atFor High School seniors bound for college, the Coronavirus pandemic hit at a pivotal time in their lives. Izzy Marsh, a senior at the McDonogh School, wishes she had one more day to say goodbye to her “second home” of thirteen years.
When Maryland schools closed in mid-March to prevent the spread of COVID-19, Roland Park Country School community quickly rose to the challenge of adapting to distance learning and has embraced the new virtual environment. Throughout the spring, teachers, students and their families in grades K-12 have been flexible, resilient and creative, while continuing to engage in rigorous learning from home.
Embracing the New Normal
“Overall, the distance learning program has been great, and our spirited community here at RPCS never fails to make the best out of any situation, “ said ninth grader Sofia Mollica. Instead of feeling confined to the digital realm, students are embracing this learning model and finding new ways to take intellectual risks and grow. “It’s been a profoundly exciting way to see the power of technology and its ability to connect,” said Lindsay Fitzpatrick, Upper School English teacher. This spring, her seniors used their distance learning to experiment and create unique final assessment projects that apply literary devices and critical lenses they studied all year, including a podcast exploring motherhood in literature, an interview series about modern feminism and family constellations, and a video project examining white privilege through poetry. “Distance learning has been going well because, ultimately, I teach such wonderful students,” said Lindsay. “They are deeply dedicated to their work, and while the formatting has changed, that dedication has never wavered.”
The Park School of Baltimore
A Virtual Spring Admission Event
Friday, May 1, 2020 | 9–9:30 AM or 7-7:30 PM
In this Zoom event, speak directly to a Divisional Principal and learn about Park’s educational philosophy, mission, student-centered programming, inspiring faculty, and how excellence is the natural outcome.
The St. Paul’s School named Dr. Edward Trusty Jr. as the interim head of the School for Boys, president Jeff Huang announced in a letter today.
The private school in Baltimore County started a search committee with the intention of finding a permanent replacement to start in the spring, but the ongoing COVID-19 pandemic complicated the search, Huang wrote.
Trusty will serve in the interim role for the 2020-21 and 2021-22 school years.
The following feature was originally published in our annual Guide to Baltimore Independent Schools. To view the guide in its entirety, click here.
Passionate educators, beloved teachers, and inspiring mentors: Meet the educators leading the way at area independent schools.
Boys’ Latin School of Maryland
R. Brandon Mollett, Head of Middle School
The Boys’ Latin School of Maryland
The journey that led Boys’ Latin (BL) Middle School Head Brandon Mollett back to his alma mater began after his graduation from Middlebury College and a stint as a journalist. Nineteen years ago, the 1994 graduate returned to Boys’ Latin, where he has served as an administrator, teacher and coach.
Independent schools offer more than just reading, writing, and arithmetic. The below program profiles, from our annually published “Guide to Baltimore Independent Schools,” explore the classes, internships, experiential learning and more that enrich the curricula at area private schools. Applications are due in December at most schools. Check websites for exact dates.
Beth Tfiloh – College Counseling
Beth Tfiloh Dahan Community School is Baltimore’s only co-educational college preparatory Jewish day school spanning preschool through 12th grade. Faculty members address each individual learner’s needs throughout the rigorous dual curriculum while building creativity, leadership skills, and community ties.
Maryvale Preparatory School
Tracey H. Ford, President
Maryvale Preparatory School
For seven years, Tracey H. Ford has served as President of Maryvale Preparatory School. Her tenure is punctuated by enviable growth in enrollment, giving and brand recognition. Her prior experience as Senior Director of Development for Towson University has served her well in her current role. Recognized in 2015 by The Daily Record as one of Maryland’s Top 100 Women, Ford is a role model and leader for girls.
What drew you to education?
A number of things, including the opportunity to transform lives. I don’t know any other vocation that offers you the chance to make a profound difference in young people’s lives.
As the daughter of a first-generation successful career woman, I know the value of education, scholarship, and tenacity.
What do you like about your current school?
Everything! A campus that embraces the outdoors, an iconic historical building – the Castle – and state-of-the-art innovation, tech and theater spaces – it is a jewel of a campus.
In addition, its feel is unique. It’s truly a personalized experience for each girl and a place where ideas and change are encouraged.
What do you hope to achieve in your role?
In today’s world, I am hoping to make Maryvale counter-cultural. Everything we do is under the umbrella of the Maryvale Way, an intentional commitment, founded on the tenants of respect, dignity and diversity, to keep our community focused on our mission and values. Every day our girls are challenged to question and ensure that their decisions and interactions are consistent with the Maryvale Way.
We also want our girls to use the Maryvale Way as the foundation for their lives.
Nestled in the bucolic countryside of Baltimore County, St. James Academy offers a challenging curriculum in a nurturing environment that celebrates each student’s individual gifts and inspires all to become contributing members of their world. SJA provides a safe place for students to take risks, learn from mistakes, and explore interests— all essential for building confidence.
A student at St. James Academy since kindergarten, Jackson serves on the school’s student council, participates in sports and is a member of the Destination Imagination team, a project-based innovation program. Jackson embodies the St. James Academy mission believing that one should “leave the world better than we found it.” Jackson hopes to make his mark through his many contributions to the school community. Equally well-rounded, seventh-grader Ava is a fellow student council representative who contributes to the community as a compassionate peer and dependable teammate on the basketball team.
Ava believes that leadership means “always trying to set a good example.” For Ava, listening is far more important than talking, and she always strives to be available and approachable. She and Jackson are visible role models for fourth-grader Sarah, who believes that strong leaders “demonstrate good examples for others, always have a positive attitude, and always stand up for others.” Sarah aims to exhibit these principles every day and credits SJA for inspiring her creativity. St. James Academy instills an “anything is possible” belief in its students allowing Jackson to dream of a career in the performing arts, Ava to imagine owning a business and Sarah to follow her love of art. All of these aspirations are possible with a St. James Academy education. Open house at St. James Academy is November 20, 2019, 9:30 – 11:30 a.m. Visit saintjamesacademy.org to learn more.
At Boys’ Latin School of Maryland, student leaders walk the halls in all shapes and sizes. They emerge in the classroom, on the athletic field, on stage, and, most importantly, as those who serve as role models for their peers.
Seniors Lowell and Braden embody this idea. While both serve as officers in clubs and organizations, it is their leadership in and out of the classroom that makes them stand out.
Waldorf School of Baltimore
Through a rich balance of academics and the arts, children at the Waldorf School learn life skills that begin the moment they enter school.
The life learning happens through multi-sensory activities both in and out of the classroom. In classes like woodshop and handwork, the school brings out the students’ diverse talents and interests and allows them to interact with and support one another.
Eighth-grader Wynter, for example, helps her brother Kevin, a first-grader, and third-grader Van on their Afghan project. As they work together, the collaboration gives students the opportunity to model and learn leadership skills from one another. Because of this, Waldorf students feel comfortable taking risks, self-advocating, and leading.
As a member of the social action committee, Wynter knows these skills will translate well to high school, where she anticipates learning more about women in medicine. She is a role model for her younger brother, who loves music and playing basketball, areas where she excels. He also looks up to third-grader Van who is excited to continue his love of nature studies with the third-grade farm trip, a Waldorf tradition.
Van shared that his favorite Waldorf memory was tracking an animal through the snow. This moment evokes Waldorf’s mission to bring the outdoors into the classroom and incorporate it into everyday lessons. It also highlights the depth of a Waldorf education, which emphasizes holistic learning full of possibility. Contact the admissions office at [email protected] to sign-up for one hour Windows on Waldorf tours. Visit waldorfschoolofbaltimore.org to learn more.