“Let us then try what Love will do.”

William Penn, 1644 – 1718

            Quakers have a long and storied relationship with the theme of peace.  In fact, the Religious Society of Friends was born out of a time of civil war and religious strife in England in the 1640s and 1650s.  Many of us are familiar with Quaker Founder George Fox’s declaration of 1660, made to King Charles II of England, to refute the charges that Friends were involved with a plot to overthrow the King.  In it Fox said, "We utterly deny all outward wars and strife, and fighting with outward weapons, for any end, or under any pretense whatsoever; this is our testimony to the whole world…The Spirit of Christ, by which we are guided, is not changeable, so as once to command us from a thing as evil, and again to move us onto it; and we certainly know, and testify to the world that the Spirit of Christ, which leads us into all truth, will never move us to fight and war against any man with outward weapons, neither for the Kingdom of Christ nor for the Kingdoms of this world…Therefore, we cannot learn war any more."  And, with this declaration, the Quaker peace testimony was born from the belief in the divine spark in everyone and the New Testament teachings of Jesus to love one’s enemies.
          Students at Penn Charter have learned about the peace testimony and understand the long history of Quakers protesting wars, opposing government and economic policies that support armed conflicts and refusing to bear arms
The Peaceable Kingdom (c. 1834) by Edward Hicks

in the military if drafted.  Our students understand that Quakers seek to resolve conflicts peacefully, and they can point to many quotes about and symbols of peace.  The greater challenge comes in thinking about peace as more than the absence of war.
          Dr. Martin Luther King Jr. said, “Peace is not the absence of war but the presence of justice.”  I think kids understand the idea of peace, but the concept of justice is much more complex to teach.  Justice involves a sense of integrity and fair dealing in all that we engage in socially, economically and politically.  Adding to the complexity of studying peace and justice are the various levels about which we need to think:  individually, as a resident of Philadelphia or of the United States, or as a citizen of the world.  This is where I start to get overwhelmed about how to think about the peace testimony with our children!
          What helps me to get centered again is reflecting on what a testimony really is.  Quakers believe that testimonies are a way to “bear witness”; testimonies are not a creed or set of behaviors.  This means that Quakers are called to be a witness to peace in their everyday lives as they build relationships within their family, at work, and within the larger community.  While most of us are not members of the Religious Society of Friends, I think this is something to keep in mind as we think about peace and teach our children to be peacemakers.  We can all learn to move beyond fear in the face of conflict and to think creatively about alternatives.  We can see conflict as an opportunity for growth and clarity, and we can role model this for our children.  For me, thinking and talking about peacemaking on a personal level makes this theme so much more real.  I encourage you to read, “21 Tips on Personal Peacemaking” by Lynn Fitz-Hugh in the Director’s Links section of this newsletter.  This article from Friends Journal really has helped me to think about the theme of peace in a significant way.
          Peace… the notion seems remarkably simple sitting here on the front porch of my tiny cabin in the mountains looking at a cerulean blue sky with cotton-ball clouds floating by.  But, it seems to me that achieving true peace is extremely complex and may be somewhat elusive given the complexities of the world today.  Having said that, I also truly believe that each of us can make a difference.  I look forward to unpacking the concept of peace with you and with our children.

Beth Glascott
Director of Upper School  

Catherine Ezzo
Interim Chair, English Department
(Contributions from Jesse Dougherty and Cheryl Irving)

Inspired by the TI-Nspire
          The rule of four in mathematics teaching suggests that mathematics be approached in algebraic, graphical, numerical and verbal ways.  For much of the past, mathematics teaching and learning focused largely on the algebraic methods.  With the introduction of the graphing calculator, more time and focus was spent on interpretation of graphs.  A later feature of graphing calculators introduced tables of data.  With these tables of data, teachers and students had a means of efficiently using numerical methods.  Now, for the first time in handheld technology, there is a device that allows students and teachers to use the rule of four.
          The TI-Nspire (Computer Algebra System) is a device which is document based, and which dynamically links different representations of mathematics. This dynamic linkage means that a change in a function rule immediately changes the graph of the function.  Students may grab the graph of a function and drag it around on the screen.  As they drag the function, the equation of the function will change.  (See diagrams below)

          On a geometry page, grabbing and moving a figure around will allow students to capture data about the movements onto a spreadsheet.  The data will automatically be entered and students can then investigate the data.   (See diagrams below)
          

          The ability to display various representations in a linked environment will enhance student learning of mathematics.
          The document-based nature of the device allows students to save work.  This ability to save work means students will not have to re-enter commands and data.  The device has 20MB of memory compared with the current 2.5 MB on the TI-89 Titanium or 480K on the TI-84 Plus.  This additional memory means much more work can be saved.  Applications can be pre-written for students so they may work at their own pace in discovering concepts.
          Penn Charter will implement this device over a two-year period.  In 2008-2009, students in Algebra I, Algebra 2, and Pre-Calculus classes will be using the TI-Nspire (CAS) device.  The following academic year, all Upper School mathematics classes will be using this device.  This summer Tony Farrell, Bob Gordon, Dan Hajjar, Brian Mc Closkey, and Bob Napp attended workshops on this new technology.  It is an exciting time to be teaching and learning mathematics at Penn Charter.

Anthony Farrell
Upper School Mathematics

Online Alcohol Education
          This fall, Penn Charter has added additional alcohol prevention to its curriculum for the 2008-2009 academic year. All freshmen will be asked to complete the program as part of the 9th grade Health & Physical Education curriculum. The program, AlcoholEdu for High School, is an online course designed specifically for the high school students. The course is an interactive, Web-based experience focused on providing students with the tools they need to make safe and healthy decisions about alcohol.  According to a 2004 report by the National Research Council and Institute of Medicine, alcohol is the number one drug of choice among American teens – used more than any other illicit drugs.
          AlcoholEdu for High School takes a non-opinionated approach, integrating proven prevention techniques into a science-based curriculum. The program uses a variety of media to engage students, including audio, interactive exercises and knowledge tests.  The program also includes three confidential surveys that provide success measures for the school, as well as aggregate data about the student body to help enhance further prevention efforts.
          Penn Charter also implements a comprehensive, age-appropriate alcohol educational program throughout its pre-K-12 health curriculum:  Freedom from Chemical Dependency, a prevention/education organization, provides a week-long program for Middle School students and parents; and each year in the Upper School, alcohol-based informational presentations and speakers are part of the yearly assembly program.
          Adults in the PC community are invited to try the AlcoholEdu program by contacting me at dfoley@penncharter.com.

