Voya

ger

“One of the most difficult tasks for women is overcoming the ‘imposter syndrome’– the feeling that we aren’t good enough, don’t have the necessary background, or don’t deserve

leadership opportunities.We feel like we need one more credential, one more bit of experience, etc. Men do not have this problem.They take the job and figure out how to

do it later. We need to adopt some of their sense of entitlement to leadership.”– Martha Burk, chair of the National Council of Women’s Organizations

Browse any bookstore. Read through recent magazines and newspapers. Flip through the television channels.You quickly realize the topicof leadership is alive and well.When it comes to women in leadership, however, there are much-needed conversations still to be had,

books and articles to be written and news to be made. Bottom line – there is work to bedone. Fortunately, cultivating young women leaders is a hallmark of a Kent Place School education. It is at the heart of what we do.

All-girls’ schools like Kent Place play a vital role in addressing the work that remains to bedone in preparing women for leadership roles in a variety of fields.To that end, I will discusswhy the issue of women and leadership needs to remain on the front burner. I will also shareleadership advice from women in diverse leadership roles. Finally, I will describe the ways inwhich Kent Place School fosters student leadership skills through what it provides for students,teachers, administrators and staff.

Women’s Leadership on the Front BurnerMarie Wilson, in Closing the Leadership Gap:Why Women Can and Must Help Run the World,writes, “When I look at the issues we face, and when I think of the changes we need, I am asconvinced as I have ever been that our future depends on the leadership of women – notto replace men, but to transform our options alongside them.” Wilson contends that women’sleadership will be universally recognized only once it reaches a critical mass. She claims that“the more people like you in a working group, the more likely you are to be yourself.”

To attain a critical mass,Wilson argues, cultural shifts need to take place, and those shiftsmust include the media and the ways in which women are represented. If we determinehow we want women to appear in the media, if we are the driving force behind thoseimages, then those images will be supported by advertising and subscription dollars fromcorporations.We have a strong voice in our buying power. “Culture,” argues Wilson, “is crucial to change because it provides role models . . . for the world’s power structure.” Tochange our cultural perceptions requires that we promote valuing female qualities ratherthan using them to marginalize women.

Political statistics prove that women have still not arrived when it comes to equal represen-tation as leaders, at least in the United States.Wilson’s White House Project presents somestartling data regarding the U.S. political landscape for women.

• Only eight (16 percent) of our current governors are women, and no women of colorhave ever been governor of a U.S. state.

• Only 14 of the mayors of the U.S.’s largest 100 cities are women (14 percent).

• Women currently hold only 14 Senate seats (14 percent) and 66 seats in the House ofRepresentatives (15.2 percent).

• The U.S. ranks 69th in the world out of 187 countries, as of March 2006, in terms ofwomen’s representation in national legislatures or parliaments.

• Of the nearly 600 people who have served in the president’s cabinet or as cabinet-levelofficers since George Washington’s term, only 30 (5 percent) have been women.

• According to a recent study by Deloitte & Touche, 79 percent of the U.S. population agreescompletely or somewhat with the statement, “If women are to be truly accepted as leadersin this country, nothing is more important than seeing women in high political office.”

VoyagerVoyagerKENT PLACE SCHOOL

WINTER 2007

Page 1

Advancing the Female Leader: Leadership at Kent PlaceBy Gayle Allen, Assistant Head and Director of Studies

Voya

ger

Page 2

Women Leaders Share Leadership AdviceIn October 2005, Newsweek published interviews their staff had conducted with 12 successful women leaders.The women represent an array of fields and organizations, but their advice for women leaderscenters on a few key areas.

First, young women should believe in themselves and have confidence in their abilities. Alison Estabrook, director of the Comprehensive BreastCenter at St. Luke’s-Roosevelt Hospital, contends that, to be a leader inyour field, “you must make sacrifices . . . . You have to believe in yourselfand not listen to other people who try to discourage you from reachingyour goal.” Stephanie Bell-Rose, president of the Goldman SachsFoundation, asserts that “the best advice I’ve ever gotten is to set goalsand believe I can achieve them. . . . Believe in yourself, and then movetoward your goal.”

Second, women must assert themselves in their own right and in theirown ways.They must communicate who they are and what they believe.In particular, Judith Rodin, president of the Rockefeller Foundation, claimsthat women “ought to find their own voice.” Each woman interested inleadership roles must recognize that she needs to communicate heraccomplishments.To that end, Sharon Allen, chair of the board for Deloitte& Touche in the U.S., believes that women must take responsibility fortheir own careers.Women should not assume that others are aware ofthe good work they’re doing.

Third, never lose your sense of humor. Despite the challenges that ariseand the demands made on you by others, take a step back from theintensity as a way of viewing the situation from another perspective.Humor can help leaders to do just that. Judith Shapiro, president ofBarnard College, believes that leaders must also remind themselves that they need to be supportive of their people – “because leading isabout serving.”

Several women leaders place great importance on a fourth piece ofadvice: Surround yourself with people from whom you, too, can learn.Judith Jamison, artistic director of the Alvin Ailey American DanceTheater, contends that “you should be surrounded by people who yourespect and admire and who know more than you know.You cannot be an expert in everything.” She advocates a level of humility that allows a leader to admit what she may not know and to draw on the skills ofthose around her in order to learn from and to rely on them for whatthey bring to the leadership team. Similarly, Maria Elena Lagomasino,former chair and CEO of JP Morgan Private Bank, asserts that “you can create a perfect team if you celebrate what people do well and

complement them with people who have different talents.” ShellyLazarus, chair and CEO of Ogilvy & Mather Worldwide, takes thisnotion of team one step further : “Care about what other people think.”

Fifth, have a deep passion for the work that needs to be done.Lagomasino explains that “I try to see everything as an opportunity togrow. . . .What I learned from [clients] was to love what I did, because I was going to be doing it around the clock.” Lazarus states that “peoplewho are successful are passionate about what they do. I think otherpeople are attracted to passionate people because they’re able to communicate where they think they’re going and why they think it’simportant.”These women believe that having passion for what they do is one of the keys of successful leadership. Having passion for thework at hand not only motivates leaders, but it also motivates everyone connected to the project. Passion and commitment to thework are contagious.

Finally, seek support in your work.Thelma Golden, director and chiefcurator of the Studio Museum in Harlem, contends that “you need a support circle. If it doesn’t exist, then you have to create it.” Eachwoman interviewed either alluded to or spoke directly to the need for women to cultivate support networks that would allow them tostrive for leadership roles and then to survive within them once positioned there.

Although these women’s experiences span a range of careers, they echo one another in the advice they offer for future leaders.They advisefuture leaders to follow their passion, to set goals in order to turn thatpassion into successful action, to believe in themselves along the way,and to develop a support network. All of this advice is key for womenhoping to achieve success in any sphere of influence at any age.

Kent Place School Fosters Leadership SkillsEach division provides ample opportunities for students to cultivatetheir leadership skills. Morning Meeting takes place in each division.Students not only participate in those meetings, but they may leadthem, as well. Clubs, committees, publications, performing arts, athletics,academics and community service leadership opportunities abound.

Our faculty, staff and administrators also take advantage of leadershipopportunities through school task forces, committees and departmentalretreats.They engage in on- and off-site professional development workshops and conferences to grow and refresh these skills.

In the articles that follow, you will learn a great deal more about how we foster leadership skills in our students.You will also gaininsights into the ways we foster these skills in our teachers and administrators. Because Kent Place School recognizes the vital roleschool adults play in a young woman’s life, the school continues toprovide learning experiences and leadership opportunities for its faculty, staff and administrators.

To Be Continued . . .The next time you walk through a bookstore, read through a newspaper, magazine or journal article, go online or flip through television news channels, take a closer look. How many of the booksyou find or the articles you read about leadership include discussions of women in those roles? How may news programs focused on leadersin government, business, medicine and science include women? Unlesssituations have changed overnight, I think you will find we still havework to do.

