Berwick Academy Head of School

            There are many reasons it is essential to get our teachers off campus to conferences or to visit other schools. It is only by leaving our own environment that we can truly see what the possibilities might be. By exploring schools with different missions and approaches, we are able to use judgment to determine what might work best for Berwick students. As part of its Long Range Plan, the Board of Trustees has systemically been increasing our professional development budget to make sure that our teachers have the resources to push themselves in new ways - in the spirit of continued innovation.             More and more, as our teachers are becoming more connected and collaborative, we see them sharing what they have learned through lunches, meetings, and other methods. When a colleague is energized, departments and divisions feed off of that energy, and we share this learning in a collaborative way. Getting off campus also allows our teachers to meet new peers and create

            One of the great traditions on this campus has always been the LS Halloween parade. It is a joyful moment where we celebrate what it means to be one school with three divisions while acknowledging some of the remarkable rituals of childhood. As educators, we have also always known that Halloween can be filled with landmines: too much candy, costumes that are too scary, and fake weapons have all been concerns of the Administration over the years. While there has always been worry about “inappropriate” costumes more generally, our Director of Cultural Competency, Michael Buensuceso, did a nice job this year in each division asking our kids to think twice before choosing a costume. He encouraged them to be thoughtful and consider options that don’t build upon or perpetuate problematic stereotypes of various cultures.   While clearly a needed reminder for all of us, I am quite sure that we had students (and parents) who thought we might be making this into a “bigger deal” than

            Recently I cruised through an Upper School ninth grade history class where students were grappling with the history of the human race. It looked quite different than the Western Civilization classes I had visited in the same classrooms just a few years ago. In this class, we started with essential questions – the why behind the exercise of the class. We were being asked to consider whether or not people ultimately made their way to the Americas by one method or many methods – apparently a historical debate that has raged for quite sometime. It was a question without a clear answer, even in the world of our adult scholarship, but our ninth graders were going to take it on in a 45 minute period one Wednesday morning in History class.             The kids were paired off – with one computer a piece – to consider eight different archaeological findings including names like Kennewick Man, Buhl Woman, and Luzia Woman. While I am sure these are all famously known by our