Recently, in the social network for independent school educators at isenet.ning.com, the topic of just what makes a school progressive came up for discussion. Peter Gow of Beaver Country Day School wrote one of the more eloquent responses, which led to a blog posting on the topic:

"The roots of New Progressivism, like the old, lie in the way the school thinks about and treats kids, and how the school acknowledges and manages difference, whether racial, cultural, spiritual, or philosophical. (...) "Progressive" also has a great deal to do with the nature of the professional culture among the adults and how the school sustains and develops its teaching faculty in the service of its students. (...) Progressive is about turning away from deficit models of student learning or character or behavior... and embracing the idea that there are ways to reach every student and that the job of teachers is to find those ways. (...) Progressive is about the school enthusiastically embracing the idea that its job is [to create graduates] who are the very best versions of their individual selves that they can be."
Gow, Peter. "The New Progressivism - Is your school progressive?" The New Progressivism. 1 Dec. 2008. 8 Dec. 2008. <http://newprogressivism.blogspot.com/2008/12/is-your-school-progressive.html>

As it happens, what Peter Gow calls New Progressivism looks very much like what happens when you implement the 14 principles of best middle school practice enunciated in the National Middle School Association's document "This We Believe." Rooted in these principles, Stoneleigh-Burnham's Middle School can indeed be seen as a New Progressive School.

We make an attempt to integrate diverse perspectives into our lives and curriculum in a natural way so that diversity becomes simply a way of being rather than a one-shot program delivered to the perspective of a predominant group. For example, the Humanities 7 book If You Come Softly, read aloud during the January Theatre unit, explores the same themes as "Romeo and Juliet," but from the perspective of an interracial couple in a private school. While one of the character's sisters is a lesbian, this is not the focus of the story, but simply one aspect of who that character is. The book also deals matter-of-factly with economic diversity as well as diversity of learning styles and abilities.

Teachers meet twice weekly to take the pulse of the school both academically and socially, discussing the students' progress, and agreeing on a course of action when we believe additional support is required for an individual or group. Additionally, we seek out opportunities for professional development. While we do send people to attend major conferences such as the New England League of Middle Schools or the White Privilege Conference, and while one of our teachers is hoping to study Korean this summer in an immersion program in the country, we also look for professional development opportunities in our daily lives and contacts, bringing interesting ideas into the mix and discussing them together so that we can push our own teaching and work with the students ever further.

One of the most basic tenets of SBMS is that everyone wants to, and deserves to learn. We believe deeply that everyone wants to do the right thing, and while poor choices may be made in isolated situations, these need to be seen as opportunities for growth rather than merely behaviors to be punished and corrected. Currently, for example, we are working to address the issue of foreign languages being spoken in inappropriate situations by involving parents so that discussions around how best to learn English and why international students are here can be carried out from a variety of perspectives. In the process, as needed, we can acknowledge that sometimes people do get homesick and/or need a break from the intense, fatiguing effort of speaking constantly in a foreign language, and we can find ways to help students handle those issues, while separating that need from a casual conversation that might exclude someone, perhaps even without meaning to.

Finally, through daily interactions in class, advisory, community service, athletics, the dorm and more, and with the support of middle school team meetings, we work hard to help each student appreciate her unique talents and gifts while still acknowledging areas on which she may need to work. At the end of the year, during the 8th grade Moving Up Ceremony, advisors read beautiful and lovingly crafted tributes to their advisees, marking what they have accomplished in and contributed to the middle school program, celebrating what they bring with them to the upper school and indeed to the world. Lasting only half an hour or so, this is nonetheless the crystallization of everything we are working for in this school. Our students' self-assurance and success in the upper school is further testimonial to what they accomplish here.

