10/9/19—More than 120 middle school students from the Julia Morgan School for Girls joined the international youth climate strike on September 20, 2019, rallying with handmade posters and enthusiastic chants along MacArthur Boulevard in Oakland, California.
Julia Morgan students participated in a presentation on climate change earlier in the month at an all-school assembly where they watched a video about Greta Thunberg, the 16-year-old Swedish activist who has become a climate change spokesperson. Thunberg’s example inspired Julia Morgan students to join the international day of protest with support from their school.
“We saw how she led strikes at her school,” said Daphne B., an 8th grader. “We saw that if we all band together, we can make change.” Julia Morgan faculty, staff, and parents helped amplify the girls’ voices by supporting their involvement in a cause about which they are passionate.
9/30/19—Girls Preparatory School (GPS) welcomed back to campus Dr. Lisa Damour, Executive Director of Laurel’s Center for Research on Girls, psychologist, and New York Times bestselling author. Open to the public, Damour presented two sessions that provided fresh insights, advice, and conversation about her newest book, Under Pressure: Confronting the Epidemic of Stress and Anxiety in Girls.
In Under Pressure, Damour, author of Untangled: Guiding Teenage Girls Through the Seven Transitions of Adulthood, returns with an urgently needed guide to the alarming increase in anxiety and stress experienced by girls from elementary school through college. She notes not all stress is bad. “Anything that asks us to work at the edge of our current capacity is stressful, but that’s how we learn and grow,” writes Damour. Under Pressure explores stress in all forms and details the many facets of girls’ lives where tension can take hold and offers critical coping strategies to help parents reduce their daughters’ anxiety and address the toxic pressures to which our culture subjects girls and young women.
GPS inspires each girl to lead a life of integrity and purpose by engaging her mind, cultivating her strengths, and nurturing her self-confidence and respect for others. Inviting groundbreaking authors such as Damour to campus aligns with the mission of the school and promotes conversations around why all-girls schools are essential in the world today.
9/26/19—Saint Joseph Academy’s (SJA) President Mary Ann Corrigan-Davis ’71 announced she will retire at the end of the 2019-2020 academic year. She was named the first president of SJA in 2006.
“Leading SJA as president for the past thirteen years has been a blessing in my life, and I am so proud of the many achievements of SJA during my tenure, the culmination of a true team effort. The Academy’s exceptional curriculum, co-curricular and extra-curricular programs are second to none,” said Corrigan-Davis.
During her tenure, Corrigan-Davis worked to improve and evolve SJA through elevated academic offerings and programs, expanded arts and athletic teams, broadened professional and international opportunities for students, strengthened financial foundation, and improved physical facilities for the dynamic learning environment and growing enrollment of students.
Olivia M. ’19 proclaimed, “Every student at the Academy has individual interests and Mrs. Corrigan-Davis makes an effort to provide as much support and guidance as she can for each and every one of us. Without her encouragement, I never would have had the courage to work so hard to reach for the stars.”
8/16/19—Laura Farrell joined Merion Mercy Academy as Head of School on July 1, 2019.
Farrell assumed the role with more than 25 years of experience in education, most recently as the Dean of Faculty at NCGS member school St. Catherine’s School in Richmond, Virginia. At St. Catherine’s, Farrell helped develop many of the school’s signature programs, notably Girls Innovate and global education.
Farrell expressed her excitement to join a school that “lives its mission on a daily basis.” She shared, “Many schools talk about their mission, but at Merion, you truly see girls embrace it, and put it into action by how they treat others and serve those in need. I am learning so much about this warm and rich circle of mercy! … I look forward to working with the students and the faculty and the entire community and leading this community into the brightest and most dynamic future possible.”
8/14/19—Pamela Juan Hayes, Head of School at Sacred Heart Greenwich, has announced her plans to retire at the end of the 2019-2020 academic year. Hayes, who has served as Head since 2009, was the school’s first lay person to serve in the role.
“Having been raised in the Sacred Heart network, I know the cores values of the school, guided by the goals and criteria, will live on no matter who serves as the school’s next head,” Hayes said in a letter to the Sacred Heart community. “During my tenure, I have had the privilege of working with the very best faculty and staff… Each day they inspire such intellectual curiosity in our students and truly cultivate an atmosphere of wise freedom.”
