect and who provide a clear and compelling vision for the school
  • Exceptional teachers who combine a deep knowledge of their subject with a deep understanding of each child and responsiveness to parental communication
  • An extraordinary campus, that includes excellent facilities

On the other side, the survey suggested three areas that we should focus our improvement efforts. First, family’s are very interested in seeing us do even more to meet each child’s individual learning needs. PCG included a few quotes to help show how families respond when we do this well, as well as what families suggest for improvement. As an example of what it looks like when done well, one family wrote, “We have been thrilled at how much Hillbrook has seen our kids as individual learners with a lot to say and offer the world. Our kids have gained confidence and are more engaged in learning than ever before.” On the other side, families suggested that we might find more effective ways to challenge students. As one family wrote, “I think Hillbrook has a good program but needs to get a little more educationally intensive. For students who are academically ahead it appears that they don’t feel as challenged.”

The second and third areas were closely related, with families offering suggestions about how we can better help each child reach their highest individual potential and communicate student progress in ways that makes sense to both students and parents. As an example of what it looks like when done well, one family wrote, “I am so happy that Hillbrook and their teachers are willing to differentiate learning for kids. Some are advanced and some are not and I feel like they do a good job of adjusting the curriculum based on the child.”

On the other side, one family encouraged us to reconsider our homework, writing, “I think overall homework can cater to each child more. I find that it could be more challenging. This doesn’t necessarily mean traditional homework, but more project-based, integrated learning that truly engages.” Another family suggested we reconsider parent/teacher conferences writing, “20 minutes feels quite rushed to cover a child’s academic progress, social & emotional status, and allow for questions. Our teachers know our children so well, they have such rich feedback to share with us, and I come away from conferences feeling like an incremental 10-25 minutes would be so very helpful.”

In addition to the leverage analysis, PCG included survey results that addressed some general areas. For example, the survey affirmed that both “The Week Ahead” and “Hillbrook Happenings” are used by the vast majority of families, with 88 percent using the former and 85 percent using the latter. When asked, “How would you rate Hillbrook’s level of initiative in identifying opportunities for parent/guardian involvement?” 90 percent of families said “about right,” a strong endorsement of the HSPC and the school and how we structure volunteer opportunities. Additionally, 80 percent of families felt that our level of initiative in soliciting financial support was “about right.” Eighty-seven percent of families are satisfied with our transportation programs, with 77 percent of families using our transportation services.

The survey also affirmed the school’s success in creating an inclusive community, with 98 percent of families saying that both their child and their family felt included at Hillbrook. When asked about our vision and mission, 80 percent of families felt like Hillbrook was successful in achieving it. As one family wrote, “Our kids love waking up to go to Hillbrook and are excited to share what they are learning, and are learning a great deal on all fronts. Their confidence, knowledge, and life trajectory is far beyond mine at the same ages and it’s very impressive. I believe Hillbrook’s mission contributes to these traits in our kids.” As another family wrote, “Every child deserves a school like Hillbrook and we have seen our child blossom and thrive and grow by leaps and bounds in so many areas—academically, in her confidence, in her ability to become more responsible and self reliant. Her overall happiness with school has grown tenfold, and that is priceless.”

Overall, we feel that the survey reaffirms the focus of Vision 2020, and it has us well-positioned to build on our strengths, while addressing key issues identified in the survey. In particular, we believe that the school’s focus on reimagining the student experience, with particular attention on how we use time, how we challenge each child, and how we strengthen our assessment system, will ensure we are able to make meaningful progress in our efforts to meet the needs of each child and help each child reach their highest individual potential.

This was the first time that we have conducted a survey with PCG, and we plan on bringing them back every two years to measure our progress and help us continue to identify our strengths and areas where we can improve. We are excited that this new process offers us a meaningful and effective way to gather feedback for the school, something that we know is essential to ensure we continue to grow and thrive as a school.

