Continuing Complicated Conversations by Head of School Bob Henderson
One of the great strengths of the Nobles program is morning assembly. Last November 12, however, a long assembly, to our great disappointment, went awry. Long assemblies occur roughly bimonthly and afford the community the chance to delve into subjects of local, national or international importance with outside experts and practitioners. Past speakers have included psychologist and professor of education Dr. Howard Gardner, biologist Dr. E.O. Wilson, psychologist Dr. JoAnn Deak, the late Mayor Thomas Menino, Partners in Health founder Dr. Paul Farmer, law professors, public intellectuals and human rights advocates Randall Kennedy and Kenji Yoshino, human rights activist Gerda Weissmann Klein and the late Nobel Peace Prize recipient Wangari Maathai. The primary objectives behind our invitations to outside speakers are to promote intellectual engagement and to help our students learn to grapple productively with challenging issues. Indeed, in order to fulfill our mission to inspire leadership for the public good, our students must endeavor to understand complex, contentious problems.
During long assembly on November 12, our students, faculty and trustees heard from Ms. Rula Jebreal, a journalist and political activist, and Dr. Robert Danin, a career State Department diplomat and the Eni Enrico Mattei senior fellow for Middle East and Africa Studies at the Council on Foreign Relations. In light of our mission, we had expected that Ms. Jebreal and Dr. Danin would help illuminate the complexity of the region’s challenges, providing our students with a more comprehensive understanding of what pragmatic paths might be possible for a lasting peace settlement. Unfortunately, what transpired did not meet our educational objectives.
In the weeks leading up to the presentations on November 12, students were given general background information by members of the history department, and during assembly the day before, I told students that they would be hearing about a controversial subject, that the speakers’ views would not reflect an institutional position on the matter, and that, as smart people, they should listen with the utmost skepticism. Nevertheless, we regret that we inadequately anticipated all the content of the presentation and the format the speakers ended up adopting. The presentation contained inaccuracies and unaddressed biases, and was deficient in regard to pointed intellectual dispute and inquiry. Indeed, the result was a flawed educational experience. Although we know that we cannot control what guest speakers will say, we were disappointed by our failure to provide a presentation more responsibly replete with sound scholarship and debate.
Since November 12, we have engaged in a comprehensive process to consider how best to address this situation. In addition to reevaluating the protocol that supports our assembly-speaker program to make sure that we will not again find ourselves in such a circumstance, we have worked to develop further programming that will better meet our original expectations and objectives.
If we brought in dozens of scholars, leaders, journalists and diplomats, we still would not be able to offer a complete view of the crises in the Middle East. However, we have a responsibility not only to talk with all our students about our frustration with the November 12 long assembly, but also to provide a means by which our students can be exposed to and wrestle more fully with the complexity of this region’s challenges and how they impact the rest of the world.
On February 6 we will be hosting Ari Shavit, an Israeli journalist who is the author of the best-selling book, My Promised Land. While Mr. Shavit’s work and ideas have been celebrated by many, there are others who sharply disagree with his views and proposed solutions. Indeed, we are not bringing in Mr. Shavit in an attempt to offer our students either the right perspectives or all the answers to the region’s problems—no speaker or group of speakers could do this, and we all need to work to make this point abundantly clear to the students. Our invitation to Mr. Shavit is part of our ongoing attempt to responsibly fulfill our educational obligation to introduce our students to difficult, contentious issues.
In the September issue of the Parents' Association Newsletter, I referenced the immensely unsettling world events that occurred over the summer. The concerns I expressed then have been amplified by violence that has transpired over the past several months in many parts of the globe. Inasmuch as recent developments and crises challenge our pedagogy, they even more pointedly underscore our obligation to our students to make our best effort to address them soundly and appropriately, and to prepare our students conscientiously for productive citizenship in this country and in the world.
Layers That Bind by Dean of Students Marcela Maldonado
We recently experienced the loss of Devin Nwanagu '05, a beloved colleague and alumna, who dedicated her all too brief life in service to Nobles. Even in our own personal sadness, as a small group of administrators gathered together to discuss how to disseminate this horrible news to the community, I couldn’t help but be reminded of the extensive services we have in place that speak to our commitment to students. This is especially true at this very difficult time, but we are well resourced on every level and every day to provide appropriate care and support for your children.