"This We Believe" has evolved through the years as new research brings to light new conclusions about how middle school students are best able to learn and grow, and these past few years have been especially rich, in particular with brain-based research. To remain true to its roots as a real, honest-to-goodness middle school (a far more rare thing than one might imagine), rooted in the traditions of what Peter Gow calls New Progressivism, Stoneleigh-Burnham Middle School (like its students) is continually being called to examine itself, challenge itself, look for areas of growth. Truly, if helping students become lifelong learners is a goal of Stoneleigh-Burnham, lifelong learning must be more than just a catch phrase; it must be a way of life.

In eighth grade science, the students are completing a unit that is entirely based in the laboratory. Through investigation and observation, the students are learning about similarities and differences in common materials such as plastics. They are basing their investigations on what was learned about elements and the periodic table and practicing lab skills. They are also honing in on writing an effective procedure to investigate their own question.

In Algebra l, we are working on adding, subtracting, and multiplying polynomials. These topics rely heavily on previous topics from both this year and other math courses. The girls have done a very nice job as we work through new material.

In MOCA, the students are planning to host a dance with Eaglebrook School and to have a joint ice skating party with Hartsbrook School in January. Additionally, they are working to organize a bake sale for the Winter Performing Arts Presentation on Dec. 18. They are preparing to write a MOCA Constitution on the mission and leadership model of the group and the rights and responsibilities of its members. Once this is completed, students will begin running all meetings by themselves.

The Humanities 7 class finished up the unit on "Why is life the way it is?" with a good many related questions such as "Why do people react differently to the same situation?" "What's between friends?" "What causes stress?" and "Why do people prefer variety?" Each student chose one specific question to study, in some cases with additional related questions, and produced either a five-minute-long persuasive speech or a two-page research paper. Additionally, they created original characters ranging in age from 10 to 54, and did a series of role-plays in character to explore the unit questions. They read the group novel A Mango-Shaped Space by Wendy Mass, about a 13-year-old girl with synesthesia, and we are using the novel Define "Normal" by Julie Anne Peters for morning reading; it has inspired some thoughtful and provocative conversations about friendship and other relationships and their effects on children. It was an exciting unit, and there is a lot of positive energy in the class.

The class ended the fall term with an amazing mock trial on issues of free speech and freedom of religion in schools. The issue, based on a real life case in San Diego, involved a student who was suspended for wearing a t-shirt stating "homosexuality is shameful." Whether they were assigned to represent the student or the school, the students argued their case with passion, creativity, and a strong knowledge of the underlying issues and the important legal precedents. So involved were they in the case that, once the formal part of the trial was over, they requested permission to continue making statements and debated for another full 20 minutes. Two other faculty members in attendance were deeply impressed, staying throughout the 60-minute long activity. Congratulations to the students on a magnificent job!

Currently, the students are working on a student-designed unit on the question "What does it take to be a girl"? They are researching different questions and writing research papers, while undertaking a variety of different activities to explore the theme. Early in the process, the relentlessness of the media became a major point of discussion, and students are raising questions around the existence and validity of different stereotypes from the tomboy to the so-called "girly girl." The group novel, Dealing With Dragons, follows the life of a princess who breaks all stereotypes, and the afternoon reading book, What Every Girl (except me) Knows, shows the life of a girl who lost her mother at age three and who is desperately seeking someone to show her how to be a woman. This unit will hopefully challenge and deepen the girls' conceptions of what it means to be a girl, and it will be interesting to see what conclusions they draw by the end of December.

This winter, the students are continuing to work at four sites, the 21st Century After-School Program, the Dakin-Pioneer Valley Humane Society, The Food Bank, and Poet's Seat Nursing Home. Whether helping children in different activities, cleaning cat cages and feeding dogs, sorting salvage or helping with afternoon games, the students are doing a wonderful job, earning as always the respect of those at the various sites. Additionally, the Big Sister Program has written to ask if any of the girls would be willing to participate in that program, and we will discuss with the students whether they would like that to be an option. Connecting to the community is one of the 14 principles of good middle school programs according to the National Middle School Association, and this program is vital in serving that purpose and enhancing the students' sense of connectedness, competence, and confidence.
 