Jan 122017
 

kindjarTen years ago this week, Steve Jobs introduced the iPhone to the world. As a school, the iPhone – and its many subsequent iterations and offshoots – has challenged us to rethink the meaning of education. What exactly do students need to know if they have near instantaneous access to information in their pocket?

The iPhone, of course, is just one example of the transformative changes that are happening at an ever more rapid pace. Artificial Intelligence may represent an even greater disruption to our lives. In 10, 20 or 50 years, what exactly will we be able to do more effectively than computers in an age of ever “smarter” technology?

Amidst this ever-accelerating rate of change, we as educators and parents are continually challenged to answer the question: How do we prepare children for a future we cannot imagine today? Some schools answer by playing to fear, creating programs that emphasize rote learning at ever younger ages and arguing, indirectly, that stressful, homework-intensive environments are the best way to prepare children for the world of tomorrow. The message seems to be that visible evidence of “accomplishment” represents learning.

At Hillbrook, we offer what I believe is a more optimistic, child-focused answer. We focus on nurturing the growth of each child, and we understand that authentic learning and understanding happens for different children, at different times. The classic one-size fits all approach to education simply does not work in today’s dynamic environment, in which we are looking to equip students with skills – critical thinking, writing, scientific reasoning, creativity, empathy, cultural competency – that are not taught or measurable through traditional, more rote avenues.

At the heart of Vision 2020 is a challenge to us as a school and a community to reimagine the student experience and create ever-more opportunities for students to engage in authentic problem solving activities. In addition, we have challenged ourselves to push beyond our campus and create opportunities for students to reach beyond themselves and make a difference in the world.

With that as a backdrop, I am excited to announce the launch of a program that we believe will help us transform the educational program at Hillbrook and beyond – the Scott Center for Social Entrepreneurship. Social entrepreneurship – the application of an intentional and entrepreneurial approach to prototyping innovative solutions to social problems – lies at the intersection of several key strands of Vision 2020 – project-based learning, design thinking, making, and service learning – and will be a major driver in helping us to reach beyond our own campus to make a difference in the world. Nobel Peace Prize laureate Muhammad Yunus, for example, has been described as an early social entrepreneur, with his groundbreaking work in micro-financing that enabled philanthropists around the world to loan small sums of money – typically less than $100 – to provide the necessary capital to change someone’s life.

The Scott Center for Social Entrepreneurship would build upon the Maker Movement, design thinking, and problem-based learning, challenging students to design products, concepts and processes that aim to make a difference in the world. While many schools across the country have focused on pieces of this puzzle – creating centers for design thinking, for example, or building MakerSpaces – few, if any, schools have created integrated programs that prepare children to be the future leaders and problem-solvers that will make our world a better place.

Like other innovative initiatives in the past five years – our 1-to-1 iPad program, our reimagination of learning spaces, the creation of the Resident Teacher program – we believe that the Scott Center for Social Entrepreneurship will open the door for us to build connections and partnerships with organizations and schools locally, nationally and internationally.

Our first step is to hire a founding Director for the program. The founding Director has the exciting and unique opportunity to co-create with our community a program that will extend the work we are already doing in service learning, making, and project-based learning. The founding director will join us as we near completion of the design phase and embark on the building of the Hub (projected launch date, January 2019), the new state-of-the-art MakerSpace that will serve as the epicenter of hands-on, project-based learning on campus. The founding director will be charged with designing a social entrepreneurship program that serves our own students and faculty and also creates opportunities to engage the broader community outside of our campus. The founding director will also seek and develop partnerships with community organizations, and will help us explore satellite campus facilities and spaces in the community, and will develop both on-campus and off-campus programming for school year and summer sessions. The full position description is posted on our website.

The Scott Center for Social Entrepreneurship is being funded by the largest philanthropic gift in the history of the school – a $2.5 million pledge by Shannon and Kevin Scott, which includes seed funding and an endowment that will fund the center in perpetuity. We are so grateful for their extraordinary generosity, and for their understanding that the future of education requires all of us to create opportunities for students to engage in real-world problem solving. With their support, we will be able to build a program that helps our community to reach beyond our campus and truly make a difference in the world.

