"What Matters Most" by Head of School Bob Henderson
The last topic I covered in my AP European history class for the first semester was medical practices in eighteenth century Western Europe. I find such things very interesting, and I perceive how this topic fits into a wider web of developments and changes. Some of my students generally do as well. For most of them, however, this is just a discrete packet of information. They usually grasp the context and can place the data into a framework, yet it serves the purpose of success in the class rather than of knowledge for its own sake. They will forget it swiftly, except for perhaps some general impression of the historical progress of medical care. I believe the same is true of most of the factual content in the class. Yet I am okay with that.
For me, the point of teaching high school history is not the mastery of information. In the age of the Internet and instantaneous access to information, the need to pound in details seems quaintly obsolete. Instead, my goal as a history teacher is to impart broader understanding of the world and humanity. I want for my students to discuss and probe human foibles and frailty, as well as the magnificence of human achievements, all with the object of better understanding the conditions of their lives in the early twenty-first century. I hope to help them to discern patterns, to set priorities in terms of what factors most influenced events, and to see the echoes of the past in the ways in which they think and comprehend the world today. I want them to be able to think clearly, express themselves coherently both orally and in writing, weigh honestly their own biases, and confidently analyze personalities and eras. Above all, and I say this in the context of the last presidential election, I believe it is imperative that my students are able to use sources and information, to decide upon its relative meaning, merits and veracity, and to construct paradigms in regard to both the past and for action in the future that reflect facts and reality.
For many years now I have struggled to incorporate technology effectively into my pedagogy. I have experimented with several approaches, some with notable success, others less so. The most profound revelation I had, however, over the last couple of years, is the price I was paying in the critical first five minutes of a class period by directing my attention to whether all the technology was working correctly for class. To be fair, my struggle with some of this reflects my general technological ineptitude. Nevertheless, it bothered me a great deal that, rather than connecting with all students individually as they came through the door, reading the signals in terms of mood and state of mind, offering congratulations for games and assembly appearances, and reinforcing my relationship with them, I was investing too much energy into making projectors work and websites connect. I decided to be much more selective about technology and invest more into my relationships. This is because relationships are at the core of all great teaching. Students learn and contextualize far more when they know that I care for and about them, and that I have uniformly high expectations for them; that connection represents the margin between high achievement in the moment and excellence in education that makes a lasting difference for the better.
The point for me, then, of teaching teenagers is never to forget that I am in this to help my students become better people. This is done through a keen balance between personal connection and emphasis on the higher order relevance of my curriculum. Teachers can certainly improve their skills, and they can learn a great deal more about methods and tools that can make them more effective and successful. In the end, however, none of that makes any difference unless I can foster and distill the essential sense of inspiration and connection that students will carry with them through the rest of their lives. They will forget much or most of the specific content of my course, but they will not forget me or what I represent, and they will forever be able to utilize the habits of mind and manner that I have encouraged. This same approach has informed the basic nature of my headship. I try never to forget what really matters most in secondary education.
Concert Calendar: Save the Date
Thursday, January 5, 7:00-9:00 p.m. - Choral Concert
Thursday, January 12, 7:00-9:00 p.m. - Wind/String/Orchestra Concert
Visual Arts Faculty Show at Foster Gallery
"Object, Image, Space," the biennial showcase of works by the Visual Arts Department faculty, opens January 12 and runs through February 10. This year's show includes potters Nora Bourdeau and John Dorsey, painters David Roane, Molly Pascal and Betsy Vanoot, and photographers John Hirsch and Curtis Mann. A reception at Foster Gallery will be held on January 12, from 5-7 p.m., just before the Wind and String Concert.
The image included here is one of Betsy Vanoot's paintings from the exhibition. Her pieces are always powerful and beautiful responses to her memories, environment and surroundings. This body of work finds Dylan Thomas as her muse, specifically the poem, "Fern Hill."