In seventh grade science, we are learning about genetics and heredity. We took the opportunity to study probability when learning about Punnett Square, used to show possible genetic outcomes. They have used what was learned about Mendel and genetics in their chapter-long project where they designed a paper “pet” with specific characteristics and looked at the possibilities of traits of the potential offspring.

Like many schools, Stoneleigh-Burnham has a number of holiday traditions it observes in the month of December. All students, faculty, and staff may participate in Secret Snowflake, in which they write notes and poetry, create drawings and other artwork, give small gifts, and in general brighten the lives of another unsuspecting person. On December 18, the last day of Secret Snowflake, everyone reveals her/his identity to their Snowflake person and gives a present to mark the occasion. Sign-ups were December 8-9 and giving begins December 15.

Meanwhile, the upper school Student Council organizes contributions for the Adopt-a-Family program. This year's sponsored family is a single mother with three daughters. With the collection completed, Student Council members will go to purchase clothing, toys, food, and other gifts for the sponsored family.

Finally, the December portion of winter term ends with the annual Winter Performing Arts Presentation, Thursday, December 18, at 2:00. The show, always superb, will feature dancers, singers, and instrumentalists, including a number of middle school students. The show will end at approximately 3:30 at which point in time we officially begin Winter Break. Families and friends are most welcome to attend!

The 4th Annual Stoneleigh-Burnham School Girls Basketball Holiday Tournament will take place December 19th & 20th, 2008. Eight teams will be participating, coming from as far away as Virginia. You may find the schedule at http://www.sbschool.org/home/content.asp?id=406. We look forward to seeing you there!
 

Mon., Dec. 15 Parents' Association Meeting. 5:00 P.M.
Wed., Dec. 17 Tech Rehearsal for Performing Arts Presentation. Time T.B.A.
Thu., Dec. 18 Winter Performing Arts Presentation. 2:00 P.M.
Students dismissed following Performing Arts Presentation.
Fri., Dec. 19 Dorms close at 12:00 P.M.
Holiday Basketball Tournament begins.
Sat., Dec. 20 Holiday Basketball Tournament continues.
Sun., Jan. 4 Boarding students return by 7:00 P.M.
Mon., Jan. 5 Winter trimester classes resume.

Mon., Jan. 12 Parents' Association Meeting. 7:30 A.M.

Thu., Jan. 15 Formal Dinner. 6:00 P.M. Little "d" dress day. Pick up at 6:45.

Mon., Jan. 19 Admissions Open House. Little "d" dress day.

Thu., Feb. 5 Dismissal at 4:00 P.M. for Long Winter Weekend.

Mon., Feb. 9 Dorms open at 12:00 P.M.

Tue., Feb. 10 Classes resume.

Mon., Feb. 16 Parents' Association Meeting. 5:00 P.M.

Fri., Mar. 6 Students dismissed for Spring Break at 3:30 P.M.

Sat., Mar. 7 Dorms close at 12:00 P.M.

Mon., Mar. 23 Dorms open at 12:00 P.M.

Parents' Association meeting. 5:00 P.M.

Tue., Mar. 24 Spring trimester classes begin.

Thu., Apr. 23 Formal dinner. 6:.00 P.M. Little "d" dress day. Pick up at 6:45.

Fri., Apr. 24 Spring Family Weekend.

Parents' Association meeting 5:00 P.M.

Sat., Apr. 25 Spring Family Weekend (continued).

Mon., Apr. 27 No classes.

Tue., May 5 Middle School Founders' Day

Mon., May 11 Parents' Association meeting. 7.30 A.M.

Wed., May 13 Last day of classes.

Thu., May 28 8th Grade Moving Up Ceremony. 8:00 A.M.

Middle School Six Flags trip. 9:00 A.M. - 4:00 P.M.

Spring Dance Performance. Time T.B.A.

Fri., May 29 Commencement of the Class of 2009. 10:30 A.M.

Summer vacation begins.

For additional events, please go to http://www.sbschool.org/home/calendar.asp.