Steve Jobs said he wanted to make a dent in the universe. The Scott Center for Social Entrepreneurship is one way in which we at Hillbrook are trying to impact the world for the better.

Dec 092016
 

p1010251Make the job you want to have.

That’s the advice a Google program manager shared with our 8th graders yesterday during their visit to the Google Campus. It was the punchline to his own story. A graduate student in 2008 at the depth of the economic crash, he and a fellow graduate student took matters into their own hands – they made the job they wanted to have. They founded a toy company that designed apps and, nearly 10 years later, he and his co-founder are program managers at Google. “I get to make toys at age 35,” he said with a smile.

The visit was tied into “Everybody Can Code,” our weeklong effort to create opportunities for students of all ages to participate in a range of coding activities. The goal is to demystify coding and to help students see how coding is at the heart of the transformative changes happening today. In addition, given our yearlong focus on reaching beyond ourselves to make a difference in the world, we want students to understand how coding can make the world a better place.

p1010135

The focus of the 8th grade field trip was a session with the two founders of Toontastic and one other member of their team. Founded back in 2008, the company was bought out by Google several years ago and the two co-founders became Googlers. The app helps students tell stories by creating cartoons. It is, in essence, a techy puppet show, with the students providing the voices for the computer generated animation. Geared toward 8-12 year olds, the app was a tad young for 8th graders, although it definitely captured their interest and engagement. In just 25-30 minutes, the students quickly explored the app and created some simple stories, mostly silly and not necessarily fully formed, but remarkable in their polish and structure given the short timeframe. The room was full of laughter and enthusiasm, and I’m sure the app would be a hit, particularly with younger students.

Talking with the app’s two co-founders, it became clear that there was a great deal of intentionality and design behind the program. Geared toward educators and students, the app scaffolds the storytelling experience for children, teaching them about the arc of a story and integrating the work of renowned educators like Lucy Caulkin’s, the creator of Writers Workshop at Teachers College Columbia University. The program managers, one of who had taught for several years and another who had initially considered a career in education, were committed to designing a free app that would help children from all different backgrounds learn how to tell stories. Their goal is twofold – the creation of a teaching tool that also becomes a favorite online toy for children.

At the end of the session, the three Googlers took a few minutes to talk with the 8th graders about how the app was making a difference in the world and to offer advice for what a 14-year-old should be thinking about today. We are always telling stories, they noted; indeed, stories are at the heart of the human experience. And, yet, until recently there have been few tools that provide young children the ability to tell a story and speak up. Toontastic gives children a way to share their ideas, to tell their story.

As for advice? One noted that the students need to “rage against the machine of not being creative.” The people he worked with at Google were not just good at ones and zeros, he shared, but knew how to approach problems and how to solve them creatively. Keep drawing, singing, or doing whatever creative things inspire you, he encouraged. Don’t let school stifle your creative soul.

Another manager, as noted early, shared my new favorite line – make the job you want to have. It epitomizes the Hillbrook way, to my mind. Ask what problem you want to solve, start down the path of seeking a solution, collaborate with others along the way, and show your work and learn from it as you make your way back through the cycle. They are the skills we prioritize at Hillbrook – storytelling, creativity, problem solving, risk taking – encapsulated in the idea that we are narrators of our story.

As we often note, we are preparing children for a world that we can only imagine at this point. Yesterday’s visit provided some real-life affirmation that the skills we prioritize at Hillbrook are the skills that will enable our children to change the world.

Thank you to Hillbrook parent and Googler Sherice Torres for setting up this visit for our students.

Nov 082016
 

 

perspective“To the middle, run to the middle,” I yelled from the sidelines to one of the players on the U9 girls soccer team I’m helping to coach. As her teammate dribbled down the sideline and prepared to send a cross to the middle of the field in the front of the goal, the player turned around and ran back toward the center circle – the middle of the field. I started to yell and then, simply, stopped. After the ball went out of bounds, I called the girl over to the sideline and tried, as best I could, to explain what I had meant. She had a big smile on her face and nodded enthusiastically, and yet I could tell she wasn’t following me. “Just play hard, try to get the ball, and have fun,” I said as I sent her back out on the field.