"Everybody Flubs" by Head of the Upper School Michael Denning
Itzhak Perlman and Josef Federman have built international reputations in their respective fields, music and journalism. Perlman is perhaps the most recognized and celebrated violinist living today while Federman is the longtime Associated Press (AP) Bureau Chief in Jerusalem. Last spring, they met on the occasion of the announcement of Perlman as the winner of The Genesis Prize, an award for lifetime achievement that is often referred to as Israel’s Nobel Prize. It would have been perfectly understandable if their conversation had just been about accomplishments, impressive resumés and awards. As their interview was coming to its conclusion, however, the discussion turned to a different form of success: learning to face, overcome and learn from mistakes and failure. Here is a video of Perlman offering Federman suggestions for his son, himself a budding musician.
On the Wednesday before winter break, Maria Trozzi met with Nobles parents and guardians to talk about how best we can (and should) support and nurture healthy, independent and thriving children. The author of Talking With Children About Loss, Trozzi is a world-renowned professor, counselor and consultant for a wide array of ambitious, thriving, competitive schools, universities and organizations, including the Navy Special Warfare Command (aka the Navy SEALs). In her remarks, Trozzi spoke about her work helping educators and leaders to prepare young people for the setbacks, disappointments and failures that are inevitable, even in a life well led.
While Perlman reminds us that “everybody flubs”—even the world’s most successful and acclaimed classical musicians—Trozzi goes a step further by asserting that failure is not only inevitable but an extremely necessary part of a good education. Through facing and then reflecting upon those moments when we come up short of expectations, make mistakes and exercise poor judgment—moments endemic to the human experience—we develop the problem-solving tools and coping skills necessary to move forward in a healthy, more mature and confident way. Although disguised in the moment, these opportunities are actually, as bestselling author and psychologist Dr. Wendy Mogel writes, blessings, opportunities for which we should be grateful (1).
Our students know that they can bring home news of a victory, high grades, an acceptance to a highly-selective college, and other successes. But can they bring home their disappointments, failures, setbacks and poor decisions—those inevitable experiences that cause them the most stress? If we believe in the premise that failures and flubs are inevitable and potentially the most valuable of teachers, how can we deprive our children of our support as they endeavor to work through them? Sure, there is nothing that feels better than watching our children succeed and smile, and to celebrate those moments with them when they do. But, ironically, should we also be more thankful (and looking) for opportunities to support our children as they work through moments of frustration, disappointment and failure? While acknowledging that doing this work may be the hardest thing we do as parents, guardians and educators, could it also be our most important of responsibilities?
New calendar years and new semesters provide great opportunities for renewal, reform and resolution. As you talk with your children about their new year’s resolutions, last semester’s successes and failures, and goals and hopes for the coming year, please take some time to think about how you will work to keep your eyes on the proverbial prize—developing a confident, healthy, and independent young adult, one who knows they have the tools and support to face their own shortcomings and anything life throws at them. If Itzhak Perlman can talk about his many mistakes and failures and all he learned from them, we can too, and we must teach our children to do the same. I wish you the very best for a wonderful 2017.
1 - Wendy Mogel, Ph.D. (2008). The Blessings of a Skinned Knee (Scribner); Wendy Mogel, Ph.D. (2011). The Blessings of a B- (Scribner).
"Decoding 2016's Education Buzzwords" by Director of Academic Support Gia Batty
From Analog Learning to STEAM, 2016 was definitely the year of the education buzzword. Whether you were reading a blog, listening to the radio, chatting on the sidelines, or making small talk at a dinner party, it’s likely you’ve heard at least one of these terms this year. If you’ve ever wondered what any of them really mean, read on!
1. Analog Learning
Analog Learning, also known as “non-digital” or “low-tech” learning, is what I did in my sixth grade class in 1984. My teacher wrote on the board (with chalk), we did projects on posterboard and inside shoe boxes, and we used the World Book Encyclopedias in the school library to do research on our favorite presidents. In education today, there is a push for finding a balance between the very high-tech approaches that we now have access to and the benefits of the analog approach—like pen and paper projects and encouraging students to write their notes by hand.
Want to learn more? Read this article on Noodle, a great education resource for parents and teachers.
2. Blended Learning
Also known as hybrid learning, blended learning refers to teaching that incorporates both online and face-to-face learning experiences for students. You may have heard about our involvement with Global Online Academy (GOA), a consortium of leading independent schools from around the world whose teachers design and teach blended learning courses. Blended Learning classrooms bring together a variety of student voices and provide a diverse, global, and innovative learning environment.
