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  • the

    A publication of Erie Day School Winter/Spring 2017

    EDS PAIS

    10-Year

    Accreditation

    In early April, Erie Day School will undergo its 10-year accreditation through the Pennsyvlania Associa- tion of Independent Schools (PAIS). This important process will look at every area of the school through ten evaluative standards: mission, vision and philosophy; governance; admin- istration; financial management; in- stitutional advancement; school and community; program; personnel; health and safety; and the physical plant. Erie Day School’s evaluation com- mittee is made up of experienced teachers and administrators from PAIS accredited member schools. Because each PAIS evaluation is conducted by peer professionals who understand independent schools and their operation, PAIS commendations and recommenda- tions are based on actual and achiev- able goals. Erie Day School has already com- pleted an extensive Self Study that that will now be followed by an on- site evaluation starting April 2, 2017. If you have questions about the PAIS accreditation process, contact Dr. Karen Tyler, EDS Head of School, at ktyler@eriedayschool.com.

    1

    Dear Friends, I frequently describe Erie Day School as an independent school, distinct from other schools in Erie. Without great detail, much of which you already realize as sup- porters, one of the biggest distinctions is the rigorous accreditation process required of all independent schools. When schools engage in the process of accred- itation they participate in a culture of self-study. The

    accreditation process serves as a meaningful catalyst for school improve- ment. Throughout the process of preparation, we attain the benefits of recognizing strengths while identifying shortcomings. The external view by fellow educational professionals from independent schools has the po- tential to not only compliment the education we provide, but also to lead Erie Day School toward innovation and change. The beauty of the accreditation process is that the school is measured on its own stated mission and not one externally imposed. In essence, we are judged with the question: do we walk our talk? Do resources sup- port our goals? The accrediting team will extend recommenda- tions to support the school in fulfilling its potential. The integ- rity of this approach lies in its inherent design to honor the di- versity of schools and assist them in moving toward improvement. Almost fifty years ago, EDS earned its first accreditation through the Pennsylvania Associ- ation of Private Academic Schools. Today, the Pennsylva- nia Association of Independent Schools undergoes its own exam- ination of its accrediting practices by the National Association of Independent Schools. As such, accreditation provides EDS peer- reviewed permission to align it- self among the most elite private schools in the state, as well as

    What’s Inside Scholars and Citizens — 2 Business After Hours — 3 EITC/OSTC Tax Credits — 3 Thanks, Parent Group — 3 Enrollment — 4 Sorek Memorial Race — 4 EDS Playhouse, Mulan, Jr. — 4 The Auction at EDS — 5 Kids as Curators — 6 Glitter & Glow Tea — 6 Upcoming Events — 7 Kudos, Students, Faculty & Staff—8 Nothing But Net—8 Profile of Pride—9 Fun Color Run—9 Thank You Donors! — 10 Wish List — 10 A Day in the Life… Facebook — 11 Keep in Touch — 12

    Chalkboard

    continued on page 2

  • Scholars and Citizens

    2

    Independent schools like Erie Day School have long been great at developing scholars, but today they must also develop global citizens— not just in name but in action. What do schools need to do to help students de- velop the skills to be true global citizens today? Teaching the new skills for glob- al citizenship requires consideration of three related, yet distinct, spheres: civic engagement, research skills, and social media. Schools often define civic engagement by the teaching of history and civics (social studies and history) or encourag- ing students to vote (a right and privi- lege most will exercise toward the end of their high school careers or once they have actually left their schools). A more evolved definition of civic engagement is deeper involvement in the service continuum, whether through communi- ty service or service tied to the curricu- lum (service learning). The problem is that schools run the gamut in terms of engaging in meaning- ful service, and outcomes differ even for those schools that have a clearly defined public mission of serving local, national, or international needs. The larger, more pressing question is this: once a student has learned about a problem or an issue, what do they do about it, beyond the actual service or presenta- tions about the service at their schools? Where is the space for students to develop the intellectual and emo- tional skills to exercise what it means to become a com- petent and engaged global citizen in school and beyond? Such an education is not only about teaching citizen re- sponsibilities and rights but also about helping each stu- dent develop the actual ability to use his or her voice to spur action and to speak on an issue. It is about helping students move from the what to the why and from the effects of a problem to the root causes. Could a class be created where students explore the in- tersection among values, social issues, activism, and tech- nology? Between activism, artivism, mediavism, citizen- ship, and service — the one unifying thread among them is the school commitment to curriculum, space, and time. When we give students the space and time to develop these critical citizenship skills, every student has the abil- ity to serve the world through his or her particular con-

    cern and passion. What is crucial is not the kind of ac- tivism— each student and school will define its political stance — but more the creation of academic spaces where students and teachers can combine critical re-

    search with personal interests so stu- dents can work both from the head and the heart. With the time dedicated to identifying and debating key issues, to developing the research skills to be ex- perts on their subjects, and to learning how to leverage change through social media, our students can develop the ability to act on their convictions to serve local, national, and global audienc- es. Independent schools like Erie Day School have a responsibility and the op- portunity to define, or redefine, what it means to become a scholar citizen and to improve upon outdated notions of citizenship beyond voting or volunteer- ing. In doing so, they not only help stu- dents develop new skills but also help strengthen our democracy. Students can learn about the past and the present while shaping a more positive future. They can move past simply taking part

    in a service project to actively shaping and defining is- sues through their actions and voices, helping forge a new concept of global citizenship. Part of this article was written by Diego Duran-Medina is director of service learning at Shorecrest Preparatory School (Florida).

    Erie Day School is a

    candidate school for the

    International

    Baccalaureate

    Program (IB) and also

    has two service

    organizations:

    National Junior

    Honor Society and

    Student Council. It is also

    gratifying to know that

    individual classes at the

    school take on their own

    service initiatives such as

    the Grade 3 Wolf Project

    and Kindergarten’s

    Humane Society

    Service Project.

    earn the national accreditation that is appreciated by high schools who accept our students. While accreditation process represents a time com-

    mitment on our faculty and staff, it is an important

    part of our goal to become the best independent

    school. Think of accreditation as our Terra Nova’s, a

    test that measures how well we are doing by compar-

    ing us to best practices in education.

    Yours in education, Karen K. Tyler, Ed.D.

    Message from the Head of School continued from front

  • EDS Hosts Business After Hours

    Educational Improvement Tax

    Credits (EITC and OSTC) Companies can build a bright future for EDS stu- dents and pay fewer tax dollars as a result through the PA Educational Improvement Tax Credit (EITC) program and the Opportunity Scholarship Tax Credit Program (OSTC). Put another way, the dollars your business would have paid to the State in taxes will instead be diverted as a gift to Erie Day School in satisfaction of your Pennsylva- nia tax liability. (Always consult your accountant when making decisions that have a tax implication.) The EITC and OSTC programs allow businesses to make a gift to EDS of up to $750,000, replacing a portion of their tax liability to the Commonwealth of Pennsylvania. EITC provides companies with a 75% tax credit for donations to a nonprofit Schol- arship Organization (SO) or Pre-Kindergarten Scholarship Organization (PKSO) such as Erie Day School. The tax credit increases to 90% if the company commits to making the same donation for two consecutive years. EITC and OSTC appli- cations are a one-page application form on-line at www.newpa.com, the PA DCED’s website. Contact Julie Kresge, Director, Development & Marketing, at jkresge@eriedayschool.com or 814-452-4273 for additional information.

    Thanks, Parent Group!