Debbie Foley
School nurse, health teacher

Boosting Brain Power for Success

“Practice is the best of all instructors.”
Publilius Syrus

          As the school year starts anew, parents partner with school personnel to help children grow and thrive.  It is important for parents to know what the expectations are and what the current research says about best practices for optimal learning.  Here is what to expect in Upper School and what you need to know to support your student.
          In the first trimester of ninth grade, all students participate in a weekly Effective Learning Skills course to learn traditional study skills and computer skills to practice throughout their time in Upper School.  Many concepts are introduced and reviewed, including two very important ones: information about the brain and learning, and the importance of good executive function skills.
          At a the annual International Dyslexia Association (IDA) Conference in Philadelphia last year, Peter Wiley, a psychologist at CHOP, remarked that executive functions, or “getting your act together,” have become more important and challenging in schools for many reasons. Students today have more homework, more long-term projects to manage, more scheduled activities and more competing temptations and distractions, especially with video games and social networking on the Internet.  Wiley believes that parents and teachers must accept that they have to function as the child’s frontal lobe (Organizer) much longer than they may wish; they can withdraw their support as the student learns to manage, usually much later than we think.
          Time management and organization are key, and the following are ways you can assist your student.  Help set a consistent time and place for students to study each day at home.  If needed, help them create a homework plan.  Understand their class schedule and encourage them to plan ahead.  Begin with a to-do list for the evening identifying what is realistic and must be done for the next day.  We advise students to print the class syllabus at the beginning of the week and clip it in their planners. At the same time, students should consistently write assignments in their planners, with arrows to due dates or test dates. Once a week, remind students to clean out their backpacks and reorganize papers.
          Students are usually very interested in learning about the brain and how it works, particularly their own brain.  In recent years, there has been astounding research, including imaging, regarding the brain and learning.  Some of the basic principles students learn and discuss are listed here:

- Each brain is unique
- Learning engages the entire physiology
- Search for meaning is innate
- Remembering comes through patterning, practicing and exercising
- Emotions are critical
- The brain needs focused attention and rest (sleep)
- Questioning is important for “active processing”
- Learning is enhanced by challenge; inhibited by stress

          Learning consultant Terry Matlin encourages slowing down the brain to accomplish tasks, admittedly a difficult skill to practice.  Students should begin studying as early as possible, creating a doable checklist that incorporates small breaks, focuses on what is most important and winds down before bed with quiet reading, etc. The more routines a student can build into habits, the more automatic the tasks will be.
          Learning about the brain and how it works equips students with an understanding of their own unique learning abilities.  Students learn the basic principles of learning styles, multiple intelligences, executive functions and much more.  Each student writes a personal learning profile and preferences paper that sets goals and designs strategies to help define how to maximize strengths and practice study skills.  Have students share their finished profiles with you. This way, we all can learn how each student is smart in their own unique way.  At the same time, parents and faculty alike can support the diverse needs of our learners, realizing that all of us vary in readiness, abilities, interests and skills.  Through our combined efforts, we can be assured that our students will have the tools to successfully boost their brain power.
          For more information about the brain and learning, please visit the following websites:

www.allkindsofminds.net
www.brainrules.net
www.funderstanding.com 

Dana Toedtman
Learning Specialist

 Ed Foley is in a new position as Associate Director of Boys Athletics, joining Tori Small in her new position as Associate Director of Girls Athletics.  A graduate of Penn Charter, Ed has a BS from the Wharton School of the University of Pennsylvania and comes to us from a career in business.  Ed has been a coach for both boys and girls sports with the St. Philip Neri CYO and for 11 years, the head coach for the Philadelphia Little Quakers.
 Michelle Friedman, who served as a long-term substitute last school year, will return to teach 9th and 11th grade English.  She has a BA in English from the University of Pennsylvania and an MA and PhD from Bryn Mawr College. Michelle has also taught at Temple University, Haverford College and Lehigh University.

 Mary Bear Shannon will teach Upper School social studies for this year while Sarah Sharp is interim Social Studies chair. Mary has a background in public history; she worked at The Constitution Works and at the Pennsylvania Humanities Council before turning her attention to secondary education.  Mary has a BA from Whitworth University in Spokane, Washington, a masters in history from Temple University and a secondary education certificate in social studies from Widener University.
 Antonio Williams is the new Mathematics chair.  Previously, Antonio was the math department chair at Packer Collegiate Institute in Brooklyn and served in the same position at the Wardlaw-Hartridge School in Edison, N.J. Antonio holds a bachelor of science from the University of Maryland in aerospace engineering and an MBA in finance from Columbia Business School.  Anthony Farrell will continue teaching Upper School math and will be the boys varsity cross country coach.
 