To learn more about blended learning, check out the GOA website or poke around the GOA blog.
3. Growth Mindset
The idea of a growth mindset comes from Carol Dweck’s book Mindset: The New Psychology of Success. A mindset is a self-perception or an idea that people hold about themselves—like that you are a creative person or a person who is bad at math. In a fixed mindset, people believe that their basic qualities, such as their intelligence or musical talent, are fixed, predetermined, inherent traits. On the other hand, the growth mindset is the belief that our most basic abilities can be developed through dedication and hard work. Embracing growth mindsets—the idea we can learn more or become smarter if we work hard and persevere—not only allows for quicker and more meaningful learning, but also encourages us to view challenges and failures as opportunities to improve ourselves.
For more about the benefits of a growth mindset, read Maria Popova’s review of Dweck’s book on her amazing blog Brain Pickings.
Also called a fab lab or an innovation station, the makerspace is a community space found in schools, libraries or other spaces that encourages making, learning, and exploring through the use of shared high- and low-tech equipment. Whether “makers” are using a 3D printer or legos, it’s the “maker mindset” of creating something new and exploring one’s own interests that’s at the core of a makerspace.
Check out Makerspace for Education for more about makerspaces or you can stop by our ever-evolving makerspace on Computer Street.
STEAM is basically STEM with the addition of art and design. Adding the A to the STEM (Science, Technology, Engineering and Mathematics) movement, highlights the need for creativity and design thinking within the STEM paradigm. Proponents of STEAM believe that without the A, there would be no STEM.
For more information about STEAM, check out this great article on Edutopia (an excellent resource for all things education).
Mandatory March Trip Meeting
Reminder to parents of students going on EXCEL trips in March: there is a mandatory meeting for travelers and their parents on Tuesday, January 24 at 7:00 p.m.
"A Second Home" by Dean of Students Mark Spence
I love the winter holidays. It’s a time where I return home to Montréal to spend time with my family and friends. There is no better feeling than crossing the Champlain Bridge into downtown Montréal. The view of the Montréal skyline from the bridge is stunning, invariably stirring within me memories of family, friends and holidays past.
My values, my sense of self, my resilience—all of these aspects of my identity were developed within a Caribbean home (my parents are from Jamaica) in a multicultural city in the company of (and under the watchful eyes) of great friends and mentors. The landmarks of Montréal and their meaning to me are linked with people, the many friends, teachers, coaches and family members who have supported me through my trials and triumphs. When challenging events have occurred in my life, there is a group of folks, beginning with my parents, upon whom I know I can lean. Known as my “web” because of how they are deeply woven into my life, these are the people who I know I can count on to hold, encourage, comfort, support and balance me regardless of where I am in my life.
In recent years, the Nobles community has absorbed a great deal. We have lost young graduates, current students, a faculty member and relatively young parents of current students. These losses have certainly challenged this community; they are tragic events not representative of the way life and death are supposed to occur. Children should not die before their parents. Young people should be able to fulfill their dreams and live a long life.
Our community has had to show its strength within the past three years in ways that, one might suggest, we should not have had to. I have always felt that we’re a resilient community, but after these challenges, I am positive that we are. This doesn’t mean that we aren’t hurting, or that we don’t have our bad days. It doesn’t mean that the school hasn’t been altered in terms of our emotions and sensitivities. But without moving on from those whom we have lost, we slowly push forward, all the while knowing how difficult it is to do.
Perhaps as much as anything, I am proud of the ways in which members of our community have tried to care for others. Nobles is our second home, and the way we treat each other is key. Whether it’s placing sticky notes throughout the school with supportive messages written on them, sitting beside someone who is having a hard time and putting one’s arm around them, or having a whole grade over at a student’s home after a very difficult day, countless acts of kindness are what I have learned that this community is all about. These are acts of compassion, empathy, resilience—acts that reveal this community’s immense character and soul.