Coaching 7 and 8 year old girls this Fall has been humbling. I find myself trying to balance the need to teach the difficult and technical skills of soccer – controlling the ball with your feet and other parts of your body, passing to a teammate, receiving a pass from a teammate, shooting – with the need to teach basic game sense and understanding of strategy. My co-coaches and I have tried to structure practices so the children are touching the ball all the time, not standing around in lines, and thus they are focusing on moving and developing a feel for the ball. We have also tried to provide some basic understanding of the game so that when we get on the field, they are not just chasing the ball. While the former has been successful – the girls are touching the ball a lot in practice – the latter has been harder. We have been the masters of the swarm much of the season, although there have been moments of passing and spacing these past few weeks that provide hope.

For context, soccer was my favorite sport growing up, and I remain a passionate fan of professional soccer. I also coached older players – high school junior varsity and varsity soccer teams – for a number of years earlier in my career. To be clear, no one is going to invite me to coach a top soccer team anytime soon, and yet I probably know more than your average AYSO soccer coach.  

Coaching this team has reminded me of a few important lessons that apply to parenting and school.

First, controlling children is not the same as teaching children. Soccer is complex and fluid, and it is not possible to create a script and simply direct children around the field. I can yell to the girls to get to the middle, and yet so many things can make that difficult, from the challenge of controlling the ball to the abstract nature of the flow of the game. The fundamental beauty of soccer to me is that it is a player’s game, not a coach’s game. Just like in parenting our children, we ultimately need to sit back and let them control their own game.

Which leads to the second lesson – I need to understand the children I have in front of me and meet them where they are. A quick review of the Yardsticks developmental continuum that we often share with parents reminds me that 7 and 8 year olds can “Listen well but may not always remember what they’ve heard,” and that they “may give up when things are hard.” It also notes, that they are “full of energy, play hard, work quickly, and tire easily.”  Wondering about the different shapes and sizes of children out there? Well, not surprisingly, they “may have a growth spurt.” Finally, and perhaps most importantly, they have a “limited attention span, and short exercise breaks help concentration.” I’m no longer coaching high school varsity players, nor do I necessarily want to be – but that’s a column for a different day.

Which leads to the final lesson – I should not be measuring success by whether we win or lose the game. I will admit that I am competitive (probably more competitive than I sometimes want to admit) and there have been moments where I’ve been enthusiastically directing the girls on the field and getting pulled into the competitive nature of the moment. “Go, go, go,” I’m yelling from the sideline. And then I look over and see the three girls who are sitting on the sideline with me doing cartwheels. Perspective is important.

Next week, two excellent speakers will be visiting the area as part of the Common Ground speaker series – Richard Weissbroud and Frank Bruni. Both have written interesting books, Weissbroud’s book The Parents We Mean To Be focused on parenting and children’s moral and emotional development, while Bruni’s book Where You Go Is Not Who You’ll Be challenges students and parents to rethink how they view the college experience. The two will be delivering separate talks – Weissbroud at Nueva on Tuesday, November 15 and Bruni at Bellarmine on Wednesday, November 16. In addition, the two will be part of a joint discussion, moderated by Denise Clark Pope, on Tuesday, November 15 at Menlo School. For those who don’t know, Denise Clark Pope is impressive in her own right, as the author of Doing School: How We Are Creating a Generation of Stressed-Out, Materialistic, and Miseducated Students and the founder of Challenge Success, a nonprofit that challenges parents and schools to redefine the meaning of success.

While Weissbroud and Bruni are not talking about soccer, the lessons that I have been reminded of in coaching 7 and 8 year-old girls are not too dissimilar from the lessons they are exploring, albeit in the context of older children. For those who are new to the Hillbrook community, we were one of the founding schools of Common Ground more than 10 years ago and the group continues to bring extraordinary speakers to help all of us – parents, teachers, and coaches – work with our students and children.