We pride ourselves on the unique student-teacher relationships that are fostered in and out of the classroom. Without question, it is these very relationships that serve as the bedrock for creating a climate of well being for our students. But it doesn’t end there. Indeed much of the research in the last few years attests to the fact that everything that happens outside the classroom has a stronger bearing on the future of a student than anything in the classroom. And so what it means to educate at Nobles is multi-faceted and multi-layered.
What is generally referred to as “Student Life” in most independent schools is not something ancillary but an integral part of a student’s educational experience at Nobles. It is also everyone’s responsibility at this school. The adults in this community, in our various capacities and roles, work together to create a culture of care for students and families by providing exemplary programs and services designed to enhance a student’s academic and personal success.
Your child’s advisor is the “front line” in that regard. He or she is the person a student or parent should reach out to for direct assistance, or for guidance and direction on who to go to next. No one makes decisions on their own or without input from others, and advisors certainly have a myriad of people they work with in the care of their advisee. A hallmark of this school is the climate of mutual trust and respect among adults, and we use our different talents in constructive ways.
Class Deans serve the role of overseers for the layers of adults necessary for securing a student’s educational goals. They help to coordinate academic support for students, and work with teachers to develop and implement strategies to help students succeed. The deans also marshal their respective classes forward by staying abreast of trends and tone, and ensure the transition from one class to the next via annual class retreats held each September that serve to reconnect students to each other and to the school.
The larger “adult layer” in the life of a Nobles student is that of the Student Life Team, comprised of the Dean of Students, Provost, Dean of Diversity Initiatives, the three school counselors, our two nurses, the Director of the Academic Achievement Center, and the school’s consulting psychologist. Each week we meet as a team to discuss issues and concerns within the student body or the larger Nobles community, and we work proactively on what might be on the horizon. Our goal is not merely to provide a band-aid to situations or concerns, but to be intentional, forward-looking, and broad-based about issues before us. These evolving issues can include the concerns of students seeking counseling, assisting those seeking academic accommodations, the role of public media, issues of academic dishonesty, under-age drinking, social concerns, etc… None of these issues are certainly unique to Nobles but part of the reality of high school culture today.
Experience has taught us not only how to best support students throughout their time here, but also the significance of working with, learning from, and involving others every step of the way. What makes Nobles thrive and singularly sets us apart is that the adults in this community work collaboratively and intentionally in the complete development of a child in our care. Devin benefited as a student and contributed to this paradigm as an adult. She understood the importance of what we do, and we are a better community for her having chosen to contribute to the experience of others who followed her here.
New Year’s iResolutions 2015 by Head of Upper School Michael Denning
To my great relief, my cellphone contract expired during winter break. Frankly, this date could not have come soon enough. As the semester was coming to a close, my iPhone 5 was tired (perhaps like the rest of us): the casing looked haggard; the battery lasted only a couple of hours at a time; and the phone’s key functions—voicemail, email, texting and search engines—moved at a snail’s pace, hindering my efficiency.
My brand new iPhone 6 is fantastic. Although my 13-year-old son, Patrick, is far more adept at using it than I am, the iPhone 6 in my pocket makes me feel not only more efficient, but also, at times, like a 21st-century MacGyver; I am better prepared than ever to solve all kinds of problems. Moreover, the struggles I have had in recent years to do all the reading I have wanted and needed to do, to monitor my fitness and diet, and to keep abreast of what is happening in the world have seemingly been ameliorated. Now, I can listen to podcasts and books with my Audible app while I complete the 10,000 steps required to fulfill my obligation to my Fitbit app. And when I stop for a snack, the iPhone 6’s ability to chronicle my caloric intake enables me (and also my loved ones and doctor) to monitor my eating habits regardless of where I go. Indeed, the iPhone 6 has solved many problems, and, at the very least, I can declare victory in some battles against inefficiency.
But as I emerge from a privileged winter break, one replete with time to reflect on my first semester serving as head of upper school—what went well, what did not, and what areas of my performance will require greater improvement and learning—I have found myself wondering about the limits of efficiency, especially as they pertain to education and the learning process. Could I have endeavored to consider some of the lessons of the past semester if I had not had and made the time for reflection? Moreover, do our attempts to encourage our students to achieve maximum efficiency prevent them from learning and growing—dare I say it—efficiently?
At Nobles, we work hard to stretch our valuable resources and to make a Nobles education as affordable and accessible as possible. However, if our methods were to be held up against some traditional models of corporate efficiency, management consultants—from Frederick Taylor to current efficiency analysts at top management consulting firms—might ask us some pretty tough questions. To begin with, there is our 5:1 student-faculty ratio; does it need to be so low? Then there is the fact that each student has the support of a class dean, an advisor, a college counselor (beginning in the junior year) and a student-life team. Indeed, teachers’ office doors are almost always open, and students are offered feedback after classes, in the hallways, and during extra-help sessions. And struggling students who require more support than can be offered by their teachers are encouraged to meet with one of our learning specialists or counselors.