The work of the Nobles community has been remarkable but I know from experience that there is much more to do, in this year and in the years to come. It is in this spirit that I challenge you and our students to think about a new year’s resolution in which you prioritize taking even better care of yourselves physically, emotionally and psychologically—which brings us back to the concept of the web of support. Bob Henderson, Jen Hamilton, Bill Bussey, Mary Batty, Rick Wilson, Michael Denning, I and others have asked students throughout these difficult times: “Do you have people to whom you can go to if you really need help?” As the new year starts, I challenge all of us to work harder to develop our own webs of people upon whom we can depend and rely. Think about the people who make you whole, who add stability to your life—the people you trust.
I hope you all had a great holiday season and I wish you the best for 2017.
"The Reality of Secondary School Admission" by Director of Admission Brooke Asnis
My first job after graduating from college was as an Admission Officer at Harvard College. I spent each fall traveling throughout the southeast and midwest, visiting schools and speaking with prospective students about Harvard. For a young person who had never left the country, it was a thrill to explore new places from Mobile, Alabama to Green Bay, Wisconsin in my limited spare time on the road. I loved meeting kids in cities like Atlanta, Birmingham and Charlotte and in small towns in Kentucky’s horse country, the Mississippi Delta and the Blue Ridge Mountains. Hearing their stories and telling them all about the allures of Harvard Square didn’t feel like work. Once I returned back to Cambridge as the winter set in, the admission cycle unfolded somewhat like this: knee (sometimes shoulder) deep in files, reading, reading, reading. Committee meetings. Decision day! A celebration as the mail was loaded onto the trucks. Fallout (angry phone calls). Summer. Endless interviewing. Then back on the road again come September.
As we head into the winter months here in the Nobles admission office, and as we too are about to begin reading applications, I have been thinking about the years that I spent at Harvard and reflecting on the differences between being a college admission officer and a secondary school admission officer. Here are a few conclusions:
1. The Interview: interviewing a senior in high school is a dramatically different experience from interviewing a 13 or 14 year old. I prefer the latter. I like that young kids tend to be less polished, more authentic and more likely to say something hilarious and unscripted like “My mom told me to tell you that I love community service, but I actually don’t” or “I don’t like to read.” Or ask questions like: “Do you think that I can read your mind?” or “Do you guys have detentions?”
2. The Essays: younger kids tend to bring the same parent cringe-inducing honesty to their writing. Responding to the prompt “What is a question that you can’t answer but wish that you could?”, applicants have answered with the practical “What is my dog thinking?”, “What does my voice sound like to other people?” and “What will my kids look like?” as well as the philosophical “Is there really no ‘I’ in TEAM?”
3. The Fruits: the best thing about working with young kids in the admission process is the privilege of seeing the students that we have come to know so well in the application - the fruits of our labor - every day. Unlike in the college world, we also get to witness young people grow up. New students arrive at Nobles as kids, and they graduate as young adults. We get to know them well during their years here. As admission officers, we also advise, teach and coach them. We are deeply attached to our tour guides - an army of Nobles enthusiasts 130 strong. Nobles students make us laugh every day with their wit, they inspire us with their talents and they give us hope with their empathy and compassion. They make us proud to be educators. What an honor it is to work with them.
I love early teenage kids because they have lived long enough to have a story to tell, but they are also open to the possibility of trying new things and of reinventing themselves. They aren’t locked into a certain image of themselves. They don’t always think before they speak, which can lead to some hilarity in our work but also lends a clear authenticity to our interactions with them. While they might have some concrete goals and dreams for the future, they are also content to enjoy the present - to sip some hot chocolate, eat a few “Admission Office mints,” fidget in their chair, yawn a few times during the interview and wonder aloud if they really can read minds.
Class II Parent Reps
Happy New Year Class II Families!!
We hope everyone has had a restful and happy winter break! We are looking ahead to our next Class II event, the SURPRISE LUNCH to be held on Tuesday, February 28. We will be having a planning meeting in the next couple of weeks and would welcome any and all who would be interested. Please email either class parent and we will forward the details ASAP.
We will also need help during the actual event so please be on the lookout for the Signup Genius.
Gretchen Filoon firstname.lastname@example.org
Jessica Patterson email@example.com
Middle School Parent Reps
Welcome back and Happy New Year! We hope your families enjoyed a restful and relaxing winter break. January is a busy month at Nobles and we look forward to seeing you at the events listed below, particularly the first Middle School Parent Social on January 19.