Under Hayes’ leadership, Sacred Heart experienced tremendous growth and development. She facilitated the purchase of the school’s land from the Society of the Sacred Heart, allowing for significant upgrades to its facilities, ranging from a new dining hall to athletic fields to library and classroom enhancements.Hayes also guided the creation of SophieConnect, an online learning environment that links Sacred Heart Network schoolsand prepares students for rigorous college curricula.
Christopher Ryan, board chairman, and Kathleen O’Connor, incoming board chairman, stated, “We are deeply grateful to Pam for her ten years of service here as Head of School and her more than 45 years of service to the Network of Sacred Heart Schools.”
7/3/19—Students in the Women’s History elective at St. Paul’s School for Girls (SPSG) spent two months researching, designing, and building an exhibit on the history of SPSG for Alumnae Weekend. Beginning with primary source research in the school’s archives, students brainstormed topics of interest, research questions, and initial ideas. Small groups then worked to further develop, curate, and build all materials needed for the exhibit using the school’s maker space, including wood plaques, 3D models of the school’s buildings using original blueprints, and lithophane light boxes.
Students examined how SPSG has embraced change in many areas of school life over the years, such as in the academic program, student life, and graduation ceremonies, yet has remained rooted in the Episcopal values of inclusivity and respect. As the students outlined in their class proposal, “The main idea of the exhibit is to express how St. Paul’s School for Girls has changed through the years but has also remained grounded in its values and tradition. The alumnae who return to SPSG for Green and White Weekend will leave the exhibit with a sense of pride in seeing what the school has accomplished since they graduated.”
In addition to the exhibit, students conducted oral history interviews with several alumnae during reunion weekend and created podcasts about SPSG’s history and the student experience, which can be found here.
7/2/19—As I reflect on our 2019 NCGS Conference hosted so graciously by Westridge School in Pasadena, CA, I can’t help but be proud of the work our girls’ schools do to nurture leaders today and for tomorrow.
What better message from our conference theme than to encourage girls and young women to dream, to dare, and to do, particularly at a time when change is constant and so many exciting and new opportunities lie ahead. As educators of girls and young women, we know our girls can—and should be—leading this change. Why? Because our girls have the power to be thoughtful problem solvers, creative thinkers, and empathetic change-agents.
With exceptional panels, a breadth of breakout sessions, thought-provoking INSPIRE! and SNAP! gatherings, and hands-on workshops, we hope participants at Dream, Dare, Do: Girls as Makers, Inventors, Engineers, and Entrepreneurs left our conference with new ideas, great connections, and excitement.
To take an idea beyond a dream and risk trying it out requires that our girls have not just the ability, but the confidence, to be resilient and nimble, regardless of the discipline. Our roles as educators is to facilitate the development of these important traits in our girls through encouragement and role-modeling.
As a Coalition, our purpose is to be the leading advocate for girls’ schools, connecting and collaborating globally with individuals, schools, and organizations dedicated to educating and empowering girls. In doing so, we, too, dream, dare, and do—and thus, are role models for what we wish for our girls.
Last month, I completed my term as President of the NCGS Board of Trustees. I have spent a great deal of time over the last week reflecting on the superb work that Megan Murphy, our Executive Director, and her team have accomplished by dreaming, daring, and doing. Just some of this work over the last three years includes enhanced and streamlined communications and a superb new website, remarkable and ongoing diverse professional development opportunities, cutting edge research and an exciting new Global Action Research Collaborative on Girls’ Education, and membership growth nationally and internationally of independent, charter, public, and religiously affiliated schools dedicated to the education of girls.
To all of you working hard to educate girls and young women—thank you! Make no mistake that your work is enabling our girls to dream, to dare, and to do.
6/18/19—Balmoral Hall School student Mia B. ’19 was recently selected to receive an $80,000 Schulich Leader Scholarship for her university studies. Mia plans on studying Computer Science at the University of Manitoba. Only 50 Schulich Leader Scholarships, the largest STEM scholarships in Canada, are awarded annually to “the next generation of technology innovators” who “will make great contributions to society, both on a national and global scale.”
“Mia demonstrates the boundless capabilities of women leading the STEM fields,” said Jennifer McDonald, Balmoral Hall’s University Guidance Advisor. “She has volunteered in Junior School classrooms to assist students as they explore physics and simple machines with confidence. With the middle and senior school robotics clubs, she has applied her knowledge and mentored teams as they develop their skills.”
“Mia empowers the younger girls to defy expectations and to feel as confident as she does in pursuing her passions and interests,” added Dr. Patricia Mitchler, a physics teacher at Balmoral Hall.