A Message on Leadership at KPS…Sue Bosland, Head of School

Leadership is the cornerstone of a Kent Place School education. Excellence in leadership is individually defined. Each girl is encouraged to discover and appreciate her own unique voice,actively participate, value multiple perspectives and communicate and problem-solve effectively.Examples of leadership abound on campus daily, from the Kindergarten student reading herleader story to the class, to the fifth graders speaking at an Admission Open House; from theMiddle School child presenting her science project to classmates’ parents, to the twelfth graderleading a Senate meeting in the Upper School. Our alumnae communicate back to us frequently,providing us with a plethora of examples of their leadership in their communities and careers.Weare truly preparing our girls and young women to be the pioneers and leaders of tomorrow inour global community.

Page 3

primary schoolHow Do We Learn to Be Leaders?By Melissa Wood, Primary School Art Teacher, and Carol Wood, Director of the Primary School

As adults, when we think of our first leadership opportunities, it’s clubs we ran in high school or offices held in college. However,children begin to try out leadership much earlier.

Integrity, confidence, commitment and responsibility grow from earlyseeds that are planted at home and in school. Learning leadership begins as children watch and listen to the adults in their world, as they play with one another, suggesting new imaginary games to theirfriends, as they take on small responsibilities or take care of themselvesand as they begin to recognize leaders and mimic their behavior.

Just as the Upper School girls take on leadership in elected offices, inthe classroom or on the playing field, so do Primary School childrenbegin to try out and take on leadership tasks. Character develops asthey try out new things and take on challenges, though small at first.

As early as Nursery, students are asked to be leaders of the line.While adults may not immediately consider this an actual position ofleadership, one needs only observe a line of children traveling down the hall to see how future elected officials and CEOs get their start.In this setting, leadership is a rotating responsibility. Each child gets a turn to be first in line. Children learn to be patient while waiting for the tail of the line to catch up.They learn to be alert so as not to strayfrom the route.They learn to be responsible by getting their class to its destination on time, and they learn about initiative when they seesome classmates participate without prompting and others who needto be reminded of their duties.

Class jobs help students become leaders. Children are assigned jobs suchas messenger or librarian.They try on different roles and understandwhat power they have to shape those roles. Children notice whensomeone neglects her job, and they are often directly affected by theway each job holder fulfills her duties. If the class librarian forgets to collect and return the books, classmates may receive late slips from the library. If the homework girl fails to record an important piece ofinformation on the homework board, the whole class may suffer theconsequences of being unprepared for class.

As children get older, their leadership opportunities grow. Squad leaders in physical education classes make sure that the rest of the students follow along.They experience the importance of paying attention so that they do not mislead their squad with too manyjumping jacks or not enough lunges.

All students are encouraged to develop a personal voice and then to express themselves publicly. For some children this means finding the courage to raise a hand and posit an answer, even when they arenot sure. For others this entails public speaking, whether making anannouncement at Morning Meeting, welcoming guests at concerts orgreeting the entire school at Opening Convocation.

The harder lessons of leadership are also here. Fifth grade studentsstruggle to remember that leadership in community service is not about the leader but about those they serve. Being a leader bringsattention, but that is a side effect. Leadership is about fulfilling a responsibility to others.

Children clamber to help out at cleanup time in the art studio. One girl wants to wash all the tables, even though others are willing to help.When she alienates her peers by insisting on doing the job all by herself, she finds herself in trouble for not getting back to her seat ontime. She learns about the importance of keeping the focus on gettingthe job done, not on who gets it done.

In the Primary School, teachers talk with students about how hard allthese lessons are to learn. Having integrity, being responsible, sharing andhaving courage are all difficult, and none of us has mastered them.Wetalk about how we can all get better at them by being mindful of theirimportance. As teachers, we reach for and teach these ideals. By doingso, we not only help our students become better people, but webecome better people ourselves.

Yes, it all sounds obvious, but we have seen adult leaders in our liveswho failed to learn these early lessons.We know the pain of watching a leader lose her way.We all struggle when leaders take advantage oftheir positions.We have observed projects that failed because theleader took on too much and did not delegate authority. Developing the skills of leadership through the Primary years empowers our children not only during school, but throughout life.

Recently, fifth graders wrote about leadership. One student says it well:“A good leader listens to other people. She cares and is thoughtful. Agood leader is in charge but is not bossy. She listens to other people’sideas. I think a good leader is someone who speaks up for other peopleand herself, but is more often thinking about ways to help.”

Another girl writes, “We have learned about leadership in the Primaryby watching our teachers, principals and other people who are in charge.We have learned about leadership in assemblies, too.We have learnedabout leadership from our friends and ourselves and our families.”

Clearly, Primary School girls grasp the importance of leadership. It is ourmission that every Kent Place girl feel a strong sense of herself, knowher voice and use it wisely. Every girl should find her own unique wayto lead and follow her passions toward service.The formal and informalresponsibilities that our youngest students have during their Primaryyears provide a firm grounding in the leadership skills that will empowerthem through life to speak their minds, look for ways to serve othersand take on greater roles in their communities, their homes and the world.

Voya

ger

Page 4

“Good morning, my name is Jayne. Good morning, my name is Blair, andwe are running Morning Meeting.This week we will be holding electionsfor grade-level Student Council during Advisory period. Are there anyother announcements this morning?”

This is the way each week begins and ends in the Middle School. EachMorning Meeting is led by two eighth graders who moderate the gathering by leading the entire Middle School in the Pledge of Allegiance,fielding announcements from faculty, students and visitors, and announcingbirthdays and special events of the week.

Leadership is an integral part of each day, and opportunities abound foreach girl to develop her own leadership style by observing others andthrough hands-on efforts.While eighth graders step naturally into manyof the overt leadership positions as heads of Student Council, publicationsand clubs, opportunities are also present throughout the Middle Schoolexperience for sixth and seventh graders to learn and apply thoseleadership skills.

Student Council is often a student’s first formal introduction to a leadership position during each school year.The student leadership ofthe Middle School begins with our eighth grade president and secretary.Toward the end of their seventh grade year, girls who would like to bepresident and secretary of the entire Middle School give a speech totheir peers and the fifth grade.The girls elected to these positions lead

the Middle School through their entireeighth grade year.This year’s executiveseven helped design activities for theMiddle School fall trip.The sixth andseventh graders elect their class president, secretary and Advisory representatives twice a year, and theeighth graders do the same for theirown Advisory representatives.

We guide the students through theprocess of good leadership selection as the girls begin to brainstorm anddiscuss the qualities of a good leader.Each year the girls write a list of traitsthey think are essential to good leadership. In looking back at what hasbeen generated and posted for thegirls to contemplate before casting

a vote, it is apparent how many attributes on the list are already cornerstones of the Middle School curriculum.

How do the Middle School students define leadership? One key elementof leadership is voice, and the voices of the girls resound from all cornersof campus.Whether debating the pros and cons of an issue in the ethicselective, presenting a skit in French class, directing teammates on the softball diamond or guiding a new student to the Dining Hall, our girls

articulate their thoughts andopinions.They also identify lead-ership as the ability to analyzeand take risks, a skill Kent Placeencourages. Girls are asked tostep out of their comfort zones,but they are given the supportand guidance that allows themto keep trying, even if a firsteffort does not succeed.Discussions about the HonorCode teach honesty and respect,other traits Kent Place studentsassociate with leadership.Students own a sense of responsibility as they negotiatequestions and concerns directlywith their teachers.The girls aregiven experience in creating aleadership vision when adviseesand advisors set goals and monitor progress in achievingthose objectives.