Key Events & Dates for Middle School in January 2017
Tuesday, January 3: School reopens.
Wednesday, January 4: The all School photo at 8am in Richardson Gym.
Thursday, January 5: Winter Choral Concert at 7:00 p.m. in Lawrence Auditorium. Event rescheduled from December.
Thursday, January 12: Wind, String, Orchestra Concert at 7 p.m. Lawrence Auditorium.
Monday, January 16: MLK Jr. Day - No Classes.
Martin Luther King Jr. believed that every person can make a difference in his or her community. His teachings were about alleviating poverty, ending racism and uniting communities in understanding and love. Over the years, many Nobles families have used MLK Day as a day to engage in a family oriented service project. The organizations below are ones that Nobles has partnered with for many years and include projects that you may choose to participate in with your family.
Boston Cares will be working at the Boston Latin School.
Community Servings provides meals for individuals and families living with serious illness.
Cradles to Crayons supports children from birth to age 12, living in low-income and homeless situations, with the essential items they need to thrive – at home.
Thursday, January 19: MS Parent Social, 7:00-9:30 p.m. in the Castle Dining Hall.
Please mark your calendars now for our first Middle School Social (parents only) on Thursday evening, Jan. 19 from 7-9:30 p.m., in the Castle. Please click this link for invitation, details and RSVP information. You will need to login to the Nobles website with your Nobles username and password in order to fully activate the link. If you need help with logging in, please contact Tessy Smith.
This is a great night for adults to meet, socialize, and spend time with new friends (or catch up with old friends too). Please join us!
Tuesday, January 24: March Trips Parent/Student Information Meeting at 7:00 p.m. in Lawrence Auditorium. Mandatory for all students registered for a March trip and their parent(s).
Friday, January 27: Middle School Movie Night at 5:30-8:30 p.m. in Morrison Forum.
We look forward to enjoying a happy 2017 with you!
Class V Reps
Kate Saunders, firstname.lastname@example.org
Kristin Welo, email@example.com
Class VI Reps
Melissa Janfaza, Melissa@janfaza.com
Sarina Katz, firstname.lastname@example.org
From the Co-Chairs: Kennie Grogan and Anne Kelley
We warmly welcome all families back on campus as we begin the second semester of the year. We hope everyone had a relaxing and restorative holiday break.
Although December seems like it was so long ago, we’d like to thank all the parents who helped with admission events, skating at the Omni and the Candy Bar on the last day of assessments. The kids and parents were happy recipients of your hard work!
Please plan to enjoy the Choral Concert on Thursday, January 5 at 7:00 p.m., as well as the Wind/Strings/Orchestra event on Thursday, January 12 at 7:00 p.m. Both promise to be lovely evenings.
Our first PA meeting of the year will be on Wednesday, January 18 at 8:00 a.m. in the Castle Library. Ben Snyder, Director of the Anderson/Cabot Center for EXCEL, will come to the meeting to discuss the school’s experiential learning and study away programs.
We wish everyone a happy and healthy new year. Please make a resolution to meet someone new to you in the Nobles community and attend or volunteer at one of your class events!
Anne Kelley and Kennie Grogan
Class IV Parent Reps
Happy 2017 and welcome back! We hope everyone had a relaxing and enjoyable break and the students are recharged after some family time and down time.
Tuesday, January 3: School Reopens
Monday, January 16: No School – MLK Jr. Day; Day of Service at Nobles
Wednesday, January 18: 8:00 a.m. PA Mtg in the Castle Library. Class IV Surprise Lunch Planning Meeting directly after the PA mtg in Lower Castle dining room. Join us!
...Shhh! Thursday, Feb. 9: Class IV Surprise Lunch Beach Party!
Every year, each class has a special treat lunch, usually with a fun theme. Our theme this year is Beach Party! This event is hosted by the parents/guardians in the lower Castle dining room. This lunch is always appreciated by the students, who enjoy a break in the middle of the semester to do something a little different and fun. This is a great way to get to know and connect with parents in the class, so we encourage you to volunteer, either in the planning stages or on the day of set up and coordination, or both! We would love to have your help. We thank all those who have already volunteered and were able to attend our planning meeting last month.