A final note about the team. A few weeks back, I found myself at 8:15 am on a Saturday morning with ten eager girls dressed and ready to play an 8:30 am soccer game. The only problem? The other team wasn’t there. The rainy weather had created confusion about whether or not we could use the field and thus the other team did not show. Our team’s other coach and I talked and then we talked with a few other parents. What should we do? “The parents should play the kids,” one child said enthusiastically. We looked at each other, shrugged, and said, “Why not?” One hour later, a number of us collapsed on the sideline, big smiles on our faces, as we completed perhaps the best sixty minutes of the season. A parent smiled at me and said, “You know what? This is what they are going to remember.”

Oct 122016
 

In a little more than a week, we will have Student Progress Conferences, a twice-yearly opportunity for parents to learn about how their child is doing at school. The focus is on the student, the academic and social emotional growth they are making and the goals they are setting with their teachers to challenge themselves. In the Middle School, students join parents and teachers for student-led conferences. Each student facilitates their own conference, proudly sharing what they have accomplished and the goals they have set for the year ahead. The conference is organized in close consultation with the student’s advisor and offers an empowering moment for each student to take ownership of their own learning journey.

Our teachers know children extraordinarily well, and they are experts at understanding where each child is on their learning journey and finding ways to help them continue moving forward. Part of that expertise is knowing that all children have jagged learning profiles. Put another way, each learner is at a different place for different areas at any given moment in their learning. A student may be an exceptionally talented writer, for example, and yet find themselves struggling to solve problems in math. They may quickly design and create a complex experiment to prove a scientific concept, and yet struggle to comprehend and speak Spanish. And, just as importantly, the “struggling” Spanish student may find themselves thriving two months from now in Spanish class, just as they discover that essay writing is no longer quite so straightforward. We are each unique learners and, as a school, we are committed to trying to meet each child where they are to help them reach their highest individual potential.

Conferences are a snapshot in time, an opportunity to stop and pay attention to where each child is on their learning journey. As parents, we have a chance to celebrate our child’s growth and to understand their struggles. We can learn what is happening in the classroom, and how we can best partner with the school to support our child throughout the school year.

During two recent Lower School Learning in Conversation events, Lower School Head Colleen Schilly shared some excellent articles about how we can support our children in school. One of them, “Give Late Blooming Children the Time They Need,” by Jessica Lahey, particularly resonated with me as it reminded me of one of my all-time favorite children’s books, Leo the Late Bloomer. Lahey recounts the story of Leo, a tiger cub who cannot read, write, draw, eat neatly, or even “say a word.” Leo’s father watches Leo for signs of blooming, but nothing seems to change. He anxiously questions Leo’s mother about whether or not Leo will ever bloom, but his mother keeps reassuring him: “a watched bloomer doesn’t bloom.” All the while, Leo’s father looks around and sees the other young animals doing all of the things that Leo can’t do.

As Lahey writes, “We all watch our children as they grow, for signs that all is well. We crave evidence, both of their healthy development and of our own competence as parents, and lacking any other source of information, we scan the playground for comparisons. That boy can count to 100 in Spanish while my son can barely speak his native tongue. That child can traverse the playground structure with the athleticism of a spider monkey, while mine needs help climbing up the slide. That girl can eat her healthful snack with chopsticks, while my child eats his boogers.”

Next week’s Student Progress Conferences are our effort to provide you information about your child so that you do not need to “rubberneck on the playground.” It is our effort to share with you information about the joyful, challenging, and unique journey your child is on, to help fill in the gaps of knowledge that can lead to anxiety about their development. It is also, however, a moment to remind each of us that children all bloom at “their own rate, in their own sweet time.”

All children bloom early in certain areas and later in others. For some children those moments of early blooming are more obvious, while for others, like Leo, it may feel at times like nothing has bloomed at all. While late blooming can sometimes leave us, as parents, feeling anxious, I encourage you to remember that the journey from childhood to adulthood is a long one, best measured in years.