Middle School girls don’t just discuss leadership: they live it. Eighth gradegirls are guides for visiting families, while students in all grades welcomeand host student visitors. Current and prospective parents are greetedand led by Middle School leaders at Open House and Back to SchoolNight. Sixth graders are the voice of the curriculum for parents ofincoming fifth graders. Student initiative created the opportunity forevery girl to perform in a musical during her Middle School years.Seventh and eighth graders captain their sports teams, and girls in allgrades can lead publications and clubs. In F.R.I.E.N.D (Finding ResolutionIn Every New Day), eighth graders help guide seventh and sixth gradersthrough the social quandaries that are a part of adolescence. Serviceprojects are spearheaded by student leaders who envision ways ourcommunity can help support others.

Middle School graduates take these qualities of leadership with themand continue to tweak and mold them as they mature and grow. Oneof the true joys of working in the Middle School is seeing a girl developher own leadership style as she realizes that she can organize andimplement a plan in a way that is uniquely her own and that has beencultivated through her own experiences and observations. Because eachgirl observes and tries out different approaches, Middle School studentsare not locked into one leadership pattern. Kent Place is committed toempowering as many girls as possible to become leaders; many positions,therefore, last only for a season or a semester.The chance to reflect onand take stock of work done allows a Middle Schooler to evaluate herindividual strengths and weaknesses in the process of developing herunique leadership style.The Middle School is committed to the educationof tomorrow’s leaders.

middle schoolFor Middle School Girls, Leadership is Lived and Learned

By Karen Malm, Middle School History Teacher

The following are some of the fascinating people interviewed by members of the Portraits of Leadership

class throughout the past few years:

Former Governor, New JerseyDirector, Animal Haven Shelter

SurgeonCEO,Vonage

Quarterback, New York GiantsProducer, ABC News

CEO, UBS Executive, Quest Diagnostic & Boston Scientific

CIO, Campbell Soup CompanyCongresswoman, New Jersey

Former Vice President of Content, Sesame StreetWomen’s Lacrosse Coach, Princeton University

Senator, West VirginiaTeacher

President, Mt. Sinai HospitalDEA Agent

Founder, Community Food Bank

Page 5

The words “leadership” and “leadership skills” make most people thinkof politics, which, in the past, had been relegated to adults.Youngsterscould be leaders by playing sports or doing extracurricular activities suchas Girl Scouts. More recently, however, with the emphasis on leadershipas an important aspect of business, leadership development is viewed ascritical, especially for women as we move into management positions innon-traditional career areas. How-to books on becoming a leader andleadership seminars have grown very popular, and with them the ideathat leadership can, indeed, be taught. Kent Place is on the cutting edgeof this movement to produce young women with strong leadership skillsfrom an early age – the younger the better! We “think leadership” inevery aspect of Kent Place life.

Are leaders born or made? Do leaders create history, or does historycreate leaders? Do good leaders always lead for good purposes? Theseare some of the issues we debate every day in the eighth-grade historycourse Portraits of Leadership.This thematic, interdisciplinary and experiential curriculum, taught now for nearly 20 years, explores howleadership influences the quest for human rights and empowerment.The thread of leadership connects the subject matter, which touchesupon philosophy, psychology, ethics, humanities and political science.Fieldwork adds the experiential component when the girls go beyondthe schoolroom to witness leadership in action. Each girl’s personal leadership is developed in class by a variety of content and methods,including reading about leaders and analyzing their leadership traits,meeting and talking with leaders in the outside world and practicingleadership skills on a daily basis so that she will have the confidence to seize opportunities when they come.This history course is both

academic and hands-on!

The course begins with a definition ofterms – leadership, power, rights, persuasion,authority, privacy, responsibility and justice –and then examines how these tools areused in different kinds of governments andeconomies. It continues with a chronologicalstudy of history, from the fall of the RomanEmpire to the 20th Century, viewed throughthe lens of leadership and of how power is used or abused in each era. Integral toassessing a leader’s effectiveness is under-standing what personal characteristics – suchas vision, communication, decisiveness,problem solving, risk analysis and conflictresolution – must come together to make leadership happen. Assignments and

classroom activities includeresearching and reading biogra-phies of significant leaders toevaluate whether they areleaders of thought or action,whether they lead by commandor consent, why they wantpower, and whether mankindhas been hindered or advancedby their leadership. We keepjournals on newsworthy peo-ple or events that demonstrateleadership, and we reflect onimportant quotes or advice thatrecognized leaders have given.

Meeting and talking with people who successfully model leadership isalso important. At mid-year, the students carry out an interview projectin which they contact, question, and dialogue with an adult who is aleader in his or her field.The girls develop poise and self-confidence as they practice their role as interviewers with adults who have trueexperience in a broad range of fields.

Over the past 20 years of teaching this course, I have come to someconclusions about leadership worth passing on to my students. First,leadership is a work in progress. Every leadership opportunity offers a different set of challenges – no single formula works every time!Leaders jump in and work toward the best possible outcome. Second,leadership is an extension of one’s life; it is applying the everyday life-skills that we use to survive (such as planning, communicating anddecision-making) toward the achievement of a goal. Finally, leadershipisn’t as much about the leader or the self as it is about teamwork andthe other people you bring with you as you accomplish a goal.Trueleaders value the part that each person plays and the empowermentgained as each contributes to a successful outcome.

Each day in class, we focus on people and events that have, for better or for worse, changed the course of mankind.We salute our successesand learn from our mistakes.We celebrate the contributions of thosewho have enhanced our rights and our voice; we seek high standardsfor leadership as benchmarks for ourselves and for those we trust to lead us.We practice communication as we speak and listen to eachother so that we gain a sense of self-confidence about our own ideasand a respect for the ideas of others.We model leadership for eachother as we assume responsibility for our words and our deeds.Theseare the true lessons about leadership – and about life!

The “Leading Edge”: A Classroom Experience

By Christine Clemens, Middle School History Teacher

Kent Place School celebrates its 12th season of the Girls’ Leadership Institute (GLI) this July for girlsentering seventh and eighth grade. Focusing on individual leadership potential and strengthening personal confidence and self-esteem, the Institute is the only program in New Jersey with the missionto teach leadership to girls ages 12-14.

GLI was founded in 1996, a product of the vision of former Head of School Arlene Gibson and current Head of School Sue Bosland. Held on the Kent Place campus, the Institute has been directedby Kent Place teacher Christine Clemens and Interim Director of the Upper School ElizabethWoodall. GLI began as a week-long day program for seventh and eighth grade girls and, in 2000,turned into a five-day, four-night residential program. In the Institute’s 12-year history, it has grownfrom 12 to 27 girls, from serving local girls to serving girls from a number of communities, and fromhaving no scholarships to giving generous amounts of financial aid. Each year, the Institute has metor exceeded its goals in attendance and cultural diversity.

Participants enjoy the challenges of an outdoor adventure course located at Camp Nyoda Hills inOakridge, NJ, work closely with high school mentors and meet women role models who, as guestspeakers, discuss their personal and professional histories.

The Girls’ Leadership Institute trains girls as future leaders.The program also inspires each partic-ipant to discover her own voice and set her own goals in order to prepare her to achieve successin the global community.

The Girls’ Leadership Institute Summer 2007 will take place July 22-26. An Open House will be heldon Wednesday,April 4. Please visit www.kentplace.org for more information.

…The Girls’ Leadership Institute

WH

ATIS

SPEAKERS

SERIESSAVEtheDATE

Page 6

At the end of my sophomore year, Ms.Woodall informed me that I was nominatedby the faculty to participate in Mount HolyokeCollege’s Take the Lead program. I hadabsolutely no idea what it was, except that it was a leadership program for high schoolwomen. Shortly after, I received a letter fromthe director of the program, Patricia VandenBerg,congratulating me on being nominated andasking me to fill out an intense application. Iwas asked to answer numerous questions,write an essay about an issue that is a concernof mine and gather a recommendation from a teacher of my choice. I completed the application last spring and was notified at theend of July that I would be one of 44 girlsin the entire country to participate in Takethe Lead at the end of September.