Other Notable Changes
         Kevin Berkoff joins the Penn Charter faculty full time.  In addition to his background in aquatics, Kevin holds degrees in environmental science and outdoor education.  He will teach outdoor education in the Upper School in addition to various aquatics courses.  Kevin will also be teaching Middle School science.
          Paul Butler has been named Director of Athletics & Athletic Planning.  In this new position, Paul will focus on the development of overarching departmental policies, the recruitment and supervision of coaches, the recruitment of student-athletes, and athletic development projects.  The day-to-day management of girls and boys athletics will be managed by Tori Small and Ed Foley.
          Catherine Ezzo will be the interim English department chair for the 2008-09 academic year, during which time a full search will take place.  Jesse Dougherty, former English department chair, is the new director of the Upper School at Friends Select School.
          Debbie Foley is being assisted in the health office by three part-time nurses. Carol Simpson, a staff nurse in the Oncology/ Hematology Clinic in Children’s Hospital, is working two days a week at Penn Charter. Carol has a BS in nursing from the University of Scranton. Mary Elizabeth Mangan is also working two (or more) days a week at Penn Charter. She has most recently worked as a substitute staff nurse in the Upper Merion School District, and has a registered nurse diploma and a BS in nursing from St. Luke’s School of Nursing in Bethlehem.  Stephanie Sidlow OPC ’96 will work on Mondays. Stephanie has a BS in nursing from Georgetown University and a master’s in nursing and health care administration from the University of Pennsylvania. She is currently a part-time faculty and clinical instructor at Villanova University’s School of Nursing.
          Ruth McGee will be moving from Middle School to Upper School visual arts.  A ceramicist by training, Ruth will teach ceramics and wheel courses, Digital Art, and she will join the teaching team in Foundation Arts.
          Michael Roche will teach half-time in the Upper School while continuing to teach in Middle School.  In addition to the theater courses he already teaches, Michael will be teaching filmmaking and animation courses in the Visual Arts department this year.
          Sarah Sharp will serve as interim department chair of the social studies department for the 2008-09 school year, during which time a full search will take place.  Lee Payton will provide coordination and leadership for a revision of the 10th grade social studies curriculum during the coming school year.  Jason Yaffe, former Social Studies department chair, returned to Greenhill School in Addison, Texas, to teach social studies.
          Tori Small, Associate Athletic Director for Girls, will be on maternity leave in the fall from her 9th grade teaching responsibilities.  Kevin Berkoff and Pam Shannon will share Tori’s class in the pool while Debbie Foley will teach the health classes.  Dana Toedtman will serve as the faculty advisor to Tori’s 9th grade advisees.  Tori will be in school part-time in her role as girls AD and will return to teaching in trimester 2.
          Elizabeth Pago-Taylor, one of our Middle School foreign language teachers, will teach a section of Spanish I in the Upper School.

Improving Communication Around Academic Work
          So that students can better manage and plan their academic work, we would like to remind you of two important resources available to students online.  First, teachers post on the web or on WebClass course syllabi for all classes that they teach.  Syllabi could be weekly, biweekly or for one unit and will contain information about assignments and what is being taught in class.  Next, our PC Google calendar system allows students to view the online major assessment calendar for the Upper School.  While major assessments for class are listed on class syllabi, this read-only version of the assessment calendar will, we hope, help students plan and manage academic time more efficiently.

Changing Student Leadership Roles
         One of the highlights in my first year as dean of students at Penn Charter was working with the Student Council and class officers. Part of our work included taking a closer look at these student leadership structures and how they operate, interact and serve the student body and the broader community. Through a series of discussions we came to consensus around several changes to both the class officer and Student Council structures in the hopes of making them more efficient, effective and responsive.
         In an effort to create more equal representation in the Student Council, we decided to elect five representatives from each of the 9th, 10th, and 11th grades. Commensurate with their overall leadership position in the Upper School, the senior class will elect six representatives to the council. These elections take place in the spring of the previous school year. The rising 9th graders select three of their representative in the spring of their eighth grade year, and then select the other two representative in the fall of their 9th grade year. We made this last change in order to accommodate the influx of new students in the 9th grade year. While these two slots are not set aside only for new students, we wanted to give them a voice in their student leadership representatives.
         Due to the limited scope of their roles, we eliminated the vice president, secretary and treasurer positions from the class officer structure, leaving one president to lead each of the sophomore, junior and senior classes. In keeping with previous years, there is no class president elected for the 9th grade. The class president is a public voice of the class and the point person for all social events and fundraisers for the class. The Student Council representatives will support the class president in these social event and fundraising efforts, and the class president will be a regular participant in Student Council meetings and deliberations. Our hope is that this new structure will create a leaner and more efficient student organization.
         One of the major duties of Student Council members and class presidents is to facilitate lines of communication among students, faculty and administration. In our discussions last year, an enduring topic was how to expand and maintain these communication channels. We feel that in order to serve the Upper School, we need to be more accessible and responsive. While anyone is welcome to attend Student Council meetings, we also feel we need to inform the broader community of the topics we are discussing and the projects we are undertaking. In response to these observations and concerns, we are creating an “advisory council” for the 2008-09 school year. Each paired advisory group will elect one student (who is not the class president or already serving on Student Council) to serve on this advisory council. At least once each trimester, the advisory council will meet with the Student Council and the class presidents to bring questions or concerns from their respective advisory groups. Members of the advisory council will also be charged with reporting back to their advisory groups on the current topics and projects of the Student Council and class presidents. This will be a trial year for the advisory council. If we feel that it meets our goals of increased communication and responsiveness, we will consider making it a permanent part of our formal student leadership structure.
          I am excited about the changes we have made to the Student Council and to the class officer structure, and I look forward to seeing how these changes will impact the role of student leaders in the Upper School. In the end, our success will be based on how well we serve the student body and the Upper School community as a whole. If you are unfamiliar with the overall structure of student leadership in the Upper School, I encourage you to look at pages 71-72 of the Handbook for Students and Parents. I should add that these pages in the Handbook only address one spoke of a larger student leadership wheel, which also includes near limitless official and unofficial opportunities and positions in the classroom, on the athletic field, and in various clubs and organizations.

Travis Larrabee
Dean of Students

Attendance
          A fundamental responsibility of any school is to provide for the safety and security of its students. Accurate attendance is a crucial component of our ability to successfully meet this responsibility. Parents (not students) are expected to call the school by 9:00 a.m. on any day that their child is absent. Parents should call the nurse’s office at ext. 142 for medical absences. Parents should report all other absences to Bridgette Bonner-Fennal in the Upper School office at ext. 264. Also, any student who arrives or leaves campus outside of the normal school opening and closing times must sign out with Ms. Bonner-Fennal at her desk across the hall from the main Upper School office. With the exception of those upperclassmen with off-campus privileges, these mid-day arrivals and dismissals must be accompanied by a note or a phone call from a parent. No student is allowed to leave campus without written or verbal confirmation from a parent. Any tardies or absences not accompanied by this confirmation will be deemed unexcused. We urge you to review our comprehensive attendance policies, which appear on pages 13-18 of the Handbook for Students and Parents. We thank you for your cooperation on this important matter.

Please Buy Wrapping Paper!
          Why buy wrapping paper you might ask?  The profits from the 2007 – 08 sale provided financial aid for more than one third of the participants on last year’s school trips.  Clearly this financial support enabled many students to participate in trips that they would have been unable to afford otherwise.
          The trips offered each year in the Upper School are viewed as extensions of our curriculum.  This year the students in the Upper School are being presented with four travel opportunities.   Over spring break, Joe Fitzmartin will be taking a select choir group to sing and tour in Spain.  The group will visit Madrid, Segovia, Salamanca and Toledo.  Led by longtime coaches Don Mittica and Rick Mellor, the girls softball and the boys baseball teams will enjoy spring training in Florida.  After school closes, the foreign language department will sponsor a trip to the French-speaking island of Guadeloupe in the southern Caribbean.  Students will participate in service learning and a homestay while being immersed in the French language.  French teacher Michelle Emery will lead the trip.
          While we do our best to make these trips as affordable as possible, the profit from the wrapping paper subsidizes financial aid for student participants on all trips.  As in previous years, limited financial aid will be available.  If you have questions about the details of any of the trips, please contact the trip leader.  For questions about financial aid, call Beth Glascott by Oct. 31, 2008.

Technology News
          Student USB Drives:  Increasingly, students need to work on large computer files on multiple computers to complete assignments.  Transferring files between computers using network tools works well for smaller files but not for larger files like digital art and presentations which include pictures, movies and/or music.  To help with this, all students in grades 6-12th will receive a one-gigabyte keychain-sized USB drive at the beginning of the 2008-09 school year.
          New E-mail System:  Recognizing that the Penn Charter WebMail system was running out of both speed and capacity, we identified a new e-mail system in the 2007-08 school year called Google Apps.  Along with solving speed and capacity issues, this new system will position the school for success in the future as new means of electronic communication come into educational use. New e-mail accounts have one hundred times more space than the old WebMail e-mail accounts and offer advanced features to support school work.
          Please contact me with any questions about these two new technology initiatives.

Michael Moulton
Director of Technology

Student ID Cards
          The 2008–09 Upper School student ID cards are printed with the school pictures that were taken on orientation and registration day.  Returning students should retain last year’s card.  While the school year and photo are changed, the barcode does not change.
          Here are some tips if you think you child might lose or damage his or her ID card.  When you receive the new 2008–09 ID card, do not discard the 2007–08 card because the old card will still work in the dining hall.  ID cards may be photocopied so that you have a back up with the bar code.  We will also have copies of all 2008–09 ID cards in the Upper School office so students may obtain a temporary card from Rose Mary Cavalcante.
          If your son or daughter loses or damages his or her 2008–09 ID card over the course of the year, a replacement may be obtained by notifying John Burkhart at jburkhart@penncharter.com and requesting that a replacement card be ordered.  The cost is $5.00, and the replacement card will arrive in about four weeks.

Penn Charter’s Electronic Parent Mailbag
          In an effort to communicate more effectively with parents and to continue our stewardship efforts, we have decided to do away with the biweekly parent mailings and move to an electronic version of these communications.  You will continue to receive the important information about Community meetings and activities, class trips or special school events, however, this information will be sent to you every other week via e-mail.
         Rebecca Luzi in our Marketing Communications department is coordinating this new e-mailbag with the Community leadership. If you have any questions, please contact Community Co-Chair Laura Bryan at lbryan-pba@comcast.net.

http://www.penncharter.com/Content/academics/us/collegecounseling.asp

Seniors: Whether your summer plans involved work, athletic tournaments, educational programs, travel or community service, I hope your activities were fulfilling. Of course, I also hope you have been staying on schedule with your college search and visiting campuses, collecting applications, and thinking about (better yet – writing) your college essay(s). (Note: A “Summer Check List for the College Process” can be viewed on your Family Connection accounts.) As was explained to you last spring, the College Counseling Office will expect your list of colleges to be fine-tuned by September and finalized by November. Senior Seminar, which meets weekly throughout the fall trimester, will help you stay on track and meet various deadlines. Planning a college visit? Please remember that you have a total of five days of excused absences for visiting colleges. If you are visiting a college, you must complete a student absence form and bring in a parent note regarding the missed days of school before the visit for the absence can be excused.

Juniors and Sophomores: All juniors and sophomores are required to take the PSAT on Saturday, October 18, 2008. The test will be given at Penn Charter in the Richard B. Fisher Middle School. Students should report to the Balderston Commons by 7:45 a.m. Students are pre-registered for the test and the cost will be billed to their school account. The test begins promptly at 8:00 a.m. and should be over by 11:00 a.m. The test and answer sheets will be returned to students in early December along with an explanation of the results.

Juniors: Juniors who do extremely well on the PSAT, and score in the top 4 percent nationally, will receive recognition in the spring and enter the scholarship programs of the National Merit Scholarship Corporation.

Sophomores: Even though Penn Charter requires you to take the PSAT, please keep in mind that colleges never see the results. Because the test is designed for the junior year, there will be some math on the test that you have not yet covered. As a result, do not worry if your score is not as high as you were hoping it would be. Please remember that this is practice and it should be viewed as a learning experience that will prepare you for next year when the test does count as a qualifier for National Merit recognition. Having said this, it is still important to do your best since the PSAT results are used by some of Penn Charter’s academic departments, along with grades, for course placement.

Freshmen: The College Counseling office is pleased to announce its annual Coffee with the College Counselors program for the parents of 9th graders. The program will take place during the week of Jan. 26, 2009 (8:00 a.m. to 9:00 a.m.) in the Overseers Room. These informal coffee hours will introduce the parents of the Class of 2012 to the college counseling team, give an overview of the Penn Charter college counseling philosophy, reduce anxiety (we hope), while also providing an opportunity for your questions to be answered about this very important process. More information will be mailed to 9th grade parents in January.

Important Dates:
Thursday, Oct. 2 (7:00 p.m.) – Seniors and Parents College Night This event will be a wonderful opportunity for students and parents to learn first-hand how admissions offices evaluate applications (the role of the transcript, how standardized testing is considered, the importance of your essay, etc.). We will be led through a mock admissions selection committee by experienced admissions officers and we will review and decision real, but anonymous, applications. The program will take place in the Meeting Room.

Saturday, Oct. 4 – National SAT Reasoning Test & SAT Subject Test Test Date The registration deadline for this test is Tuesday, Sept. 9, 2008. Students should register online at www.collegeboard.com.

Saturday, Oct. 18 (8:00 a.m.) – National PSAT Test Date All sophomores and juniors should report to the Balderston Commons in the Richard B. Fisher Middle School building at 7:45 a.m.

Saturday, Oct. 25 – National ACT Test Date The registration deadline for this test is Friday, Sept. 19, 2008. Students should register on line at www.act.org.

Thursday, Nov. 20 (7:00 p.m.) - Members of the College Counseling Office, in cooperation with the Athletic Department, are hosting a workshop focusing on student-athletes and the college recruiting process. More information will be mailed to 9th and 11th grade families in November.

Welcome back!

Daniel F. Evans, Director of College Counseling
Erin P. Hughes, Assistant Director of College Counseling
Diona Nicolucci, Coordinator of College Counseling

         This summer, for the third time, we offered a course entitled Religious Pluralism in America; Exploring the Religious Landscape of the Philadelphia Area.  It was once again an enriching experience as we read about, studied and visited a variety of religious traditions and communities in the Philadelphia area. However, this summer, as I looked into the recent wave of literature by academics and activists on the topic of religious pluralism, I noticed two things. One was a sense of affirmation that these topics and experiences are increasingly important for our next generation of citizens. The second was the realization that my resources are now getting dated!
 We read “A New Religious America:  How a “Christian Country” Has Become the World’s Most Religiously Diverse Nation” published in 1997 but with a newly discovered importance after 9-11.  This book by Harvard scholar Diana Eck has become a bit of a classic on the topic of religious pluralism in America. She argues in this book that the religious make-up of the United States has become increasingly diverse after the immigration act of 1965. She began to notice this diversity in her own classroom as a professor of comparative religion. She claims that the traditions she discussed were no longer on the other side of the globe but where often the faith traditions of the students in front of her! To map and explore this diversity she began a research program entitled “The Pluralism Project” (

 significant contributions on the topic of religion in America (and visited Penn Charter to speak this past February) is Eboo Patel. He is co-director of The Inter-Faith Youth Core (

 The final author and text that has received a fair amount of attention (and an appearance on the Daily Show!) is Stephen Prothero, author of “Religious Literacy: What Every American Needs to Know and Doesn’t.” While picking up on the thrust of the previous authors, Prothero has also surveyed a number of Americans (both young and adult) about the basic tenets of world religions - and found that we are largely ignorant. While most Americans are rather accepting and tolerant, we are not always sure what we are tolerant about. Having the ability to learn some of the basic teachings, practices and world views of different faith traditions (including our own) is a necessary step to being aware and conversant in our global political climate.

Tom Rickards
Chair, Religious Studies Department

Cathie Driscoll and Jill Schuman
Upper School Community Co-Chairs

  2 - Orientation and Registration Day for all Upper School students
  3 - Student Council and Community Council Leadership Training,
       8:30am-3pm (GL)
  4 - Upper School classes begin
11 - 9th grade Parent-Mentor Dinner, 6pm (DH)
     - Back-To-School Night, 7:30pm (MR)
19 - Back-To-School Dance, 7:30-10pm (OG)
     - 9th grade Parents Social (TH)
26 - 11th grade Parents Social (TH)
27 - Alumni Society/Athletic Department Visiting Day, 10am
    - All-School Picnic, noon

October

  2 - Open Meeting for Worship, all welcome, 8:15-9:15am (MR)
     - Seniors and Parents College Night, 7-9pm
10 - Louis Savino Day of Service
17 - Senior Class Parent Kickoff Dinner, 6pm (HR)
22 & 23 - 9th grade Retreat
24 - 10th grade Parents Social (TH)

November

  6 - Open Meeting for Worship, all welcome, 3:30-4pm (MR)
  7 - PC/GA Pep Rally, 2pm (AB)
  8 - 122nd PC/GA Day (at GA)
     - Upper School PC/GA Dance, 7:30-10pm (OG)
12 - Upper School Parents Forum, 8:15-9:15am (OR)
13 - Fall Sports Athletic Banquet, 6pm (FH)
20 - College recruitment workshop for 10th and 11th grade
       student athletes, 7pm (GL)
21 - Upper School play, 7:30pm (MR)
     - Opening reception for student art exhibition
22 - Upper School play, 2:30pm (MR)

December

  4 - Open Meeting for Worship, all welcome, 8:15-9:15am (MR)
11 - Upper School Band & Choral Concert, 7:30pm (MR)
12 - 9th grade Parent-Mentor conferences, 8-11:45am (OG)

“Grit is defined as the perseverance and passion for long term goals.”

Angela Duckworth

         As I have been thinking about teaching pedagogy and curriculum, I find myself repeatedly returning to an article in the Fall/Winter 2007 edition of Penn Arts & Sciences titled “True Grit:Perseverance and Passion”.  In it, Penn associate professor of psychology Angela Duckworth shares her research about the non-intellectual traits she has observed in successful professionals in a variety of fields.  Through interviews with many prominent individuals, she noted one personal characteristic that all seemed to share – grit.
         In this article and in her paper published in the Journal of Personality and Social Psychology, Duckworth defines grit as “…perseverance and passion for long-term goals.”  While grit is closely related to self-discipline, she characterizes self-discipline as “the ability to resist temptation and to stay focused on accomplishing tasks immediately at hand.”  Self-discipline helps high school students complete nightly homework, organize for the next school day, and create a plan to tackle a large project like a term paper.  “Self-discipline has proven to be an excellent predictor of academic achievement,” according to Duckworth.  Going further than self-discipline, an individual with grit remains focused on very long-term goals, even when faced with failure or adversity.
         Through her research with study participants, including Penn undergraduates, West Point cadets and 2005 Scripps National Spelling Bee finalists, Duckworth developed a grit scale that related one’s grittiness to other characteristics and achievements.  Grittier individuals tended to have higher GPAs, to practice and review more, to have more formal education, and to have more physical and intellectual stamina.  At the end of her paper, Duckworth writes, “…in every field, grit may be as essential as talent to high accomplishment.  If substantiated, this conclusion has several practical implications:  First, children who demonstrate exceptional commitment to a particular goal should be supported with as many resources as those identified as ‘gifted and talented.’  Second, as educators and parents, we should encourage children not only to work with intensity, but also with stamina.  In particular, we should prepare youth to anticipate failures and misfortunes and point out that excellence in any discipline requires years and years of time on task.  Finally, liberal arts universities that encourage undergraduates to sample broadly should recognize the ineluctable trade-off between breadth and depth.  To paraphrase Benjamin Franklin, the goal of education is not just to learn a little about a lot, but also to learn a lot about a little.”
         So, in this age when children seem to want immediate results and are unsure of how to handle minor setbacks and when parents seem to over plan their children’s schedules and over-protect their children from experiencing challenges, how can we develop children with true grit?  Duckworth’s advice is valuable.  We need to support our children’s goals.  We need to help children live the old adage “practice makes perfect.”  And, we need to insist on schooling that balances exposure to many ideas with time for young people to study certain things deeply.

Beth Glascott
Director of Upper School

Joe Fitzmartin
Upper School Music Teacher

PHAT Physics Competition 2008
          Penn Charter Physics students engaged in their first physics-engineering competition on February 20.  With nearly 100 competitors and approximately 400 spectators, this event proved to be a spectacular demonstration of science in action!  With a very short list of acceptable materials, 28 student teams were challenged to design and construct a device that would climb a hill, cross the crest of the hill, and prevent their opponent from crossing in the opposite direction.  The objective was to end the match with their device, and their opponent’s, on the opposite side of the competition field (hill).
          While the materials list was short, the list of topics embedded in the challenge was long!  This major project required Upper School physics students to master complex concepts, including Newton’s Laws, rotational dynamics, simple machines and mechanical energy, in order to successfully complete the task at hand.  Integrating physics, mathematics and engineering practices, these students worked both independently and cooperatively toward a common goal – to become Penn Charter’s first PHAT Physics champions!
          Cheering spectators, awe-struck Middle and Lower school students, live Internet feed, and good-natured competitive bantering marked this festive event.  Teams identified themselves by dressing in costumes to match their device’s theme, and some created and performed theme songs or chants to intimidate their opponents!  Indeed, creativity matched enthusiasm on this first of what will undoubtedly be an annual event at Penn Charter.
          In addition to the physical competition, teams were required to submit project portfolios that included detailed descriptions of their device, technical drawings, and scientific reports that reflected thorough understanding of the essential physics concepts as well as their applications to the device’s design and performance.  On site in the Old Gym, teams were required to set up a “pit” where they might work on their device between rounds and stand ready to be interviewed by volunteer judges, including Penn Charter faculty and administrators.  The interview process mandated that each team describe and defend the device’s design in terms of the science that drove it.  Taken as a whole, the competition, portfolio and pit interview afforded students the opportunity to learn physics in a unique way and demonstrate their mastery of the learning objectives in a non-traditional manner.
           Project-based learning (PBL) is a challenging method of instruction for students that necessitates strong habits of mind and practice, as well as the employment of higher-level thinking skills.  In the PBL environment, students must first master the required concepts and skills, and then apply them to a particular task or problem.  Creativity, teamwork, diligence and critical analysis define both the experience and the final product.  The PHAT Physics Competition proved that Penn Charter students are well-suited for the demands associated with PBL and, indeed, for a future that will certainly challenge them to think “outside the box!”
          The success of the project was a direct result of the hard work and enthusiasm of the students involved.  Wielding power tools, glue guns and physics knowledge, these talented students produced extraordinary results without exception!  While every team is to be commended for its performance, special congratulations go to: 

First Place: Mario Cart Racing
Marquessa Gray, Eliza Garrison, Julian Williams

Second Place: Camouflage
Sebastian Lundy-Thomas, Robin McDowell, Caroline Snite, Carolyn Vahey
 
Third Place: The Eagles
Blaise Fullen, Daniel Maravankin, Kashif Smith

          Indeed, these teams have set the standard for physics students at Penn Charter in the years to come!
          The students and teachers of Upper School physics would like to thank The Franklin Institute, Sargent-Welch Science Education Equipment, Tim Lynch and the Upper School science department, Beth Glascott, and the PC Bookstore for donating prizes for our winners!  

Lorre Gifford
Physics Teacher

Changing History?
          Under the leadership of Jason Yaffe, Andy Zuccotti and Sarah Sharp, the decades-old Model United Nations Club got a facelift in September 2007.  Students now have the opportunity to experience a much broader menu of simulations and other forums primarily focused on the use of history in our contemporary world.  The Upper School’s new History Club enables students to look to the past and better appreciate their own roles in changing the future.  Perhaps even more important, the new activities have generated momentum and energy that we have not seen in the past in the club’s various activities.
          Early in the school year, in order to assist Penn Charter students in developing their understanding of issues that affect modern Cambodia, we watched segments from “The Killing Fields.”  We then held lunch-time discussions about the film and Cambodia’s history.  We also heard Stormie Romero, and other current Penn Charter students who visited Cambodia this past summer, discuss their observations about the country.   More recently, club members listened to Anne Caramanico, Penn Charter Overseer, discuss not only her visit to this war-torn country but also her family’s support of a new school in a rural area there.  Mrs. Caramanico operated as a source of new information and insight into global awareness and involvement.  Our club has certainly held such forums before about global issues, but PC’s connection with Cambodia has created a stronger bond.
          Definitely the club’s newest activity is participation in the John S. Bradway High School Mock Trial Competition.  Starting in October with attendance at Temple University’s “boot camp,” our students began to prepare to act as attorneys and witnesses in an imaginary case involving the alleged criminal kidnapping of a high school student by a youth group leader.  While we did not advance past the local round, we clearly demonstrated that we could compete — primarily due to the generous support and guidance provided by two local attorneys and a law student.  Beyond learning about witness affidavits, exhibits, laws of evidence and the rules of the competition itself, our team of sophomores, juniors and seniors, learned to work as a team, absolutely understanding how all members’ presentations complemented each other.
          Students have continued participating in the Model United Nations program sponsored by the World Affairs Council of Philadelphia.  To begin with, after registering and receiving the names of various countries and committee designations, schools attended a Preparatory Conference on March 4 at La Salle University.  Along with students from more than 30 other schools, we heard experts from local universities and groups discuss the UN’s hot-button issues such as reform of the Security Council as well as the provision of basic guarantees of health care, and education, among other topics.  We also attended workshops covering resolution writing and parliamentary procedures.  We will soon submit resolutions with our new knowledge.  On April 28 at the Museum of Archaeology and Anthropology at the University of Pennsylvania, students will come together again to debate the results of their work.
          At one point in her presentation, Hollister Knowlton, representing Quaker Earthcare Witness of the Americas, asked her audience what our countries needed to know from each other us that would enable us to better adapt to global climate change.  She moved from encouraging us to think like Americans to our roles as delegates from dozens of other nations.  Ms. Knowlton urged interdependence as nations, large and small, and a forward-looking approach to developing renewable energy sources.
           Finally, as we consider Penn Charter student involvement in the History Club, a fundamental question arises: how much does a young person need to know to change his or her orientation to the world?  We have learned that we simply change the past by knowing more of it.  We have received opportunities to stay involved globally through contact with organizations that enable us to think systematically about laws and advocacy.  We have refined our understanding and appreciation of American and global citizenship. 

Sarah Sharp
Social Studies Teacher

Cambodia School Service Project Update
         The Upper School students and faculty have continued to actively support the all school service project designed to support the two rural Cambodian schools which have been founded by two Penn Charter families.  Fund raising efforts have included:
          -  a croissant sale by the French club
          -  the request that any holiday gift donations be made to the fund
          -  a Chupa Chup lollipop sale
          Overall, the Upper School has raised about $2,500 to contribute to the all school fund.  Upper School students in the History Club enjoyed a lunchtime discussion with parent and board member Anne Caramanico, on of the Cambodian school founders, about her school in Cambodia.  Jim Ballengee and students in the Seminar on Poverty course have also developed a spring service project with the Logan Hope School, a nearby school with a significant Cambodian student population.  Tenth graders from the school will be visiting PC on Friday, April 18th for the first time.
         As the Cambodian School fund grows with contributions from projects in all three divisions, discussions have begun about how we might best support our two Cambodian schools.  Students have expressed interest in supporting a victory garden at each school so that students can have nutritional lunches and funding the purchase of computers and Internet services so they might be able to communicate directly with the Cambodian student.
          Throughout the spring, look for ways you and your child might get involved with this exciting project.  And look for the service booth at the all-school carnival on May 3rd to learn more about the Cambodian school service project.

Survival Suggestions for Final Exam Preparation

“Lost, yesterday, somewhere between Sunrise and Sunset, two golden hours, each set with sixty diamond minutes. No reward is offered, for they are gone forever."

Horace Mann, educator

          With the arrival of daylight savings time, we “spring” forward, reminding ourselves as we lose an hour how precious TIME is!  Looking ahead, we see that final exams will soon be upon us.  How can we help students optimize the remaining time in the third trimester?
          Lately there have been news stories and research on the need for managing distractions, particularly the need to disconnect from too much technology.  While we are aware of the merits of information technology, students readily admit to various levels of “techno-addiction.”  Now, in addition to ADD, we have IAD (Internet Addiction Disorder).  Begin now to help students “unplug” gradually.  Talk with them about balancing, or removing, unnecessary distractions.
          “It takes time to adjust to going off-line,” says executive coach Andrea Bauer.  Encourage your students to connect to themselves, not just the computer. Studies show that heavy, “info-centric” multitasking has an effect on our cognitive life and takes us 50 percent longer to learn information.  Help students to take the time to slow down, focus and think!
          The best advice for promoting student success and lessening stress is thoughtful, advance preparation.  The following suggestions from the experts can guide parents to help at home during the final weeks of school.
         -  Ask your child to assess his/her current standing in each class.  A simple way to do this is an easy metacognitive analysis with which most students are familiar.   Have them simply ask themselves, “What is going well?” “What is not?” and “What do I need to do?”  The last answer might include going to seek extra help, doing more frequent nightly review, or taking better class notes.
          -  Suggest that the student begin to collect and organize the year’s work.  Remind the student to find and save old tests and quizzes, worksheets, lab reports, handouts, class notes, etc.  Organize and clip them together by course and trimester; then chapter or unit (theme).
          -  Approximately three weeks prior to final exams, students will receive review sheets for each subject. At this time, each student should begin a plan of review, especially for those areas that need improvement.  At the same time, they should set some realistic goals and specific action steps where they can literally check and measure their progress.  It is beneficial for students to keep focused by studying “actively.”  To promote active review, students can re-read sections, boil-down or summarize their notes, highlight key points and details, study out loud, alone or with a friend, and ask themselves questions for clarification.  If anything is confusing, students should ask for assistance from a teacher or friend.
          -  Then, the week before exams, it is suggested that students refine a plan and begin daily review, parallel to the reviews that are happening every day in classes.  Short reviews over an extended period of time provide the best results.  Building confidence is important for avoiding a panic or last-minute stress. Enough sleep, exercise and good, healthy eating cannot be underscored.
          Students need the help of their parents because it is a proven fact that the home environment is a critical factor for student success.  Providing encouragement, a positive attitude and appropriate conditions at exam time are all important.  Communication is key.  Know, and perhaps, post your child’s exam schedule.  Encourage realistic study times that fit into the family’s schedule.  Minimize distractions.   Help with a plan and the pacing.   Be assured that this is a challenging time for everyone, but with planning and careful preparation, the results will be as satisfying as possible for all. 

