~ Ed Glassman, Director of the Center for Entrepreneurial Leadership
"Independent schools traditionally determine success by whether you get into your favorite college. CEL turns that on its head."
Inspired School Marketers interviewed SCH’s Ed Glassman for their “The Sparkcast,” a podcast providing brilliant ideas and brain food for the private school market. We invite you to enjoy the full recording here. Highlights and excerpts follow.
According to the U.S. Department of Labor, 65% of today’s grade school kids will end up in a job that hasn’t been invented yet. Ed Glassman is Executive Director of Springside Chestnut Hill Academy's Sands Center for Entrepreneurial Leadership where they have developed a program that takes on this paradigm and “embodies a bold and innovative vision that challenges the constraints of traditional education, preparing students to change the world through an entrepreneurial mindset—a mindset of curiosity and courageous creativity.” The Sands Center for Entrepreneurial Leadership at SCH strives to develop students who will shape this uncertain future.
~ Polly Kimberly, Associate Director of College Counseling and Upper School Diversity Coordinator
“By using our words, our very breath to tell each other’s stories, we not only acknowledge but honor each other’s humanity.”
My friend Zukiswa and I have a lot in common. We are both mothers of three boys, we are educators, we are vegetarians, we are passionate about chocolate. We met this past June at the Narrative 4 Global Summit in Limerick, Ireland, where I was invited to give a presentation on the Student Facilitator training we’ve developed in the Upper School. Four days later, Zuki and I were calling each other “Mama” and had shared intensely personal stories with each other. Since we’ve returned from the summit, we’ve been in touch by email many times to check in about the multiple threads of our lives we shared during the conference. I hadn’t formed such a close friendship in a long time, and it felt amazing, particularly because we made this strong connection across a lot of differences, too. Zuki lives in Port Elizabeth, South Africa, where she helps to run an after-school art program, which is how she became involved with Narrative 4. As a Black woman, she still feels the after-effects of Apartheid on a daily basis. She does not have easy access to healthcare, which meant that her C-section deliveries were complicated and scary. At age thirty-six, her trip to Limerick, Ireland for the Narrative 4 Summit was her first ever vacation. She has a gorgeous South African accent and a prodigious vocabulary; everything she says sounds like poetry.
On the day we planned to have Science in the Woods, it was a muddy 50 degrees in January. What to do with all this mud? Should we postpone our outdoor session? The kids would just get dirty, and not all of them were prepared with the right clothing. We went out anyway and I used the weather to my advantage. “Nature is always teaching, as long as you are paying attention.” I learned that from the wilderness school where I used to teach at the White Pine Programs in Cape Neddick, Maine. And as Julie Lythcott-Haims said in her recent parent program at SCH, we must find ways to encourage unbounded curiosity and independent thought in our students. Science in the Woods provides students with ways to learn about natural history, and science, yes, but also respect, thoughtfulness, decision making, preparedness, resilience, courage, and self-reliance. On this particular day, I used mud, water, and the cold to teach these lessons.
~ Bethany Meyer, Middle School Administrative Assistant and mother of four boys at SCH
“Your job is cocoa.”
It’s the only thing I remember from any Back-to-School Night that I’ve ever attended. To date, I’ve been through 29 of them.
“Cocoa,” Ann Dimond announced to the fresh crop of 1st grade parents in her classroom. With a four-week-old baby on my shoulder—my fourth in seven years—I was deliriously tired, sufficiently overwhelmed, and desperate for parenting hacks. Ann’s 25 years of teaching experience more than qualified her.
“When your son comes home from school, pulls out his homework, and proceeds to tell you that it’s too hard and he needs your help with it, tell him, ‘Gee, that sounds rough. Can I make you some cocoa?’ Because I don’t send anything home that we haven’t already done in class. He’ll tell you he’s never seen it before. He’ll tell you he doesn’t understand it. The work isn’t difficult, and you’ll be able to help him easily. I ask you instead to offer him cocoa. The work is his. His homework. His to understand. His to complete. His to turn in. His to muddle through. Would doing it with him get him through it faster and make your life easier? Short-term, yes. But you’re not doing him any favors in the long run. Now that your son has homework, your job is cocoa.”