The conference took place from September28 to October 1. Before we arrived at theprogram, we were asked to choose an actionproject. Each girl was assigned a mentor fromMount Holyoke that we roomed and bondedwith during the four-day program. Aftereveryone arrived, we listened to a guestspeaker, introduced ourselves and watchedand listened to clips of two of last year’saward-winning participants who completedtheir projects.The next day, we had workshopsthat taught us many useful skills: how tounderstand people in the business world;how to get people involved in our projects;how to get publicity; how to organize volunteers; how to ask for money; what stepswe needed to take to complete our project;understanding diversity; how to write a

speech; and finally, how to give a very compellingargument or public speech, which was critiquedby three people. In small groups we discussedeach of our action project topics to brainstormways to complete and/or readjust our topics.Our mentors kept in contact with us to helpus with any issues with our topics.

Even though the summer program has ended,I will continue to work with my mentor on my action project until March. In March, eachTake the Lead participant will have to send in everything about her project whether it iscompleted or not. A team of faculty at MountHolyoke will then award a monetary prize tothree people who they believe achieved theirgoal or went above and beyond.

Now that I am back at Kent Place, I know that I will be using much more of what I learnedthan I initially thought I would. I am alreadyusing steps from my organization workshops,and I have found that learning about publicspeaking helps me when I am talking to adultsor trying to explain my project to people whomight help me work toward my goal.

When I arrived at Take the Lead, I felt verycomfortable and confident about my project,knowing that the Kent Place community willbe there to help. At Kent Place, they teach usto be the leaders of tomorrow and that wecan do anything we set our minds to.While I was listening to the other girls’ action projecttopics, I realized that at Kent Place we alreadyhave in place some of the projects or programsthat the participants were trying to accomplish:

Diversity Council, Gay-Straight Alliance, devel-opment in the arts, awareness of the genocidein Sudan and the earthquake in Pakistan andmany more.

Before going to the Take the Lead program, Ifelt as though I could be a leader, I just did notknow exactly how.Take the Lead also helpedme realize that it does not matter how youngyou are, what race you are or what genderyou are – everyone can make a difference inthis world. All we need is a little help, guidanceand support from the people around us.

Alex is working with chain restaurants to organizespecial dinner nights for families with autistic ormentally challenged children. Her action project,Restaurant Awareness, hits close to home, asAlex’s younger brother was diagnosed with severeautism six years ago. She has seen first hand theneed for families like hers to be able to go outas a family and feel comfortable, not judged. Alexhopes to have this plan in place as early as Aprilin honor of Autism Awareness Month.

A Kent Place First…Junior Selected to Participate in Prestigious Take the Lead Program: Alexandra Abend ’08

SAVE theDATEThursday, April 26, 2007

7:30 p.m.

13th Annual Speakers SeriesDr. Louise Leakey, renowned paleoanthropologist

and National Geographic explorer-in-residence

Page 7

Student: What’s there to do at 2:30?Teacher: What is your passion? What sparks your interest?Student: I don’t think I have just one thing.

REPLAYI think that it’d be great to be on the newspaper.REPLAYI like planning things.

Conversations like this happen every day between students and teachers:students trying to find interests, pursue them and take leadership inthem, and teachers prompting questions to help students work towardstheir goals.The ways our students take on leadership may vary, but ourteachers’ focus on developing students as leaders is equal for every student.With all students, we ask more questions, remind them aboutthe Club Fair, explain class offices and help identify related courses thatwill help focus and challenge them in leadership.

Leadership cultivation flourishes in the Upper School. Every May at theChanging of the Guard assembly, officers of committees, clubs, publicationsand honor societies pass the reigns to the next year’s leaders.The ceremony recognizes the primary positions such aspresident and editor-in-chief – over 35 named positions – with another 35 secondary positionschanging over within the organizations. These positions reflect formal opportunities of leadershipby election or by application.

For our six major committees, Senate, Judiciary,Athletic Association, Community Service, SocialCommittee and Student Affairs, the secondary andclass representative positions for grades 9 through11 are half-year elected positions, allowing for a changein January. Students elected for the first term maynot run for the same position in the second term ofa single academic year, thus allowing more chancesfor more girls to lead. Other organizations, likeGreen Key, our campus tour guides, and publications,determine leaders through an application processwith an existing student leader and faculty review,and they tend to be full-year positions. By having acombination of full- and half-year positions, organi-zations can be most successful with a consistentyearlong vision, more girls can be involved in workingtowards the vision, and girls have the opportunity tolearn how to work with more people.

One-third of girls in the Upper School hold “tradi-tional” leadership positions, but that figure does not acknowledge the magnitude of leadershipopportunities that all the girls have throughout theKent Place community. Daily life is rich with opportunities to learn about the components ofleadership, to identify personal strengths and challenges and to practice developing all the skillsboth in class and in extracurricular activities.

So, each time a student participates in a class discussion or project, offers her thoughts or triesout for the play when she typically is reserved, shepractices risk taking. Each time a student makes apresentation in class about a topic, she is buildingher communication skills and sharing her vision. Eachtime she completes a long-term assignment on timealong with all of her other homework, she is focusing on time management and prioritizing her tasks and values. Each timeshe chooses to take one class over another, one topic over another,joins a club or a sport, she is determining her personal vision. Each time she argues with a friend or a parent and negotiates an offense in Judiciary, she practices conflict resolution.Whether she charts herprogress or even acknowledges these as opportunities of leadership is not as important as their effects.

Each girl explores and practices ways of sharing her talents and passions in class or organizations because she believes in herself.Informal opportunities, while regularly planned for by faculty, allow girlstime to build self-esteem, an integral part of being a “leader of herself.”Individuals need to know what is important to them and learn to live life according to those values both when it is easy and when it is hard.

Independence of thought and action, based on values, allows an individualto be a leader for others while strong in her independence.

Could it really be that easy? Just go to class and get involved? Yes, andno.We provide the framework for learning, but challenges and pressuresdefinitely exist. For the high school leaders and leaders-in-training,introspection can be quite a hurdle. Girls ask questions like:

• How do I maintain the tradition of Kent Place and still make my mark?

• How do I maintain vigor within routine?• Can I say no to myself and the people around me? • Can I please everyone? Can I do everything well? How do

I get everything done?• What happens if this isn’t perfect?

Just like leaders in the work force, girls need to learn the how-to’s of a project.Whom do I need to contact? Is there a form to fill out? Howdo I run a meeting? What happens if I encounter opposition?

We encourage girls to work through situations and to ask for support.Likewise, faculty advisors help role play situations, brainstorm a plan ofaction and literally walk students to the right office. But like most peoplewith vision, the leader’s biggest challenge is time: if only there weremore hours in the day to do all we could.

Whether starting a club or promoting an event, leaders learn importantskills: to create a shared vision, to empower others to act, to prioritizeresponsibilities, to set realistic timelines, to articulate messages in thespoken and written word and to manage setbacks with a positive attitude.Creating the leaders that our girls are and will continue to be revolvesaround making the learning process of leadership integral to all aspectsof a student’s day.

upper schoolBuilding the Leader Within:Opportunities Abound in the Upper School

By Elizabeth Woodall, Interim Director of the Upper School

Page 8

Voya

ger

Even before the school year begins, students at Kent Place’s UpperSchool learn how to be leaders. This summer, five of our tenth andeleventh graders attended the “Anytown, NJ” program presented by the Youth Leadership Institute and sponsored by the NationalConference for Community and Justice-New Jersey. At the five-day program of interactive workshops and discussion groups, studentsembarked on a year-long action plan to raise the level of awareness and appreciation of diversity in their communities.