Why do we offer all of this support to our students? I suppose the most elegant answer might be found in our mission statement: “Through mentoring relationships, we motivate students to achieve their highest potential and to lead lives characterized by service to others.” However, at the foundation of this statement are our 150-year beliefs that: the most important life lessons, ideas and concepts are not learned in one sitting; that real learning and growth requires reflection and repetition; and that students learn best when they are not only given grades, but also asked to consider and wrestle with the successes, efforts, shortcomings, challenges, and perhaps, failures, that underpin the grades they earn. Each of these depends on students and teachers working closely together repeatedly, developing along the way positive, salutary relationships.
Without commentary, a B on a test, essay or report card does not convey enough information. Indeed, inasmuch as some students may understand what I mean when I write “vague” in the margin of an essay or place a grade on its back page, nearly all students comprehend what I am trying to communicate when I sit down with them and go over the essay and ask them to try writing it again and, sometimes, yet again. The point is this: although grades and comments are important, a comprehensive learning process depends on a student taking time to reflect, to consider and to come to terms with the feedback being offered by their grades and comments. For some, this may seem inefficient; for many, though, this is the best way to learn.
Our children are always watching and considering—what we value; how we process and express our feelings and ideas about successes, failures, disappointments, sadness, anger and frustration; how we prioritize our time; how we treat others when things are not going well; how we learn. As we embark on a new semester and a new calendar year, I suggest we challenge ourselves to be more cognizant of the expectations and values we convey:
Take some time to carefully review with your son or daughter not only his or her grades, but also the end-of-semester comments offered by his or her teachers. While it is all too easy (and seemingly efficient) to focus in on grades—the bottom line, if you will—the comments can offer great insights into the challenges facing your child, who he or she is today, and how he or she might improve in the next semester(s).
Embrace (or at the very least accept) that whether we like it or not, learning will not always happen in a timely or convenient way. Learning requires hearing and responding to setbacks and challenging and, at times, upsetting feedback. Indeed, we all learn from our successes and failures. Each counts; each is important.
As inefficient as it may seem, build some time into your life for reflection, for planning, for healing, and for considering and reconsidering lessons to be learned; doing so will help your child to do the same, but encourage them to do so, too.
I love my iPhone 6. Along with helping me to learn and to be more efficient, it is, frankly, a very fun device with which to tinker. But from time to time, I need to be reminded to put it down so that I can think, reflect, evaluate and, maybe, reconsider. Our kids sometimes need this reminder. Maybe you do, too. My best wishes for a great 2015!
From the Co-Chairs: AE Rueppel and Brooke Sandford
Welcome back and Happy 2015!
We hope everyone had a relaxing break. December seems like ages ago, but we offer thanks for those who helped organize and host events, including: Lynda MacDonald and Christine Serowik for a lovely Arts/Choral night parents reception, Class II Reps Betsy Dawson and Lauren Doherty for a class-meeting breakfast, and all who helped with the final-assessment Holiday Candy Bar including Leslie Del Col, Wendy MacDonald, Leigh Poole Miller, Erin Majernik, Gretchen Filoon, Patricia Cavanagh and Sheila MacKeigan.
The Nobles calendar is in full swing right away. The first PA meeting of the new year was on Wednesday, January 14, at 8 a.m. in the Castle Library. Head of Upper School Michael Denning, Director of Athletics Alex Gallagher, Chair of Performing Arts Dan Halperin and Director of Community Service Sandi MacQuinn joined us to talk about Nobles' academic and co-curricular programs. Michael, Alex and Dan spoke about Nobles' many offerings and the challenges students face as they work to balance their varied interests, opportunities and obligations.
Once again, the Arts wing will be busy in January. Plan to enjoy the Wind/String/Orchestra concert on Thursday, January 22 and the student-directed plays happening on Thursday, January 29.
Need a little exercise after the holidays, and want to reconnect with friends? A fun opportunity is being organized for Monday mornings in January and February — watch the weeklies for information about “open skate” being organized for parents, after drop off on select Mondays in January and February — details forthcoming!
