Mission: Holton-Arms School cultivates the unique potential of young women through the “education not only of the mind, but of the soul and spirit.” In addition to striving to be the best school in the world, we want Holton to be the best school for the world.
Learn Well Live Well Lead Well What it is: What it is not: An approach and philosophy of A program or one-off initiative education An evolution from years of work A new idea An integrated approach “where A collection of unrelated different goals and initiatives [will] initiatives feel aligned.”
Learn Well Live Well Lead Well: How we do school at Holton-Arms With Learn Well, Live Well, Lead Well, Holton-Arms employs a comprehensive, multi-dimensional philosophy of education. ● LW3 embraces excellence in academics, the arts, and athletics in concert with health and wellbeing, global competencies and diversity, equity and inclusion. ● LW3 ensures that our students reach their full potentials and receive the preparation they need to become leaders who will change the world for the better. To cultivate the unique potential of today’s girls to become change agents in our “complex and changing” world, we believe their education needs be one in which they are given the tools to learn well, live well, and lead well.
PORTRAIT OF A GRADUATE
Portrait of a Graduate Learn Well Live WellLead Well Mind Soul Spirit The Holton graduate is The Holton graduate The Holton graduate finds forward thinking while exemplifies strength of joy in life and aspires to honoring tradition; she character and exercises make a difference in a embraces lifelong learning moral courage; she values complex and changing with enthusiasm, tenacity of diversity of identity and world; when faced with purpose, and intellectual thought, and believes that challenges, she relies on curiosity. trust, respect, and empathy her creativity and are the keys to building determination to find a relationships. way or make one.
Where We Started Creation of Global Education AIMS Self-Study, Visits and Program Recommendations, Development of Global Training on Global Competencies and Development AIMS Education Program School-Wide Goals 2008-2009 2013-2015 2015-2016 2009-12 Creation of TIDE, 21st C Skills & Habits of Mind DEI Professional Learning, Strategic Plan Development of PRISM Curricular Renewal Process Curricular Integration of Global Competencies,
Diversity, Global SOUL Equity and Competence Inclusion Inspiring young women to lead lives of positive influence SPIRIT MIND Health & Well-being “If you don’t educate the whole child, how do you decide which parts to leave behind?” -John Michael Lane
AIMS Self-Study Institutional Priorities with Strands Incorporating recommendations from Goal I: Become even more intentional Catherine Steiner-Adair around issues of diversity, including the definition of diversity at Holton, the level Diversity, Equity & Inclusion of diversity among faculty and staff, support for our diverse community of adults and students, and the Me -as-a-learner ● inclusiveness of the curriculum. Health & Wellbeing Goal II: Create a school environment that feels more balanced; where different ● Digital Wellbeing goals and initiatives feel aligned rather than in conflict; where students and Global Competence adults feel better equipped to manage stress and make healthy decisions. Sustainability & Environmental ● Stewardship Goal III: Create a more cohesive, Leadership ● integrated curriculum 3-12 both within ● Philanthropy/Service disciplines and across disciplines. Goal IV: Actively develop a more robust culture of philanthropy among all school constituencies.
Where we are... Articulation of Learn Well, Live Well, Lead Well-How we educate the mind, soul, and spirit at Holton-Arms. Professional Learning around AIMS Identification of Competencies (Asia Society, Teaching goals/Institutional Priorities Tolerance, and CASEL) Catherine Steiner Adair’s AIM Community Survey Recommendations Jay McTighe Workshop on Backward Design 2016 - 2017 Winter/Spring 2018 Summer 2018 Fall/Winter 2017-18 Professional Development IFSEL I and II, Student Leadership Summit Inaugurated Curriculum Development, Creation of Student-Centered Support Team, DEI Workshops Institutional Priorities strands and supporting values Drafted Learn Well, Live Well Lead Well AIM Self-Study Goals DEI/SEL Professional Learning Work with Engaging Schools on Advisory
Where We’re Going... Final Edits Learn Well, Live Well, Lead Well Goals Professional Learning Backward Design (DEI, GC, SEL) Advisory Training Integrate, Evaluate, Articulation of Knowledge Skills, and Understandings Iterate Professional Learning Fall 2018 Spring 2019 Winter 2018 Summer 2019 LeadWell Integration Work (i.e. Health Classes, Professional Learning Grade-Level Seminars) (DEI, GC, SEL) Advisory Training Continue SEL Training
27 Distinct Varieties & 34 Categories of Human Emotions PNAS: Proceedings of the National Academy of Sciences of the United States of America, September 2017.