And, to paraphrase Lahey, in the end – spoiler alert – they all bloom.

Sep 282016
 
Photo Credit: Tammy McGarry Nickel

Photo Credit: Tammy McGarry Nickel

This past Saturday morning, recent Hillbrook alums – Alex Nickel ‘16 and Liam Strand ‘16 – were honored as Los Gatos Youth Citizens of the Year. They join a growing list of Hillbrook alums –  Isabel Perez ’15, Courtney Mathisen ’14, Olivia Borenstein Lawee ’14, JT Belshe ’13, Cole Hammers ’13, Molly Ball ’12, and Jo Sanford ’11 – who have received this high honor, an award that recognizes students who have made a significant contribution to the Los Gatos/Monte Sereno community and are role models for other young people.

Their recognition highlights how members of the Hillbrook community are being noticed for our commitment to reaching beyond themselves to make a difference in the world. Last Spring, for example, Hillbrook was by far the largest team entered in theGreat Race. With more than 65 runners, we earned prize money that was then utilized to sponsor the recent Stop Hunger Nowproject that was part of the Week of Service. In just a little over a week, the school is receiving the 2016 Compassion in Action Award from the African Library Project, a recognition for the 15 libraries created by the school in Malawi and Swaziland since 2009. Over the past five years, we have been consistently recognized byBreakthrough Silicon Valley as one of their strongest and most valued partners, a partnership that has made both of our organizations stronger.

Of course, as a school we are not performing a wide variety of service project in an effort to be recognized. Instead, we are striving to live out a core piece of our vision “to reach beyond ourselves to make a difference in the world.” The recognition simply affirms that what we are doing is making a difference and, we hope, inspires others to join us in seeking out their own way to make the world a better place.

Even more importantly, we are continually seeking ways to integrate our service projects into the curriculum. Last Friday, for example, our Junior Kindergarten and Kindergarten students met a visitor from the West Valley Waste Management team who taught them about the importance of the 3 Rs – reduce, reuse, recycle as they launch their yearlong study of garbage and the impact we have on the environment. This coming Friday, the 3rd grade will be launching their study of disabilities, with the DisAbility Awareness Presentation, a hands-on presentation that helps students gain insight into the reality of those with disabilities by having them experience different types of challenges that people can face. Students then develop a pen pal relationship with local children and, later in the year, meet and play with the children.

HSPC Service Learning Parent Coordinator Elan Nguyen has recently completed a beautiful, inspiring, and accessible exhibit in the library that ties together children’s literature, a wide-array of grade-level service projects, and big questions about how children can make a difference in the world. The exhibit will help teachers, students, and families extend the work we are doing as part of our curriculum and consider how we can push in new and interesting ways to make things better both on campus and beyond 300 Marchmont Drive. I encourage parents when they are next on campus to swing by the exhibit and check it out.

This coming week, we will be donating 100 iPads to Treasures 4 Teens, an organization that provides holiday gifts to under-resourced teenagers. Founded by a group of Los Gatos high school students back in 2010, the organization is currently led by several students, including their vice-chairperson and Hillbrook alumnae Sophie Mortaz ‘13. Youth Citizen of the Year recipient Alex Nickel and Aleksy Coughlin ‘13 also were active members of the organization last year. Sophie’s commitment to service connected Hillbrook with this worthwhile cause, and enabled us to make a gift that will positively impact a number of teenagers this December. Sophie’s leadership and initiative, traits we know were nurtured during her time at Hillbrook, and her recognition that Hillbrook is committed to giving back to our community enabled this positive outcome.
Vision 2020 calls on us to “deepen and extend the work of our Service Learning program, creating opportunities to partner with a broad range of organizations throughout Silicon Valley in order to engage the Hillbrook community in meaningful service projects both on and off campus.” Clearly we are already doing much of this. I can’t wait to see where we take this program in the next four years and beyond.