Berwick Academy Head of School

Last week I had the pleasure of watching the Upper School concert in the Arts Center. I was reminded once again about the power of public performance in the realm of music and in education in general. There is something remarkably simple about the practicing for a performance and ultimately displaying what you have learned for all to see.   There are no second tries, and there is certainly nowhere to hide from the public assessment of your work as a performer. What I love is that the assessment of that learning, in the audience, is a group endeavor rather than a measure of individual achievement. Any given musical group is only as strong as its least capable member, and there is such teamwork and collaboration at play watching our bands and choir. I particularly enjoy tracking the symphonic band percussion section as they scramble around for the cymbals, triangles, chimes, and other toys that their work always seems to require. This week I heard our groups tackle some particula

I swim in the morning before work – partially to maintain some charade of fitness but also to do some of my best thinking. Grinding through an empty pool this morning I found myself pulled back to a deep conversation we had yesterday at the Administrative table about homework. Recently, a parent approached us to compliment the work of Jaye Singleton in the Middle School in running an exercise to help Middle School parents understand the complexity of the homework conundrum. This parent thought we might be smart to roll out such a conversation and event to the entire community. In the aftermath of announcing Curriculum 2020, I think it is fair to say that we have community wide agreement that too much homework is a bad thing. In particular, a model in our Upper School that fundamentally depends on taking six full academic courses expecting at least 45 minutes a night in untenable. To be honest, that may be where the agreement ends. It is important to see the complexities here – t

One of the amazing sub plots of our Upper School each year in early December is Brad Fletcher’s impassioned drive to raise funds for toys that will go to the less fortunate children in South Berwick. Each year, Brad races to Town Hall to grab all of the toy requests, and our Upper School community seems to rise up each winter to support this cause with unexpected generosity. In fact, it is clear that the town has come to depend on our Upper School as the primary way in which young children have their holiday wishes come true. Each year, I find that Brad creates a new way to ask us to reflect on this tradition – making it real in very personal ways. Often he focuses on a quote that reminds us that if we have more than we need, giving some of it to those who do not have enough really is not charity: it is our moral responsibility. I have no doubt that we will once again exceed our goals for the town. For me, it is equally rewarding to hear of the trip Brad takes to Toys R Us with a grou

Watching our new Inspiration Commons grow and evolve this fall has been incredibly rewarding. Whether it has been watching a number of great presentations from Mr. Fletcher’s sixties class, holding events for parents, or seeing Middle School students scurry around while drawing on walls – I have been inspired. This is particularly exciting as our anonymous lead donor was entirely focused on creating a space that was not merely about new technology or toys for kids to play with: the vision was a community nexus in which we might share ideas and collaborate with one another. One subplot in all of this has been the exhibition of student work, which is starting to build as well. Recently I have even tried to make a small contribution with some Ethics projects from my eighth grade students. However, one of the biggest highlights has been the fourth grade tree house projects. Spearheaded by Mr. Summers and Mrs. Witherbee and led by local craftsman Al Lofgren , our fourth graders have ha