6/14/19—Beth Alexander, a STEM teacher at The Linden School, was recently awarded a Lowell Milken Centre (LMC) Fellowship in recognition of her achievements in teaching understanding and respect through project-based learning. The fellowship will allow Alexander to spend a week at The Lowell Milken Centre in Fort Hood, Kansas, where she will network and collaborate with top educators from around the world to enhance student learning experiences and learn new tools to draw out the highest potential from students.
Alexander has taught at Linden for 15 years, where she currentlyserves as Curriculum Leader and runs the CERES Lab for coding, engineering, robotics, electronics, and science. She is known for her high-energy lessons and for her ability to encourage students who have had difficulty with STEM classes in the past. She organizes an annual conference, “Teaching for Justice,” which is a gathering place for educators wanting to move beyond the curriculum and make the world a more equitable place. She has also developed community programs for at-risk youth and volunteered on a crisis line.
LMC Executive Director Norm Conard said, “By helping young girls to see their own potential, [Alexander] encourages them to realize their dreams and make a difference in the world around them. Her energy, passion, and enthusiasm are the very traits that make her an outstanding fellow.”
6/12/19—Arda Thomson, a Kindergarten teacher at Balmoral Hall School, recently won the Prime Minister’s Award for Teaching Excellence in STEM Certificate of Achievement.
The Canadian Innovation, Science and Economic Development department, which awards one certificate per territory, announced, “Bringing up the next generation of scientists and engineers, (Mrs. Thomson) introduces the scientific method and design process, focusing class work around tinkering and building; very young girls build structures and learn to use tools.”
Thomson shared, “This is for all the people I work with. We constantly collaborate.”
6/11/19—The Ethel Walker School recently received a prestigious $250,000 Edward E. Ford Foundation Educational Leadership Grant to support the school’s new Capabilities Approach program. This grant requires a 1:1 match from the school community, and only six schools nationally were selected for this honor.
Capabilities Approach arms students with the skills needed to become lasting leaders and social justice advocates. The program focuses on the acquisition of a constellation of skills that allow for challenge and failure, with the end goal being a comprehensive understanding of each skill. The ten capabilities are divided into four categories—fluencies, discoveries, agencies, and a self-selected capability—and range from self-defense to financial fluency to sustenance and sustainability and more. The program is intended to promote collaboration and teamwork, and it embraces a “bolstering” model of learning that rewards both individual resiliency and supportiveness towards other students.
“At Walker’s, we are reimagining girls’ education in a way that seeks to disrupt gendered mindsets. This program will help us create an environment where girls will bolster each other to achieve functional mastery of a variety of capabilities,” said Walker’s Head of School Dr. Meera Viswanathan. “I was drawn to the thinking of Nobel Laureate Amartya Sen and his work on justice and the capabilities approach. He suggests that justice is measured by the ability of a person to engage in an array of actions or ‘do-ings’ that help one realize one’s full potential according to one’s own system of values. Walker’s Capabilities Approach is inspired by Sen’s research and will focus more specifically on the iterative process of success and failure as necessary stages of girls’ learning.”
6/7/19—Madeira School junior Tarina A. ’20 recently spoke at the 2019 Madeleine Albright Luncheon, an annual event celebrating advancements in women’s political empowerment. Other speakers included members of the U.S. Congress, prominent activists and journalists, and foreign dignitaries.
Tarina, the only student speaker, gave a speech reflecting the luncheon’s theme of “Celebrating Risk-Takers for Women’s Empowerment.” She shared, “My speech was about what it means to be a young person taking risks and how the risks of other women have paved the way for my generation. Secretary Albright and Representative [Abigail] Spanberger, for instance, have taken risks to allow my generation to follow in their footsteps. They are the ones that have passed the baton and we are grateful for it.”
Susannah Wellford, President of Running Start, a nonprofit organization devoted to preparing young women to run for public office, explained why Tarina was selected to be the student speaker, “Tarina was a standout student at Running Start’s high school program this past summer. I immediately thought of her when the National Democratic Institute reached out to us about having a Running Start young woman speak at the luncheon. Tarina exemplifies what Running Start stands for: she is confident, passionate about creating change, and is already a powerful voice for her generation.”
“Our world is yearning for new voices,” proclaimed Tarina. “Voices of women who are fearless, change-oriented, have an ideal outlook of what the world could be. I and women in general belong in politics and our voices matter.”
Tarina’s speech can be viewed here: