Mr. Barter immediately caught my attention with his reference to Thomas Friedman, who I’d heard on NPR live from Boston last week.  I was very impressed with Freidman’s perspective on global education, and one of my favorite quotes from the program “On Point” was, “It’s never been harder to find a job…It’s never been easier to INVENT a career” along with, “Ninety percent of jobs are not outsourced to China—they are outsourced to the past.”  This morning, Mr. Barter talked about creating a curriculum for gifted learners and piqued my interest with the fact that 50% of Speyer Legacy “scholars” receive some kind of tuition assistance.  Indeed, this and other references to our country’s destiny and a sense of democracy permeated the discussion.

There are some wonderful words that surfaced from speakers today:  creating, collaborating, conversing, committed, passion, and magic.  One parent, Mica Vanterpool, explained that at Speyer, the school “celebrates intellect and integrity” and about that time I realized the name of the school is pronounced like (in)spire.  In fact, the June 2011 newsletter, “The Legacy,” highlighted an “IN-SPEYERED EVENING,” a nice play on words.

What I learned from the initial overview from Head of School, Connie Williams-Coulianos (as documented by the U.S. Dept of Ed in 1993 in the report, National Excellence: A Case for Developing America’s Talent) is that only two pennies out of each $100 are spent on elementary and secondary education for gifted and talented children in America.  As a result, intellectually gifted students can “experience underachievement, perfectionism, procrastination, and stress.  Certain types of depression may be more common among gifted learners, and these children may even face a higher risk of suicide” (as reported by Daniel Brewer, Chief Advancement Officer: dbrewer@speyerlegacyschool.org).  Speyer Legacy is a direct response to this gap in our attention on “advanced learners” and seeks to provide:

*specifically-trained teachers who embody lifelong scholarship

*a challenging curriculum, regardless of age, in accelerated/enriched learning

*reflective, analytical skills with social/emotional development

*a global view of interdependence and participation with a “sister school’ in Kenya, Africa

*student “voice” in curriculum decisions and directions

I was impressed to see these ideals embodied in the actual classroom activities—one teacher discussed with students how the leaves they created were made with “the same materials” but that each is actually unique and different; another instructor led a thoughtful class meeting about a recent situation of bullying.  I noticed a “Class Contract” on one of the walls (a practice we taught when I was a Program Coach for Emotional Literacy with Yale University) and heard another student echo, “I’m A Work-in-Progress!” several times, almost like a mantra.  I also caught a glimpse of one of my favorite books (which I taught to 6th graders at the Professional Children’s School), Walk Two Moons, by Sharon Creech, and was touched by the unique artistic angles of self-portraits displayed above a 4th grade chalkboard.

I have to compliment The Speyer Legacy School for the outreach, enthusiasm, and professionalism modeled today, on this grey morning in October.  A prestigious school on the Upper East Side (which will not be named at this time) would not even let me in the front door to visit with an admissions person or introduce myself—an experience I will never forget.  Speyer Legacy is fueled by the vision to change the world we live in through inspiring and supporting gifted learners—and these educational visionaries believe it is advanced learners who will become our future leaders.  Perhaps my one concern I felt about Speyer Legacy is the definition of a “gifted” kid.  At my learning center, I express that part of my mission is educating students (and others) that, because the brain is built with multiple angles of intelligence, each of us is gifted.  Upon reading every word of their materials, I could not uncover more information about how “advanced learners” are identified.  Ms. Williams-Coulianos, in an interview with New York Family, explained that “We view the results of standardized tests as only one source of information to be considered in conjunction with information from other sources” but those are not yet clear to me.  As an educator who is fairly anti-IQ assessments and instead promotes SEDL (Social and Emotional Developmental Learning) and supports the Highly Sensitive Student, I applaud the effort of Speyer to “require thoughtful attention to…social/emotion development because of heightened sensitivity and vulnerability in settings where their usual cognitive profiles are misunderstood.”  Certainly, there are perhaps no words more important on an educational document than Speyer’s acknowledgement that “The life of the mind is inextricably connected with the life of the heart.”

In full-circle serendipity, I felt a jolt when returning to Brooklyn on the C-train while reading an article in the Education section of The New York Times called “School for the Gifted, and Only the Gifted.”  In it, I discovered that one of the “high-powered mothers” who helped to launch this very school (along with educational philanthropist, Dr. Kelly Posner Gerstenhaber—) is Malena Belafonte, daughter-in-law of the singer Harry Belafonte…As I got ready for this breakfast this morning, I listened to an interview on NPR about this star, who—instead of attending class—was a janitor, mopping floors like Charlie Chaplin.  Like 20% of gifted students across the nation, this young man was a Harlem high school dropout who found his way to the stage through a free ticket—and was moved by the special silence he heard in the audience.  Ironically, I’m just not sure that this Civil Rights activist or vocal artist would be identified as an “advanced learner” by an organization like Prep for Prep or a school like Speyer Legacy.  We can only hope that the vision that I glimpsed today is just the beginning of a whole new way of educating—and learning…for all.

GAME*MAKER:  a workshop for students ages 14-18 yrs with interests in game design and mobile technology sponsored by the National Science Foundation–from Sept 29th-Oct 29th, 4-6pm on Thursdays and 12-2pm on Saturdays at the Eyebeam Art + Technology Center–540 W 21st Street.   Just $25 for all ten sessions, but reservation required:  Contact Ingrid Erickson at lerick@gmail.com.

ART UNDERGROUND:  Every artist has a story.   Join MoMA Teens at 4pm on the first and third Fridays of the month, from October-April, for documentary and fictional films about artists’ lives, with activities that range from studio workshops to discussions with filmmakers–open to 120 kids from 14-19 years, with student ID.  Email teenprograms@moma.org for more info.

ART OF THE GRAPHIC NOVEL:  A Free Event for Teens (Ages 11-18) on Saturday, Oct 1st, 2011 from 2:00-3:30pm, featuring Gareth Hinds, author and illustrator of his graphic novel, The Odyssey–hosted in the new graphic novel collection at the Nolen Library of the Met.  Questions and registration?  Email nolen.library@metmuseum.org.

TEEN PROGRAMS AT THE MUSEUM FOR AFRICAN ART:   Mobile Storytelling Teaching Intern, Teen Digital Advisory Committee at the Brooklyn Museum, Youth Ambassadors Internship Program–all details to be determined.  Contact Dan’etta Jimenez, Youth Programs Coordinator at #718.784.7700, ext 126 or email djimenez@africanart.org

AFTER SCHOOL TEEN PROGRAM at the Children’s Museum of the Arts:   Classes instructed by professional teaching artists on M-Th.  Check out a variety of opportunities to learn new techniques in Sculpture, Japanese Art, Puppetry for Theater & TV, Radio Show Podcasting, Screen Printing/Jewelry/Costume Design, Photoshop, Sound Studio, Fashion, & Filmmaking!  Fall Semester from Oct 3-Dec 16, Fee $500.  Visit www.cmany.org for more info.

TEEN ART LABS & AFTER SCHOOL PROGRAM at the Rubin Museum of Art:  Free opportunities to discuss art critically with professional artists on Mondays and Thursdays from 4-6:30pm.  Apply online at rmanyc.org/teens by 10/1.

NYC TEEN DESIGN FAIR:  Meet Tim Gunn and top designers from all fields on Tuesday, Oct 18th from 4:00-6:30pm.  The event is free but space is  limited and registration is required:  http://cooperhewitt.org/education/youth-programs !

TEEN PHOTO CONTEST–NEW YORK STORIES:  The Education Dept invites high school students to submit original photographs which document the people, places, and stories that represent and distinguish their communities, both inside and out of NYC.  For additional info, visit www.The JewishMuseum.org/EdContests.  Entries must be received by Friday, Jan 20th, 2012.

HIGH SCHOOL VIDEO WORKSHOP:  Free–Ten Sessions, Thursdays beginning Oct 27th from 4:30-6:30pm.  Contact teenprograms@thejm.org

HIGH SCHOOL FILM FESTIVAL:  December 6th, 8th, & 9th from 10am-1pm.  Students view award-winning documentaries that examine issues such as identity, culture, and tolerance.  Each day is FREE with post-film discussions and a pizza lunch!  Visit TheJewishMuseum.org for more info.

ART SLAMS:  Friday nights packed with art-making exclusively for young artists from 13-15, from 6:30-8pm, for just $5.  Check out cmany.org at 103 Charlton Street, NYC–special Halloween program on Oct 28th with vintage-inspired scary movie posters, costume design, and the 1931 film of Frankenstein!

PORTFOLIO REDEFINED–For High School Students Preparing an Art & Design Portfolio for College Admission:  Saturday, Oct 1st at the Museum of Arts and Design, 2 Columbus Circle, 9:30am-4pm.  Free to attend!  Register at www.portfolioredefined.eventbrite.com.

COMICS, ZINES, AND THE LIVES OF TEENS:  With cartoonists and writers Jessica Abel and Dash Shaw on Friday, Oct 14th from 4-6pm at The Whitney Museum of American Art, 945 Madison Avenue & 75th St.   The event is free but pre-registration is required at youthinsights@whitney.org.

FALL PHOTO CLASSES at the  International Center of Photography:  Black-and-White, Color Film, and Teen Academy Imagemakers for grades 9-12.  Visit www.icp.org for more info.

Here’s to all kinds of  art–please spread the good word to our young people–thank you!!

Last Sunday, I walked along Atlantic from my home in Cobble Hill in the autumn sunshine and hung a left when I saw the sign for Hanson.  Tucked on a sweet side street called St Felix, the Brooklyn Waldorf School is located inside an old-fashioned building that immediately feels like home.  Established in 2004, Brooklyn Waldorf serves families with children ages 3 through Fourth Grade, with plans to unfold a new grade each year, through Grade 8.  I had not heard of a Waldorf educational model before learning of this open house, but my sister (a librarian in PA) mentioned that she had visited a Waldorf School in Pittsburgh (http://www.waldorfpittsburgh.org) as an alternative option for her very sensitive and bright daughter when they moved (there are 900 Waldorf schools in 83 countries), explaining that teachers incorporate a great deal of “sensory experiences” into their lessons.  I had no idea how true that theme would become through my tour that afternoon.

When I entered the unassuming doorway, a young admissions rep named Tess greeted me with a smile and checked off my name from her list.  Tess gave an overview of the school and invited us to spend as much time as possible in each classroom.  Immediately struck by an enticing aroma of lavender (or thyme?), I followed my nose into the pre-K classroom, painted a peaceful peach and filled with sunlight from the street.  While the teacher talked about making applesauce and candles with the children, I looked around at the community table, toys, dishes, and pine cones that bordered the classroom—though it seemed more like a life-size doll house from my dreams.  A soothing voice outlined the daily routine to prospective parents, and when the teacher said that they start the day by lighting a candle and reading a poem together “just about the joy of being alive,” the story was instantly over for me:  I wanted to press the ‘rewind button’ and live my childhood over again….Here.

I wandered upstairs and became even more enamored with the cozy classrooms with views of tree-lined Brooklyn streets framed by soft cloth curtains.  Every chalkboard was intricately decorated with a scene illustrating the theme of that week, much like a page from one of my huge picture books from home.  A riddle on the 2nd grade chalkboard asked, “Why should you not tell secrets on the farm?” and of course I had to discover the solution, so the teacher shared the answer with a gentle smile, “Because the corn has ears and the potatoes have eyes.”  I marveled at the colorful cursive letters of the alphabet and enchanting characters in chalk before continuing on my journey upstairs to the 4th Grade classroom.  This teacher had similar artwork on her black board, so I inquired further about each educator’s background, discovering that the Waldorf model is one that encourages both students and teachers to develop their gifts.  Each grade has a “humanities theme” for the year, starting with fairy tales and moving into myths, fables & legends, and spiritual stories from the Old Testament/Torah.  Somehow, hearing this background made me feel as if I was surrounded by all of my old, favorite friends and have to admit that the joyful creativity of each class was almost palpable.

What’s also especially impressive about Brooklyn Waldorf is the attention to detail not only with creativity in the curriculum but also grammatical details.  As I read some student samples of stories, it was obvious that there is an eye for exactness, and the Fourth Grade teacher confirmed teaching the foundational basics as components of a wholistic language approach to complement the exciting concepts.  This information was confirmed by a handout of the Third Grade Syllabus which read, “Sept 9-Oct 2:  Daily painting and writing of the days of creation from Genesis.  Introduction to grammar, parts of speech, spelling, and punctuation through the stories of Adam and Eve…Gardening and harvesting, cooking.”  The Brooklyn Waldorf education integrates music with math, movement with language, responsibility with jobs, nature with trips to the park (rain or shine—).

There are additional tours this year, and I must encourage you to make time for one of them:

November 8th (3-5pm)

November 16th (6-8pm)

March 8th (6-8pm)

I wanted to join the circle of parents in the meeting at 4pm in the beautiful open room of windows, wooden floors and ballet bars, but it was time for me to go—and yet, I must say…I do hope that I return someday.  Seeing Brooklyn Waldorf was an experience I planned in order to help my clients, but I must admit that it mostly reassured and inspired me—if I ever have a daughter, I know there’s an educational option where we wouldn’t just feel “safe and supported” in this eclectic borough of Brooklyn:  the Waldorf School is a place where I know we would wake in anticipation of joining every day.  When I got home later that evening and my mom asked, “How was your tour?” I replied, “I would beg, borrow, and steal to get my future daughter into that school—it was a dream!”

Luckily, you don’t have to resort to those methods:  probably the best part of this independent school, originally designed by Rudolf Steiner in 1919, is that it is committed to diversity through their “Three Tier Tuition.”  Read more on their website (www.brooklynwaldorf.org) about this unique and nurturing educational environment that “…responds to the developmental phases of children, fosters academic success as well as emotional and social intelligence, and connects children to nature and their communities.”

While I’ve taught a full semester of sophomore English in the Upper School and served as a substitute for over three years, it just made sense to jump on the bandwagon and observe what it’s like to see Packer “from the outside, in.”  Before reading on, you must know that I am completely prejudiced when it comes to this particular topic—Packer is not only a beautiful, old school nestled on a tree-lined street in Brooklyn Heights, it’s also become a sort of “second home.”  If I had found Packer while teaching in my 20′s, it’s fairly certain I would have settled in and never left…As it is, I was tremendously honored to serve both as sub and as interim teacher for my dear friend and late Prep-for-Prep colleague, Linda Gold.

Needless to say, there are poignant memories for me inside this ivy-covered landmark building, established in 1845 as the first private school in the city for young women.  Becoming co-ed in 1972, Packer now celebrates both history and diversity in its eclectic student population—and I can attest that its hallmark achievement, beyond the lyrical and lovely aesthetic, is that this is a beehive of intellectual curiosity.  Packer kids love to challenge ideas while at the same time supporting each other’s journey:  the Mission states that the school wants students to “Think Deeply, Speak Confidently, To Act with Purpose and Heart.”

And that’s exactly what the administrators did when they presented introductory speeches to those visiting this past Tuesday morning.  Jason Caldwell, Director of Admissions for the Middle/Upper School, demonstrated an uncanny sense of ‘emotional literacy’ by asking attendees about their level of discomfort and then sharing how he too was initially unsure about the school when he interviewed—but quickly found that Packer was both welcoming and warm.  Susan Feibelman, Upper School Division Head, and Bruce Dennis, Head of School, also shared their past educational experiences and connected to Jason’s love of movies—which became a thematic thread demonstrating the school’s strength:  cutting-edge creativity combined with intellectual connection.

Standing on the stage of the set for The Tempest, the Upper School’s fall play, these administrators acknowledged that the academic journey can be a little “intense” at times, but they highlighted the truth about Packer:  in many ways, this community offers an “eye in the storm” that looks both out to the world in service and into the soul of learning.  I warned you that I’m biased—yes, there are parts of Packer that could be improved, but that’s for another column.  Today, what I can tell you is that I wore a name tag with pride and sat in the back row with a smile, both impressed and intrigued.

Leaving Packer, one of the Admissions reps stopped to ask me how things went, and I smiled with reassurance, giving her a “thumbs-up” and said, “A+!”  Like many of their students, the faculty and staff had presented the school’s external appearance with polish and finesse—but at the same time offered an inner authenticity that is accessible and rare in this competitive city.  Pushing the heavy oval door into the brisk autumn air, I wished that I could linger to hear the Student Panel or pop in for one of the many college visits scheduled that day or just read in the cozy library beside Richard Brownstone, a wonderful gem in the English department—and perhaps that is what is best about Packer:  the experience, though mixed with the highs and lows of real learning—is still one that, no matter how old we grow, we don’t want to completely leave behind.  Although it was time to re-emerge into the bustling streets of Brooklyn, I walked out of Packer Collegiate Institute both renewed and energized…

Situated just off Court on 195 State Street, A. Fantis Parochial School (www.afantis.org) looks much like a storefront posed on the edge of the part of town nicknamed “MetroTech.”  Trying to dismiss this cold impression, I attempted maneuvering past a deliveryman in the doorway as about fifteen little ones ran down the stairs, shouting in plaid uniforms.  Backing up against a wall to accommodate other parents emerging, I followed my nose upstairs, where coffee and pastries withered on a small table in a cafeteria-style auditorium.

Feeling a bit awkward, I looked for an “in”—perhaps a flier, a teacher wearing a name-tag, educational handouts, or even a posted agenda.  No such luck.  I couldn’t discern exactly who was the principal and who was a parent, and while it was obvious that one of the individuals was discussing admission, there was no clear information about just what was happening or what I could do to see the educational environment provided for children.  Glancing around for any clue, I noticed that a few of the adults were holding manila folders, nodding—but even the idea of a cookie couldn’t keep me:  I had important errands to run…despite the chilling rain.