Finally, please check your class-specific notes each week for details about Class I and Middle School Winter coffees, and the Class IV Surprise lunch plans. In case it is helpful, here is a listing of January dates:
Thurs., Jan 22 - Wind/String/Orchestra Concert
Tues., Jan 27 - Class I Winter Coffee** (Castle Library)
Tues., Jan 27 - Middle School Winter Coffee ** (New Castle Dining Hall)
Thurs., Jan 29 - Class IV Surprise Lunch**
Thurs., Jan 29 and Friday, Jan. 30 - Student Directed Production
Sat., Jan 31- College Counseling School for Class II Parents/Guardians
**PA Event (or PA-assisted Event)
Happy New Year!
AE Rueppel and Brooke Sandford
Middle School Parent Reps
Welcome back and Happy New Year! We trust that your family was able to find some time to relax and enjoy the much needed break. The students were hopefully able to get some sleep, serious downtime and recharge for the next half of the academic year.
January is a busy month at Nobles. We are looking forward to seeing you at the events listed below.
Important Dates for January:
Monday, January 19: Martin Luther King Day -no classes
Thursday, January 22: Wind/String/Orchestra Concert in Lawrence Auditorium 7 p.m.
Friday, January 23: MS Movie Night-Forum starting at 5:30 p.m.
More information to follow in Wednesday notices
Tuesday, January 27: Middle School Coffee special speaker Jen Hamilton; Middle School Counselor. 8-9:30 a.m. Castle
Tuesday, January 27: March Trips Parent & Student Information, Meeting in Lawrence Auditorium at 7 p.m.
Thursday, January 29 & 30: Student Directed Productions in Towles Auditorium at 6:30 p.m.
Please contact us if you have any questions.
Class V Reps
Class VI Reps
Class II Parent Reps
Dear Class II Parents and Families,
Welcome back and Happy New Year! We hope you had a restful holiday season. We are in the midst of planning the Class II surprise lunch. The theme for the lunch is Chinese New Year and Flik will be providing all the food. We will need help from parents for decorations and serving the kids. If you are interested in participating, please let us know. It should be lots of fun!
As you all know, January also starts the season of SATs, ACTs and other college-oriented events for Class II students. The College Counseling Office will keep you apprised of all deadlines for tests that your child may be considering and anything else you need to be aware of. Your child’s advisor can also help you navigate your way through these early months.
As usual please check the Nobles website and Friday newsletter for any updates. Please contact us anytime for questions.
All the best,
Betsy Dawson - email@example.com
Lauren Doherty - firstname.lastname@example.org
Class I Parent Reps
Dear Class I Families,
Happy New Year and welcome back from what we hope was a joyous and relaxing winter break! January marks the beginning of the "home stretch" for our seniors, and is busy right out of the gate.
Yearbook senior page submissions were due on Jan 9. Every Nobles senior is given a full page to design with his/her own photos, text & memories. They’ll design their page within the Yearbook website (www.hjedesign.com), choosing from a number of templates and simply dropping in their photos and text. The Yearbook staff will email you if they miss the January deadline to keep you in the loop!
Save the date, Tues., Jan 27, for our Class I Winter Coffee. We hope you’ll join us for coffee, conversation and planning the many special events scheduled for the spring semester. Many hands make light work and we hope you’ll make time to participate. There are lots of ways to get involved and many talents are needed, so join us on the 27th.
This has been a terrific year to date for our seniors and we look forward to an equally fun and rewarding and event filled New Year!
Lynda Ceremsak (email@example.com)
Carolyn Harthun (firstname.lastname@example.org)
Anne Kelley (email@example.com)
New Year's Book Resolutions by Director of Academic Support Gia Batty
Over time, my New Year’s resolutions have run the gamut--from trying to take more family photographs to sending more handwritten notes to not using nail polish. One year, I resolved to always return my shopping cart to its proper place (and not in the parking spot next to my car). I’ve resolved to do more yoga, cook less meat, yell at my children less, drink more water, and eat less sugar. If anything, New Year’s resolutions help me to quickly identify all of the things I’m doing wrong in my life…
Last year, I realized that I needed to resolve to read more, and, unlike all of the resolutions I’ve made in the past, it stuck. It worked because I love to read. I mean, I really, really love to read. I always have, but between my work at school and my responsibilities at home with my family, I just wasn’t doing enough of it. Instead of reading the books I bought or received as gifts, I’d end up with little piles of them next to my bed, on the coffee table, and even in my school bag. Then, every time I saw one, I’d start to feel bad about not reading it. It was terrible.