Upon their return to school, the participants were invited to joinDiversity Council, which is composed of peers who have attended similar programs in previous years. Another conference attended bymembers of Diversity Council is the Student Diversity LeadershipConference.This is the youth division of the People of Color Conference,sponsored by the National Association of Independent Schools (NAIS).In December 2005, Kent Place sent five students and four teachers tothe meeting in Dallas,TX.There, our representatives listened to esteemedkeynote speakers James Earl Jones,Terry Tafoya, Sandra Cisneros andSara Lawrence-Lightfoot, met in affinity groups and shared ideas andexperiences with many other students and teachers from across theUnited States.They learned how to lead workshops and other activitiesin hopes of ending prejudice in their communities.

The Diversity Council annually adopts and launches an action plan and a mission statement to follow throughout the year.The Council also leadsschool events centering on diversity.The Day of Diversity, in November,is an Upper School initiative to raise awareness and appreciation of thedifferences within the Kent Place community.

Upper School students also take part in Mix-it-Up Day, when they arerandomly seated in the Dining Hall during lunch. Senior Kyla McMillan, amember of Diversity Council’s executive board, states, “I enjoy Mix-it-UpDay because it’s a chance for students who wouldn’t normally knoweach other to talk and discover the similarities that we share.”

Quest for Diversity:How Student Leaders Raise Awareness

By Reba Petraitis, Upper School History Teacher

Most schools start off their day with announcements made by an unseen administrator overa P.A. system. At Kent Place, Morning Meeting, held in each division, is a unique tradition thathighlights qualities our school values most: sense of community and leadership building.

In the Primary School, Morning Meeting is held on Monday and Friday in Hauser Hall. Thestudents say the Pledge of Allegiance and sing the Alma Mater. A teacher delivers a messageor lesson, and the meeting is used as an opportunity to teach community mores – such astaking good care of the playground or lunchroom manners. Morning Meeting also providesa forum for performances and allows teachers to make announcements, introduce a guestor remind the girls about a community service project. Primary students are given the oppor-tunity to hold the flag for the salute and supervise the younger girls, and they are often askedto present or perform during this time.

Middle School Morning Meeting is held in the Annex, also on Monday and Friday.The studentsrecite the Pledge, make significant announcements, such as birthdays, accomplishments,recognitions and activities, and hold group discussions about themes of integrity, values andethical decision making. Students from other divisions also come to make announcementswhen the occasion arises. Morning Meeting allows Middle School students to come togetherand connect as a unified community. It is an important tradition that permits girls to be lead-ers in front of their peers in a safe environment.

The entire Upper School gathers together in the front hall of the Main Building twice weekly(A week – Monday/Wednesday and B week – Monday/Thursday) to make announcementssuch as sporting events and play rehearsals, to acknowledge current events and to addresscommunity issues revolving around the issues of KPS.Teachers recognize successes of classes,students and trips. An appointed senior moderator runs each meeting for the entire schoolyear. Each spring, an invitation is extended to all juniors who contact the moderator to tryoutfor the position. Girls who choose to participate in Morning Meeting are often acknowledgedwith cheers from each class. Perhaps without even realizing it, the moderator and her peersare seen as powerful role models.

Morning Meeting at Kent Place showcases leadership as a forum for students to work ontheir public speaking, to make announcements for causes they believe in and to connect andaffirm each other in a lively, secure surrounding.

…Morning Meeting

WH

ATIS

“A great leader is one who knows the way, goes the way, and shows the way.”– John C. Maxwell, author of The 21 Irrefutable Laws of Leadership

Page 9

I feel it’s an honor and privilege to have a relationship with and be ableto affect or help younger members of the community.”

This year, the members of Diversity Council have decided to increasetheir interaction with the faculty and staff. “I feel that as a vital part ofour community, the faculty should discuss with the students diversity-related issues like race and religion,” says junior Rachel Gordon.“Teachers need to understand how these issues directly affect their stu-dents.”The Council has asked to lead a session of Diversity Forum, aseries of monthly after-school meetings for faculty and staff to discusssuch issues in the Kent Place community.

The quest for diversity awareness is never-ending.The young women of Kent Place are enthusiastic and motivated to devote their time andefforts in order to maintain a safe and all-inclusive environment. As themaxim states: With Wisdom She Lights the Way.

One of the most clearly stated goals in themission of Kent Place School is “to inspireyoung women to leadership.” In addition tothe ways students learn leadership throughpersonal experience, there is an equally powerful influence on students that some-times goes unnamed: the example of leaderlyteachers. Research overwhelmingly confirmsthe positive impact role models and mentorsplay in the formation of skills and attitudes inyoung people. For this and other reasons, it isimportant that faculty at Kent Place developand demonstrate leadership skills within ourlearning community.

In addition to the leadership that all teachersshow each day in class, teachers in all threedivisions may take on additional volunteerpositions that are larger in scope.

Qualified faculty assume a variety of traditionalleadership roles, including department chair,advisor to student clubs and publications,community service coordinator at each divi-sional level and participation on various schoolcommittees, forums and task forces.

New positions have been developed in recentyears to design curricula and manage newprograms. For example, the director of EarlyChildhood and the Primary School curriculumcoordinator positions have been instituted inorder to provide continuity and oversight to thePrimary School program. A similar curriculumcoordinator position in the Middle School,begun two years ago, ensures a more inter-disciplinary approach to teaching and learning.A Middle School special events coordinatormanages special assemblies and speakers tofurther enrich the MS student experience.

In the Upper School, the focus on students’ethical and moral development led to theinstitution of two deans of students. Each of

these positions was filled from within the ranksby teachers who, because they displayed outstanding leadership qualities, were asked to demonstrate those skills and assume theseexciting roles and responsibilities in additionto their teaching duties.

The decision to create these new leadershippositions for faculty at Kent Place stemmednot only from institutional need, but also from the desire to provide the faculty withmeaningful professional growth opportunities.A study conducted at the University ofPennsylvania (Ingersoll, 2000) cited “pooropportunity for professional advancement”as among the top reasons for leaving the field of education.

Most educators value the ability to learn and grow and opportunities for professionaladvancement. Leadership positions allow faculty to give input regarding the school’sdecisions – a major factor in maintaining ahigh level of teacher retention and, ultimately,ensuring the continuity and high performanceof the school.

Dr. Amanda Berry, eighth grade English teacher,is one of those faculty members who this yeartook on a major leadership role in the MiddleSchool. She is currently serving as eighth gradeteam leader, a position that rotates to otherfaculty members every three years.

“I have not always been as comfortable in the role of leader, but this year I have had thechance to take on new responsibilities as ateam leader,” Dr. Berry says. “I could not havefaced this new challenge without the guidanceand examples set by my colleagues, whodemonstrate a variety of leadership styles.Not only have I developed new skills in theprocess, but I feel all the more invested in the outcome.”

Kent Place is committed not only to offeringfaculty professional challenges, but also to providing the development teachers need in order to achieve them. Each fall, teachersengage with their division director in deter-mining their professional goals for the yearand the training that they would need in order to attain those goals. Some teachersdevelop the necessary skills to undertake new leadership responsibilities, while othersdemonstrate their leadership by sharing theirexpertise with the rest of their colleagues.Whether at a lunch table, division-level facultymeetings, all-school meetings, departmentmeetings or special forums, the rest of thecommunity can benefit from their experiences.