AIMS Self-Study Institutional Priorities with LW3 Goals Strands PHYSICAL AND EMOTIONAL HEALTH Incorporating recommendations from Goal I: Become even more intentional We understand and care for our physical and emotional Catherine Steiner-Adair around issues of diversity, including the health. definition of diversity at Holton, the level SELF-KNOWLEDGE AND IDENTITY Diversity, Equity & Inclusion of diversity among faculty and staff, We understand the dimensions of our own identity and how it support for our diverse community of intersects with that of others. adults and students, and the ● Me -as-a-learner OPEN-MINDEDNESS AND PERSPECTIVE TAKING inclusiveness of the curriculum. We recognize and appreciate diverse perspectives and abilities. COMMUNICATION, COLLABORATION, AND COMMUNITY Goal II: Create a school environment that BUILDING feels more balanced; where different Health & Wellbeing We communicate and connect across differences, develop goals and initiatives feel aligned rather healthy relationships, and accept responsibility for our role in than in conflict; where students and Digital Wellbeing ● community building. adults feel better equipped to manage CREATIVE AND CRITICAL THINKING stress and make healthy decisions. Global Competence We cultivate curiosity, embrace ambiguity, exercise discernment, and persevere through creative Goal III: Create a more cohesive, problem-solving and critical-thinking. ● Sustainability & Environmental integrated curriculum 3-12 both within LOCAL, NATIONAL, AND GLOBAL ENGAGEMENT Stewardship disciplines and across disciplines. We engage actively with local, national, and global ● Leadership communities in informed ways. Philanthropy/Service ● Goal IV: Actively develop a more robust SOCIAL JUSTICE AND ENVIRONMENTAL ACTIVISM culture of philanthropy among all school We advocate, act, and lead with empathy, compassion, constituencies. courage and integrity to promote justice, environmental sustainability, equity, and peace.
21st Century Skills & Habits of Mind (09-10) Civic Responsibility ● Global perspective and responsibility to community and environment Habits of Mind ● Understanding of local issues ● Problem solving ● Ability to see the big picture, integrated thinking Character ● Application, analysis, synthesis, evaluation ● Empathy ● Critical thinking ● Emotional intelligence ● Organization ● Self-awareness ● Flexibility and adaptability ● Respect for self and others ● Creativity, imagination, innovation ● Integrity ● Collaborative approach and teamwork ● Resilience ● Ability to think under pressure ● Curiosity and eagerness to learn ● Gameness for risk taking ● Self-discipline and work ethic ● Reflection ● Accountability ● Commitment Literacy ● Courage ● Critical reading and comprehension Communication ● Information ● Communication (interpersonal, non-verbal, written and oral, media, ● Media and Communications visual etc) skills ● Quantitative Foundation of Knowledge (Content) ● Artistic ● Knowledge of human cultures and the physical and natural world ● Health and Wellness through study in the sciences and mathematics, social sciences, ● Kinesthetic humanities, histories, languages, and the arts, and health and wellness
2010 Strategic Plan Overall Purpose : Relying on our motto to “find a way or make one,” the purpose of this strategic plan is to continue to produce “Holton women [who] will make a difference in a complex and changing world”: I. Provide our students with a learning environment that prepares them to be leaders in the 21 st century II. Ensure the School’s long term financial sustainability: ○ Strengthen the School’s market position through increased visibility, and effective branding, communications and public relations ○ Strengthen enrollment with increased inquiries, applications, and yield ○ Strengthen fundraising with increased participation and increased giving ○ Strengthen finances with a larger endowment, for general purposes, financial aid, and faculty compensation and professional development
Recommend
More recommend