It would have been nice to learn more, as A. Fantis Parochial provides educational opportunities for pre-K through 8th grade, but it seems that this was anything but an “open” house:  apparently, there’s a code that I couldn’t quite crack about this particular school culture.  The best thing I can say about this experience is that I took notes—lessons can be learned from any “rainy-day dead-end.”   It might have just been a refresher, but first impressions really do matter, and you have to feel welcome at the front door…or it’s probably best to just move along.  Perhaps what I can provide in my investigative educational endeavors is that I’ve saved you some time and energy.  My hope is that A. Fantis Parochial School will soon be forgotten, much like my soggy, rain-drenched gloves…

When I arrived at 55 East 84th Street for the annual open house, the line wound around the block, and I said shyly to a mom standing next to me, “Nice that it’s not raining today!”  She smiled in response, and soon we started chatting about her family:  the eldest son attends Xavier and the quiet 8th grader beside her is currently enrolled at a neighborhood school in New Jersey.

This mother provided a brief glimpse of the application process at Regis:  basically, boys are invited to apply if they have demonstrated leadership potential, proven academic excellence, and practice Roman Catholicism.  Just as we began delving into whether there are other religions represented at this school, two very articulate young men approached and asked if we had any questions, so I jumped right in…

After several inquiries about favorite classes and teachers, I explored the topic of discipline with “Enrique,” who told me about JUG:  “Justice Under God,” a fitting and somewhat humorous title for detention.  I dug deeper and questioned, “What if you don’t know the line for respect—perhaps you engage in a class discussion and become passionate, but the instructor thinks you’ve been disruptive or even disrespectful?”  Enrique blinked once and instantly replied with a grin, “If that’s your personality, I highly recommend joining our debate team—” whereupon he shared details about his latest speech meet at Staten Island.  Of course I found myself shaking my head in admiration at this gregarious young man in his royal blue blazer, funky black glasses, and cardinal-red tie who absolutely “sold me” before I ever entered the building.

The hour on line spun by quickly while we enjoyed the polite and engaging responses of three different freshmen, and then we were ushered into an atrium, where we waited again for a welcome speech inside a cozy auditorium.  One of the school’s administrators presented a slide show that made me laugh at several junctures as he made light of the history and tradition of this selective school with graduates from the likes of Yale, Brown, and the United States Naval Academy.  Established in 1914 by Father David Hearn, Regis is the only private high school in the country that is free-–a vision fueled by Jesuit priests who modeled their approach to teaching on St. Ignatius Loyola, who had “an abiding faith in the power of education to transform students’ lives…and desired that Jesuits run tuition-free schools available to all students who were qualified—’for everybody, poor and rich.’ ”

Walking through the sunlit halls painted yellow in this landmark building, a sense of goodness and order permeates five flights of old-fashioned classrooms filled with straight rows of green desks and views of tree-lined streets on the Upper East Side.  There is a deep echo of history and legacy here, and as I passed the debate trophies and athletic photos from many decades ago, a memory of Dead Poets Society seeped into me.  “The Boys” spoke of studying hard but of balancing their lives to accommodate homework with other activities—one young man admitted that he found the schedule grueling to arrive home at 8pm every night in Brooklyn, after soccer practice, but this articulate freshman seemed much older than his years as he expressed learning how to juggle the demands of a being a winning scholar/athlete.  Standing on the polished oak floor of the basketball gym with ancient pendants behind him, I imagined so many other young men before “Tim”—had much changed besides an account on Facebook?  Yes, the school is now wireless, with 150 new computers and 23/25 rooms sporting smart boards—but what abides at Regis High is a sort of a timeless intellectual curiosity mixed with very humble pride.

There are no transfers so you get only one shot, but it’s not accurate that 8th grade boys have to be invited to apply—our student tour guide encouraged us to pick up an application on our way out of the building, and I felt myself wishing that someday I too could have a son who would take a tour and feel the power and majesty of this exciting Jesuit tradition.  Alas—as a Baptist minister’s daughter, the chance that I will convert into a practicing Roman Catholic are rather slim, but “The Boys” gave me new hope on an old holiday that America is still a land of opportunity if one is willing to work hard.   I left Regis feeling a little regal—proud to be in such an eclectic city that provides, still today, a free private school which educates “Men for Others”—and I won’t soon forget the bright smiles of these bright young men, with their tentative confidence and eager desire to reach out.