Teachers also participate in leadership beyondthe Kent Place campus, such as at the EthicsInstitute at West Point, the New JerseyAssociation of Independent School (NJAIS)Blueprint for Leadership Program, and theNational Coalition of Girls’ Schools (NCGS)Strategic Leadership Institute for ExperiencedWomen Educators at the Simmons CollegeSchool of Management.Teachers who gainadvanced training in their subject areas areinvited to demonstrate leadership in their fieldby presenting at outside conferences.This pastyear, KPS faculty members gave presentationsand workshops at the University of Salamancain Spain, the NJAIS Conference, the NationalMiddle School Association Conference and theNational AP Conference, just to name a few.

Kent Place faculty members serve not only as outstanding teachers, but also as leaders in the field of education - both within andoutside of the school community. Providingmeaningful leadership experiences for ourteachers remains an important factor in maintaining an outstanding team of facultyat our school and in realizing our mission ofinspiring young women to leadership.

Teachers Who Lead Inspire Leadership in Students

By Karen Rezach, Director of the Middle School

In January, the members of Diversity Council initiate Kent Place’s participation in the national No Name Calling Week project. Issues surrounding name-calling are discussed at Morning Meeting that week as all students are asked to avoid negative language. Senior Marisa Adamsays, “No Name Calling Week is extremely important because it raisesour awareness of what we say to the people around us and why weshould be sensitive and address our peers with respect. Sometimes youdon’t realize what you are saying can offend others.”

Throughout the school year, Council members meet with Middle Schoolstudents to discuss issues and questions dealing with diversity.The girlshave breakfast or lunch together with their younger schoolmates andserve as role models and problem solvers if questions about diversity arise.

“Having been at Kent Place since first grade, I have a broad perspectiveon KPS life and experiences,” says senior Charlynn Bowers. “As a result,

Voya

ger

Page 10

From the Heart:Leading Through Community Service

By Carol Gordon, Interim Dean of Students

Kent Place Upper School students, arguably some of thebusiest people on the planet, devoted 7,303 hours last year in service to others. What makes this statistic even moreastonishing is that community service is not required at KentPlace School.The ultimate arbiter in deciding whether to docommunity service is the student herself.

Does the impulse to give of oneself come entirely from within, or doesgood student leadership inspire participation?

“Good leadership tips the scale in favor of student action versus inaction,”says senior Kyla McMillan, president of the Upper School student organiza-tion Community Service (CS). “Good community service leadership has a great impact on student participation. I’ve always been really activebecause I know that it is our responsibility to let other students knowabout service opportunities.”With two representatives per grade as wellas its officers, CS has the “girl power” to inform classmates about volunteeropportunities throughout the year.

Any community service leader knows it’s one thing to say, Hey, you can helpNew York City’s homeless on Friday night; it’s another thing to motivatebusy peers to take action. Junior Meredith LaRose, CS vice president, fullyunderstands: “As a three-sport athlete, I can definitely sympathize with students who say that they do not have time. I try to act as an example,and I often give up my only free time to do service. I have inspired someof my other busy classmates to also forgo a night out to help others.”

Community Service leaders are also good at marketing. Junior DanielaArias remembers asking other students to help with Stockings with Care,an annual gift drive for children in shelters. “When asking classmates tovolunteer, I emphasize how much fun this event is, and the fun factorincreases the participation.”

Whether an earthquake in Pakistan or a menace closer to home, whentragedy strikes, CS leaders are quick to respond. When HurricaneKatrina hit the Gulf Coast last August, CS voted to “do something big.”In the meantime, a worthy recipient for a major fund-raising effort presented itself through Upper School art teacher Ken Weathersby,whose brother is the principal of Eastlake Elementary School inPascagoula, MS. Eastlake suffered enormous damage, including flooddamage to all the books on the lower shelves of its library. CommunityService voted to fund as many replacement books as possible.

During a brainstorming meeting, Samantha Zwiebel ’06 suggesteddoing a concert, and The Pascagoula Jam, a cross between a battle ofthe bands and a coffeehouse concert, was born. Students were the driving force behind the concert. Although the task was daunting, thestudents made it happen, and over $1,500 was raised through ticketsales and donations.

Junior Hallie Mitnick, another CS leader, sums it up: “While communityservice is a very personal choice, a good leader who discovers fun andcreative ways for students to help others inspires participation.”

Come and have fun in the fiery warmth of

THE DRAGON LOUNGE

Saturday, April 28, 2007

Spend the evening dancing to the rhythms of “Total Soul,” enjoy a feast of delicious food, meet friends old and new and show our ongoing support andcommitment to Kent Place School.We look forward to seeing you there!

For more information contact Jean Frankel zipzipjf@aol.com

June Fun Summer Express Summer Start-up Pre-K Camp

Junior Camp Day Camp Passport Program

Creative Arts Workshop Afternoon Sports Extended Care

Excel Explorations in Español Success for Girls Sports Clinics

2006SummerExplorations

2007at Kent Place

June 11 – August 10

For more information visit www.kentplace.org or call (908) 273-0900, ext. 272

UOPENHOUSE

Saturday, April 21

1:00 – 3:00 p.m.

Page 11

Professional Development & Discovery

2006 Halsey and Kinnear Faculty Award RecipientsThe MacDonald Halsey Fund, established in 1980 to honor retiringHeadmaster MacDonald Halsey, recognizes individual faculty members and provides assistance for their professional development needs.The fundsare usually put toward the development or significant revision of curriculumor other major school programs, or a formal workshop or conference.

The James W. Kinnear Fund, established in 2003 in honor of his daughterSusan K. Neul, provides assistance for faculty members across the divisionsto put towards their summer professional development needs.

Economics Curriculum for Grades 1-5Alyce Burke, Susan Mascioli and Melissa Wood, Primary School Teachers

The Primary School economics curriculum was conceived as a component of the school’s current Accreditation for Growth (AFG)goal of increasing our students’ global awareness. As we teach aboutour place as Americans in the global society, it became crucial to examine America’s disproportionate share of wealth. Mrs. Burke, Mrs.Mascioli and Ms.Wood used the Halsey grant to develop curriculum to teach children basic concepts of money, to make them aware oftheir place of privilege in the world and to instill in them a sense ofresponsibility or stewardship for the global community.The curriculum,implemented this fall, begins with a Morning Meeting lesson on one of nine topics. After each lesson, individual classrooms have grade-appropriate activities as follow-up lessons.Topics to date include howwe know how rich or poor we are, needs and wants and how we getthem, how we make choices about spending and saving, how we carefor our assets, the role of taxes and how we can share our wealth.

Mathematics Proofs in the Geometry CurriculumChristy Gillespie, Upper School Math Teacher

As part of the Upper School Math Department, Ms. Gillespie continuously reevaluates her courses and seeks ways to make her students stronger problem-solvers and mathematicians. One way shehopes to do this is by implementing proofs more rigorously in thegeometry curriculum. Proofs are recognized by many mathematicsorganizations, including the National Council of Teachers of Mathematics,as a means to improve students’ deductive reasoning and problem-solving skills. Over the summer, Ms. Gillespie researched the teaching of geometry proofs as well as learning stages a student must reach tobe successful with proofs. Using this research, she developed multipleactivities, worksheets, journal entries and reading assignments designedto help the girls become strong proof writers.The Math Department is implementing this new curriculum unit into their current UpperSchool Geometry classes and already sees great results from the girls.

Pre-Kindergarten World Language CurriculumDora Gragg and Barbara Tejerina, Primary School World Language Teachers

Sra. Gragg and Mme.Tejerina received a Halsey grant to refine the Pre-Kindergarten Spanish and French curriculum they developed during the summer of 2005. Having piloted the program for two weeksin the spring of 2006, they added the finishing touches in time for thebeginning of this school year. Sra. Gragg and Mme.Tejerina found newage-appropriate resources for language study for young children andworked on integrating these materials into the curriculum.This fall thePre-Kindergarten class was divided in half: one learning Spanish and the other French, then switching mid-year. Songs are sung, games areplayed, books are read and various topics related to their classroomcurriculum are addressed. Comprehension and enjoyment of languagelearning are the main goals of this new initiative.