So, last January, I unplugged the television in my bedroom and started reading at night. I listened to audiobooks while I walked the dog and did laundry. I read on Saturday mornings before everyone else woke up. I kept a book in my car for basketball practices that ran late or days when the kids wanted to stay later at the playground. I read a lot in 2014, and I’m so glad I did.
Even with all that reading, there are still a handful of books that I just haven’t gotten to. So, this year, to make sure I do it, I’m making 5 New Year’s book resolutions. Want to join me?
1. The Big Disconnect: Protecting Childhood and Family Relationships in the Digital Age, by Catherine Steiner-Adair
I heard Steiner-Adair speak at the Learning and the Brain conference in November and was blown away by the scope and depth of her research into how technology is affecting families. I left her workshop feeling slightly anxious, but also really intrigued. I also raced home and adjusted the filters on all of the devices my kids use to search the internet. Read the book and you’ll see what I mean!
2. Bright Kids Who Can’t Keep Up: Help Your Child Overcome Slow Processing Speed and Succeed in a Fast-Paced World, by Ellen Braaten
I’m very interested in Dr. Braaten’s research and strategies around kids with slow processing speed. In a fast paced school environment like Nobles, I am always looking for ways to support students who think and learn at a different pace. The truth is, we are all striving to slow down, to decompress, and to unwind, and I think we all have something to learn from those who process the world at a slower pace.
3. The Organized Mind: Thinking Straight in the Age of Information Overload, by Daniel Levitan
Psychologist, neuroscientist, musician and record producer, Daniel Levitin is the real deal. He is also the Dean of the Arts and Humanities at the Minerva Schools, which is my latest education obsession. I heard him speak this year and vowed to read his humongous book (528 pages) about how we can and should work to organize our mind. We need to work harder to do this because we’ve created more information in the last five years than we have in all of creation. Yikes!
4. We Were the Mulvaneys, by Joyce Carol Oates
I have been wanting to read this book for at least 10 years. The audiobook has been on my iPod for two years. I just started listening to it. I love it, but please don’t tell me what happens. I know it’s bad, but, seriously, don’t tell me.
5. The Assassination of Margaret Thatcher, by Hilary Mantel
I’m actually saving this book for a flight I’ll be taking by myself in April. It’s rare that you are ever 100% sure that you will love a book, but that’s how I feel about this one.
These are five definite titles in what I hope to be a long list of books that I read in 2015. If you’d like to discuss any of them, feel free to email me at Nobles.
Here’s to another year of reading!
Help Welcome New Families to Nobles
It’s that time of year again! Volunteers are needed for the Host Family Program to welcome new Nobles families to the community. This program, run by the Parents Association in conjunction with the Admissions Office, is a great way of helping incoming families settle into student life at Nobles. Volunteers are matched with an incoming family and asked to attend one reception to meet their family (the evening of April 27 from 5-7:30 p.m. for the Upper School) and follow up with a few phone calls or emails over the Summer and early fall. We cannot do this without your support.
This is a completely volunteer opportunity; however, in order to match each new family with an existing one, we need close to 100% participation from our current 9th grade families. We do encourage 10th and 11th grade families to participate as well. All volunteers are welcome, regardless of how long you have been at Nobles.
If you would like to volunteer as a host family, please fill out this form.
Any questions please email Julie Dixon at firstname.lastname@example.org, Maxence Matayer at email@example.com, Lorene Giandomenico at firstname.lastname@example.org or Melissa Janfaza at email@example.com.
Grandparents Day 2014 Portrait Information
Portraits taken at Grandparents Day will be available online until February 6, 2015 to view and purchase at www.enjoyphotos.com. Enter Username: noblesgp14 and Password: 22507-92914, then enter your email address, then under “GUESTS”, click: “VIEW PHOTOS”.
Please note that photos will be sorted online by the location where the portrait was taken and by the time it was taken. Contact Allie Trainor in the Nobles Development Office with any questions at (781) 320-7005 or firstname.lastname@example.org.
Nobles Librarians Give Thanks
The Putnam Library would like to thank our volunteers for their service in the fall semester! Maria DeLuca, Sophie Rice, Felleke Habtemariam, Jessica Patterson, Nicole Zungoli, Helen Goins, Susan Cabot, Hillary von Schroeter, and Lillian Lou have donated more than 125 volunteer hours to the library so far this year! If you would like to volunteer in the library in 2015, please contact librarian Emily Tragert at email@example.com.