Please join us for our second planning meeting directly after the PA meeting on January 18.
Link to the Class IV Surprise Lunch Sign Up Genius
Back in September, our hope was two-fold: (1) that new and returning students would join together to form a cohesive, supportive, serious yet fun class; and (2) that parents would be involved and engaged, share information, get acquainted and participate as fully as their schedules allow. The ultimate goal was for our kids to transition into high school as seamlessly and successfully as possible.
From our vantage point, it appears that this hope has largely become a reality. Our kids have adapted to their new status as high school students with surprising ease and old students have welcomed new ones into the fold to form a cohesive group. New friendships have been formed by both students and parents and we have been gratified by your support for all of the activities we’ve had thus far. We hope you know that your help is highly valued. One of the great benefits of involvement is the wonderful opportunity it presents to share in the lives of our children at Nobles. We hope that you have been pleased by what you’ve seen and that you have been taking advantage of all that the school offers. We thank you for all your support and for your participation.
Catherine Walkey and Deanna DiNovi
Greetings and Happy New Year!
It’s hard to believe that one semester is already gone, and the seniors are now heading down the homestretch of their time at Nobles. We hope that as graduation nears, seniors will find time to reflect upon and appreciate their experience at Nobles. In that spirit, we wanted to share with you some of the annual advice and unique opportunities we offer our seniors as we encourage them to take full advantage of their last semester:
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 it be 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 cliche, 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 6. 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. Here is a link to a website that will provide you with more information about the senior project process. 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. We were particularly moved by the compassion they showed their Class III peers following the tragic death of Jane Song several weeks ago. The support and strength they offered their classmates reminded us all of what it means to be part of a community.
We are looking forward to a wonderful final semester with our seniors.
Kim and Mike
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 we know that time will fly between now and graduation in June.
We hope to see you for our Class I Winter Coffee in the Castle Library on Friday, January 13 starting at 8:00 a.m. We had a great turnout at the Fall Coffee and hope that many of you will join us for conversation and the start of planning for all the special Class I events scheduled for the spring semester: Valentine’s Lunch, Spring Surprise Lunch, Prom, The Way We Were, Senior Party and so on….
Please contact us if you are interested in helping out with any of these events. It’s been a great year to date and we look forward to a memorable, fun remainder of the year for our seniors!
Sherri Athanasia email@example.com
Rikki Conley firstname.lastname@example.org
Sarah Keating Sarahcampbellkeating@gmail.com
Class III Parent Reps
Dear Class III Families,
We hope you have had a restful and enjoyable winter break and are looking forward to all that 2017 brings. January offers much to look forward to including concerts, winter sports, a PA meeting and the MLK service activities.
Our Class III Surprise Luncheon with a “Country Western” theme is Friday, January 27….shhhh. Thank you to all of the Class III parents who have helped in planning the theme, decorations and menu. Rest assured we can still use help from any Class III parent willing to work a shift during the day of the lunch! It is a unique opportunity to be on campus with your child during the school day. If you can help out, please use this link to sign up for a time that works for you.
A few dates to remember:
Tues. Jan. 3: School Reopens
Wed. Jan. 4: All-School Photo
Thurs. Jan. 5: Choral Concert, 7-9:00 p.m.
Thurs. Jan. 12: Class III Surprise Lunch Planning Meeting, 8-9:30 a.m., Castle Study
Thurs, Jan. 12: Wind-String Concert, 7-9:00 p.m., Lawrence Auditorium
Mon. Jan. 16: MLK Day; School Closed/Optional Day of Community Service
Wed. Jan. 18: Parents’ Association Meeting, 8-9:30 a.m., Castle Library
Fri. Jan. 27: Class III Surprise Lunch
Sat. Mar. 4: Class III Head of School Dance (required attendance)
Fri. April 21: Class III Parent/Guardian Coffee
Fri. May 19: Class III Parent/Guardian Social
Please continue to check the Nobles website and Friday newsletter for updates and additional information. We welcome your questions and feedback and hope to see many of you at the upcoming PA Meeting on January 18.
Your Class III Reps,
Heather Markey (Will Zink’s mother)
Susie Winstanley (Allie Winstanley’s mother)