Fifth Grade Spelling CurriculumJoanne Emery, Primary School Learning Specialist

This summer, Mrs. Emery developed a fifth grade spelling curriculumcalled Word Study.The program consists of 26 lessons, including the history, function and structure of words. Each spelling lessonfocuses on a particular spelling rule and features activities that help students internalize these skills.Word Study reinforces spelling funda-mentals while also giving opportunities to students to progress at their own pace. Although every student is required to learn a set ofspelling rules, they are not required to have the same spelling words.This allows students to progress at their own speed.The Word Studycurriculum benefits the fifth grade at Kent Place because it addressesthe need to learn about words as part of the students’ development as writers.Word Study is designed not only as a spelling program butalso as a system for discovering the meaning, structure and history of

words. Mrs. Emery’s hope is that it stimulates students’ curiosity, increasestheir vocabulary skills and gives them essential tools to employ whenreading and writing.

Advanced Placement Calculus Denise Mulry, Upper School Mathematics Teacher

Denise Mulry, a member of the Upper School Mathematics Department,spent a week over the summer at Drew University attending a seminaron the teaching of the Calculus AB Advanced Placement course. Ms.Mulry found the exchange of ideas amongst the mathematics teachersat the seminar to be extremely helpful and interesting. She and othersin the group often approached problems differently, some using technology, such as graphing calculators, to find results, while othersused more traditional methods. Ms. Mulry has already begun to implement ideas and strategies she learned at the seminar into her current Advanced Placement courses.

MS and US Mid-Trimester Comments GuidelinesLinda Ormont, Middle and Upper School Learning Specialist

At Kent Place, mid-trimester comments are an opportunity for Middleand Upper School teachers to report to parents on student progressand learning. How can teachers apply what they learn in professionaldevelopment to writing narrative comments? Ms. Ormont developedComments by Design, a presentation she gave to Middle and UpperSchool faculty in the fall. It shows how our comments can incorporatethe ideas of recent campus speakers, the education specialists MelLevine, JoAnn Deak and Grant Wiggins, along with our curriculum mapping work and AFG goals.The teachers will apply these “best practices” as they write narrative comments throughout the year.

Attending the Institute for Choral Teaching EducationEdel Thomas, Middle School Music Teacher

This summer, Ms.Thomas attended the Choral Music Experience(CME) 2006 Institute for Choral Teacher Education in York, England.The Institute provides young choirs and developing conductors with a set of clearly articulated principles and practices based on masterchoral teacher Doreen Rao’s “music performance approach to musicteaching and learning in the choir.” This year’s conference broughttogether emerging composers, gifted conductors and inspired choralmusic educators.The repertoire is cutting edge and so appropriate foryoung treble voices. CME methods and materials have emerged as auniquely dynamic approach with an emphasis on the joyful, real-lifepedagogy practiced for the artistic, educational and social benefit of all students.The choral conducting technique class was enlightening and allowed Ms.Thomas to receive Level I professional certification and will complement the work Ms.Thomas does at Kent Place.

Voya

ger

Page 12

News & ViewsUpper School Shines with Fall Awards

2006-2007 Advanced Placement ScholarsAP Scholar with Distinction Maria Calvache ’06, Lydia Deutsch ’06,Tara Frankel ’06,Elizabeth Franz ’06, Erin Honcharuk ’06, Michelle Manket ’06,Morgan O’Hara ’06, Christina Ring ’06, Ilya Sabnani ’07,Samantha Zwiebel ’06

AP Scholar with HonorNida Abdulla ’07, Danielle Auriemma ’06, Rebecca Fish ’07,Monica Giannone ’06, Atlee Melillo ’07, Alexandria Myers ’06,Caitlin O’Brien ’06, Katherine O’Donnell ’06,Veena Putcha ’07,Victoria Rolandelli ’07, Jacqueline Sousa ’06, Alexandra Stathis ’07,Lily Tarjan ’06, Devin Walsh ’07, Madeline Wasser ’06

AP ScholarsCaitlin Black ’07, Erica Cullum ’07, Shamayne Cumberbatch ’07,Emily Doto ’07, Isabelle Fabian ’07, Maria Feitel ’07, Morgan Furst ’06, Emily Gadsden ’07, Alexandra Gakos ’07, LeahHaynesworth ’07, Nadia James ’07, Julia Kennedy ’06, AmandaKlinger ’07, Alexandra Krupp ’06, Erin Landers ’06, Laura Lane ’07, Stephanie Liff ’07, Alexandra Lynch ’06, EmilyMcCormick ’07, Devon McIntyre ’06, Molly Molendyke ’07,Mary Moseley ’07, Laura Newcomb ’07, Marian O’Neill ’07,Francesca Pazniokas ’07, Kathleen Reilly ’06, Alexandra Robertson ’06, Sara Santos ’07, Natasha Scott ’07, Anna Simpson ’07, Lauren Zajac ’07

2007 National Merit Scholarship Program Semi-FinalistsLaura Lane ’07, Ilya Sabnani ’07

Commended StudentsNida Abdulla ’07, Emily Gadsden ’07, Alexandra Gakos ’07,Amanda Klinger ’07, Stephanie Liff ’07, Mary Moseley ’07,Francesca Pazniokas ’07,Veena Putcha ’07, Devin Walsh ’07

2007 National Achievement Scholarship CompetitionSemi-FinalistsKhemi Cooper ’07, Jachele Velez ’07

Participants Referred to Colleges and UniversitiesShamayne Cumberbatch ’07, Nadia James ’07, Erin Marshall ’07,Natasha Scott ’07

2006-2007 National Hispanic Recognition ProgramScholarSara Santos ’07, Jachele Velez ’07

2006 National Council of Teachers of EnglishAchievement Award in WritingStephanie Liff ’07

2007 Edward J. Bloustein ScholarsEmily Gadsden ’07, Amanda Klinger ’07, Laura Newcomb ’07,Alexandra Stathis ’07, Devin Walsh ’07, Lauren Zajac ’07

“We are so proud of the accomplishments of our students. Being recognized at

such a high level validates our students’amazing effort and dedication to learning,

and we acknowledge what a major accomplishment it is for them.We are

fortunate to be able to support them!”

– Elizabeth Woodall, Interim Director of the Upper School

Kent Place Middle School teacher Edel Thomas of Summit has been namedNew Jersey’s Nonpublic School Teacher of the Year for 2006 in the annualcompetition sponsored by the New Jersey Council for American PrivateEducation.The award was presented by Acting Commissioner of EducationLucille E. Davy on Tuesday, October 17 at the New Jersey Department ofEducation in Trenton.

Ms.Thomas has spent the last 14 years as a faculty member at Kent Placeteaching a variety of courses in the Music Department and supervising thePrimary School Choir, Middle School Chorus, the Handbell Choir and theninth and tenth grade Chamber Singers.

In addition to her teaching, Ms.Thomas is also the coordinator of theMiddle School Community Service Program. She has organized theBRIDGES program, which provides bag lunches for the homeless in New York City and New Jersey; Care One, which provides monthly visitsto senior residences; NJ Community Food Bank, which sorts food andclothing for distribution to local agencies; as well as numerous fundraisersfor UNICEF, the Susan G. Komen Foundation, the Make-A-WishFoundation and the Animal Haven Shelter. Outside of Kent Place, Ms.Thomas has served as musical director in a number of churches of various denominations for over 20 years.

Ms.Thomas describes her philosophy of education as her responsibility andprivilege to “unlock the potential that all students have to discover whothey are and then to help them to nurture their own passions in life.”