Class IV Parent Reps
Class IV Notes
Happy 2015 and welcome back! We hope everyone had a fun and restful break and the students have recharged after some needed family and down time. January is filled with events but not as busy as other months. For the students it is the surprise lunch that will be a highlight. We hope to see many of you there volunteering as it is a great event.
Below is the link to sign up to volunteer for the surprise lunch.
• Monday, Jan. 19: MLK Jr. Day, Nobles closed
• Thurs. Jan. 22, 7 p.m: Wind/String/Orchestra Concert
• Tues. Jan 27, 7 p.m: March Trips Parent/Student Info Session
• Thur. Jan 29: Class IV Surprise Lunch
We look forward to seeing you at school in the coming weeks.
Suzie Montgomery and Nathalie Ducrest
Greetings and Happy New Year!
It’s hard to believe that one semester is already gone, and the seniors are now heading down the home stretch of their time at Nobles. As you are aware, senior fall was quite stressful for many students, but we do anticipate as the upcoming months approach, seniors will find themselves under much less pressure. We hope that as graduation nears, seniors will find time to reflect upon and appreciate their experience at Nobles. In the hope that Class I takes full advantage of this last semester, we wanted to tell you about some of the advice and unique opportunities that we will share with the seniors at our class meeting:
1. Seize the opportunity to set a positive tone for the school. As always, underclassmen will be looking to the senior class for leadership, whether in the classroom, on the stage, on the athletic fields, or outside of Nobles. We challenge seniors to avoid “checking out” too early, as the rest of the student body needs the seniors to continue to play an important role in the culture of the school.
2. Continue to embrace the unique academic opportunities at Nobles. Seniors will be enrolled in many fantastic electives this spring, exposing them to subjects and disciplines not offered at many schools. “Value learning for learning’s sake” is admittedly a cliché, but we hope that students will not lose sight of the fact that they have access to so many engaging academic courses that may lead them to discover new passions and interests.
3. Consider a senior project. Every spring, seniors are given the opportunity to engage in a self-designed senior project for the last quarter of the spring term. We introduced the Senior Project Program to the class at the fall retreat, and they all have participated in a November workshop to learn the nuts and bolts of the process. As a reminder for your student, preliminary proposals are due on Wednesday, January 7. Hopefully your senior has talked to you about potential ideas. Though these are not mandatory, we hope that many seniors take advantage of this as way to pursue a passion or learn something new. Should you have any questions about this, please do not hesitate to contact us or Dominic Manzo.
4. Take time to have a conversation with as many classmates as possible. While Nobles is a relatively small community, many seniors have acknowledged that they have not yet had the chance to learn more about their classmates, who each have so much to offer the school. Whether it be lunch at the castle or a conversation in Gleason, we encourage seniors to continue to expand their social circle and develop new and meaningful friendships.
5. Maintain close relationships with faculty members. At Nobles, we pride ourselves on our relational pedagogy, and we know that our seniors have developed many meaningful relationships with their teachers, coaches, advisers, and other members of the Nobles community. It is only natural that some seniors may have a tendency to begin to distance themselves from faculty members in preparation for their departure from Nobles; instead, we hope that seniors will continue to nurture these relationships that may last long after graduation.
6. Have fun! Nobles is a challenging and rigorous experience for every one of our students, who have had packed schedules for years, full of academic and extracurricular commitments. Although we recognize that these commitments will not and should not disappear, we encourage seniors to make sure that they spend time with their family, friends, and other people who have had a profound impact on their lives. As seniors prepare to take the next step and move beyond Nobles, we hope that they will not forget to enjoy and appreciate the many great opportunities that senior spring will provide.
We’re so proud of the seniors, who have modeled leadership and integrity throughout the entire first semester, and we’re looking forward to a fantastic final few months with them!
Meg and Mike
Class III Parent Reps
Happy New Year and welcome back from a hopefully restful holiday break! A few future class specific dates include:
January 12 - First Planning Meeting for the Head of School Dance. If you were unable to attend the meeting but want to help out, please email one of us. The Dance, scheduled for Saturday, March 7, is a fun filled right of passage for the sophomore class and student attendance is mandatory so please mark your calendars! Hope to see many of you at the meeting!
April 13 - Class III Surprise Luncheon. Stay tuned for further information including how to get involved with the planning and execution of this much appreciated event.
April 17 - Class III Spring Coffee
May 1 - Class III Spring Parent Social
Thank you in advance for all your help! We couldn't do it without you.
Heidi McNeill (firstname.lastname@example.org)
Anne Umphrey (email@example.com)