Director of the Middle School Dr. Karen Rezach, who attended theaward ceremony with Head of School Sue Bosland, says of Thomas, “Edelpersonifies ‘teaching excellence.’ She is a true professional who gives 100percent to everything she does, whether teaching a music class, conductinga choir or organizing a community service activity. Edel truly loves her students and daily inspires them to strive for their own personal excellenceby the example she sets for them.The success of her classes, choirs andcommunity service activities lies in the fact that the students are, in fact,willing to give their all and reach higher than they would have if Ms.Thomashadn’t inspired them to do so. She is most deserving of this award.”

Thomas is a graduate of University College, Dublin, Ireland, and has an M.Ed.degree from Trinity College, Dublin. She holds a Fellowship from TrinityCollege, London, and also has an advanced diploma in music pedagogy and choral direction from the Kodaly Institute, Kecskemet, Hungary.

The Nonpublic School Teacher of the Year Award is granted under theauspices of the New Jersey Council for American Private Education (NJCAPE). Each member of NJ CAPE is asked to submit a nominee for theaward.The award is significant because almost one out of every six studentsin New Jersey is educated in a nonpublic school, significantly higher thanthe national average.

Middle School Music Teacher Named New Jersey’s

Nonpublic School Teacher of the Year

Page 13

The Arts are Alive at Kent Place...February 16 – March 9Art Faculty ShowRecent works by KPS Upper School faculty Ken Weathersby and Lisa YokanaExhibit Reception – Friday, March 9, 6:00-8:00 p.m.

March 2 - 3 Winter Upper School ProductionMaggie, the brand new comedy written by Drama Department Chair Bob Pridham Friday – 8:00 p.m. / Saturday – 8:00 p.m.

March 30Upper School Vocal Concert with Pingry SchoolChorale, Chamber Singers and KP Singers perform8:00 p.m.

April 1Upper School Chamber Singers and KPSingers ConcertSingers perform off campus with a full orchestra 5:00 p.m.

April 3 – April 13All School Student ExhibitionSelections of art from the Primary,Middle and Upper School art classesExhibit Reception – April 20, 3:30-4:30 p.m.

April 18 – April 27AP Portfolio ExhibitionSelections from the senior AP Portfolio classesExhibit Reception – April 20, 6:00-7:00 p.m.

April 20Upper School Dance ConcertThe 22nd production of An Evening of Dance7:00 p.m.

May 7 – May 25Upper School ExhibitionArt selections from the Upper SchoolExhibit Reception - TBA

May 10Senior Voice Recital 7:00 p.m.

May 11 – 12Middle School Spring MusicalLittle Shop of HorrorsFriday - 7:00 p.m. / Saturday - 3:00 p.m.

May 15All School Instrumental ConcertSelections from all three divisions7:00 p.m.

Upper School Fall Play: letters to a student revolutionary

12TH ANNUALGIRLS’ LEADERSHIP INSTITUTEJULY 22 – 26, 2007

KENT PLACE SCHOOL, SUMMIT, NJ

Have a Vision Take Risks Make Decisions Get Organized Resolve Conflicts Set Goals

For more information visit www.kentplace.org or call (908) 273-0900, ext. 272

(front row) Francesca Pazniokas ’07, Emily McCormick ’07 and Julia Sann ’09

Alessia Menegon ’07 and ensemble

Ensemble

Caitlin Wraith ’10 Mary Moseley ’07 Nikki Whang ’10 Emily Ciavarella ’09 Alessia Menegon ’07

Francesca Pazniokas ’07 Chelsea Frankel ’10 Pauline Shypula ’08 Emily McCormick ’07 Jachele Velez ’07

Voya

ger

Page 14

The Star 2006

Why do we need to be accredited?Independent schools vary significantly in their philosophies and the type of students they serve best. Accreditation does not define excellence orrate schools. It simply means that the school meets a set of 12 standards,is committed to ongoing, school-wide growth and lives up to its mission.

What is AFG?AFG stands for Accreditation for Growth. It is the protocol that KPS follows. Growth is the operative word, as the entire community lookstoward the future to ask how our students, teachers and organization will grow. In AFG, a strategic plan is developed that details desired results – what the school aims to improve in student performance areas and how these results will be accomplished.Two to four student performance objectives clearly outline those priority areas whereresources and the school improvement initiatives will be concentrated.

How often does the accreditation process take place?The accreditation process for N/Pre-K -12 schools takes place every sevenyears.This winter, we are at the midpoint review stage of our AFG goals.A representative from the Middle States Association (MSA) will be oncampus during the winter trimester to check on our progress.

What are KPS’s current AFG goals?The first goal is that, by the year 2011, students will demonstrate a deepercommitment to honor, particularly honesty and respect toward themselves

and others.The second is that, by the year 2011, students will demonstratea deeper commitment to global thinking skills and a broader awareness ofglobal knowledge, specifically with regard to the finite nature of the earth’sresources, the multitude of cultural perspectives and the interconnectednessof our political and social actions.

How do we measure our success in meeting these goals?Every fall, our fifth, eighth and twelfth graders take surveys designed byKent Place School teachers and administrators to assess our progress inthese specific goals.The surveys require that students respond to specificscenarios that correspond to our honor goal and to subject-area questions that correspond to our global thinking goal.

What are we currently doing to achieve our AFG goals?Our AFG goals motivate all that we do at Kent Place.You will see it in our curriculum mapping, committees, community service projects, speakerson campus, special forums and assemblies and events such as our GlobalPerspectives Day.

Who organizes this process on campus?Assistant Head and Director of Studies Gayle Allen spearheads the accreditation cycle in conjunction with the Head of School, DivisionDirectors and the AFG Planning Committee, which includes faculty,administrators and Board of Trustees representatives.

Checking in…The Middle States Association Accreditation Process

Emily Doto ’07

Caryn Wasser ’07

Emily Gadsden ’07, Laura Lane ’07 and Emily Hislop ’07

Star 2006

Chair of the Music Department Warren Brown Alexandra Stathis ’07

Page 15

Grandparents and Special Friends Day & Primary Book Fair

Charles Moore with granddaughter and fifth grader Charlotte Moore

Author Karen Rostoker-Gruber visits with the Pre-K,Kindergarten and first grade on Monday, November 20.

The Primary Book Fair in action

Second grader Camryn Myers with grandmother CynthiaRosenwald

Author and Illustrator Michael Dooling visits with grades 1–5in honor of the Primary Book Fair.

Fifth grader Katie Hammond with special friend Doris Souders

Pre-Kindergartener Kendall Bryant with special friend Peggy Higgins

Second grader Jessica Ken-Kwofie with special friendTheresa Brown

Fifth grader Sophie DeBode spoke on behalf of the PrimarySchool during the Thanksgiving Assembly.

Pre-Kindergartener Elisabeth Gilfillan with grandparents Betty and Jack Gilfillan and classmate Julia Anderson

First grader Charlotte Simon helps welcome grandparentsand special friends.

Fifth grader Claire Crispo with grandmother Marina Crispo

First grader Veda Kumar with grandmother Veneeta Dayal and classmate Anya Gunewardena

Third grader Olivia Reiter with special friend Patti Page

The Dance Ensemble performed during the Thanksgiving Assembly.

The Primary Book Fair opened on Sunday, November 19 with students, faculty andparents dressing in historical costumes.

Kindergartener Lauren Liroff with grandparents Harriet and Richard Liroff

Kent Place School42 Norwood AvenueSummit,NJ 07902-0308www.kentplace.org

VoyagerWINTER 2007

Voyager CreditsEditorRachel Naggar,Director of Communications

Professional Photography Kathy CacicedoAlex CenaShelley Kusnetz

ContributorsGayle AllenRyan LaMountainAimee Bousquet Singer ’88

DesignAbbie Moore Design

PrintingGraphic Concepts, Bound Brook, NJ

Comments about Voyager should be directed to the editor at (908) 273-0900, ext. 217 or naggarr@kentplace.org