Dana Toedtman
Learning Specialist

Student Leadership Opportunities
          Many Upper School leadership positions change throughout April and May.  Student elections for Student Council and class officers will take place in April.  In order to get on the ballot for either position, students need to fill out and return a petition form to Travis Larrabee, dean of students, no later than the Monday preceding the election (elections are April 9 for student council and April 16 for class officers).  Petition forms are available on the student message board or from the dean of students.  Speeches are required; the elections will immediately follow the speeches.  The grade advisors will count the ballots and the results will be posted the following day.
          Encourage your son or daughter to get involved in extracurricular areas that are of interest to him or her.  Please remember, however, that Upper School students are permitted to hold only one major leadership position per year, so that as many students as possible may experience official leadership roles at Penn Charter. If you have any questions about the various options available to students and/or the process used to select student leaders, please contact Travis Larrabee. 

Completing Activity Requirements Reminders for the 2007-08 School Year
          The Upper School activity credit requirements underscore the belief that extensive involvement in the life of the school is an integral part of a student’s Penn Charter education. All students in grades 9 through 12 are required to participate in one sport per year.  All students are also required to participate in a second activity, which could be a second sport or a 40-hour activity.  Failure to fulfill these requirements is serious.  Returning students who do not fulfill their activity requirement will have them automatically added to their activities requirement the next year (and they will not be eligible for privileges; please see page 17 of the Student Handbook).  Seniors who do not fulfill their activity requirement will have to complete the work over the summer and will not receive a diploma at graduation (because graduation requirements have not been met).
          Most students have little difficulty meeting the activity requirement.  The sport and 40-hour activities are listed on pages 19 to 25 of the Student Handbook.  If you have any questions about the status of your child in any of the activities (e.g., how many hours left?), please call the 40-hour advisor listed in the Handbook or one of the athletic directors (for sports).  If you have general questions about the activity requirement, please call Travis Larrabee, dean of students. 

Summer Reading Book Swap
          The Upper School parent community is sponsoring a summer reading book swap.   Planned and organized by Jennifer McGoldrick (mother to Eliza, Class of 2011), the idea is to let students share with each other books that they have read from the summer reading list.  Students will hand in their books to their English teachers for a ticket.  The collected books will be arranged in the library so students can browse through them and take one in exchange for their ticket.  The idea is to get students to not only share books with each other but also to talk about the books they have read in the past.  The summer reading list will be made public on May 12, so students are meant to bring in their books after that date.  If anyone wants to bring a book in earlier, they should bring it directly to Jesse Dougherty, the chair of the English department, in the humanities office on the first floor of the main building.  The book swap will occur from May 28 through May 30 in the back of the Gummere library.  The more participants the better, so please bring in your books.  If you have questions or would like to offer your help, please contact Jennifer McGoldrick or Jesse Dougherty.

Selling Used Books
          One of the advantages to purchasing your textbooks through MBS is the option to sell the books back after your student has finished the course. MBS will buy back any book that they can resell at approximately 25 percent of the retail price. The books must have been purchased through MBS. Books will not be accepted with the following conditions:
          -  Stains of any sort
          -  Disfigurement due to water/fluid exposure
          -  Missing, torn or loose pages/cover
          -  Excessive writing, marking or highlighting
          -  Broken spine/binding 

          If you wish to sell your books back, go to http://direct.mbsbooks.com/ penncharter.htm and click on “Sell Books.” You can also go to the MBS site through Penn Charter’s website. You will need to have the books with you so that you can type in the book’s ISBN number. MBS will provide a return label for free shipping and will mail you a check when the books are accepted.  Please contact Hal Davidow in the business office if you have further questions.

Teacher Requests for 2008 - 2009
          As we enter into the scheduling process for next year, please understand that we would be happy to discuss your child’s academic progress this year and your perceptions of what types of teaching styles might best fit your son or daughter’s learning needs.  However, we are unable to honor specific teacher requests from parents.  (Asking that your child not have a certain teacher also is viewed as one of those requests we cannot keep!)  While you act as your child’s advocate, please recognize that we must put together the best academic program possible for approximately 440 students in the Upper School.
          Student schedules and class lists are closely reviewed by department chairs, Sandy Portnoy and Beth Glascott to ensure that we are creating the best learning environment possible for all of the students in the Upper School.  If you would like to further discuss your child’s specific learning needs and what type of classroom environment might further enhance his or her learning, please e-mail or call Beth Glascott.

Summer Planning Information for Fall Athletes & Families
          Fall sports practices for varsity and junior varsity will begin August 21, 2008 at 9:00 a.m. On the first day, all teams except cross country will practice twice, in the morning and afternoon. Athletes should bring a lunch and plan to be at Penn Charter until 5:00 or 6:00 p.m.   Fall sports include cross country (boys & girls), field hockey, football, soccer (boys and girls), tennis (girls), and water polo (boys and girls).
          All students in grades 9 – 12 are encouraged to participate in preseason practice. The initial practices are seen as tryouts, and selections for varsity and junior varsity will be announced during preseason. In situations where the preseason schedule creates a hardship for a family, the parents are asked to call the athletic department office and/or the head coach of that sport. In past years, special considerations have been made, especially pertaining to ninth graders or students who are new to Penn Charter. Students who cannot make preseason practice will be placed on the junior varsity team and will join practices starting on the first day of school. Parents and athletes are encouraged to contact the athletic department office with questions about the preseason practice schedule.
          Varsity and junior varsity teams are provided for all fall sports.  Varsity and JV teams practice together for boys and girls cross country, field hockey, football, tennis, and boys and girls water polo.  Boys and girls varsity and junior varsity soccer practice as four separate teams.
          Coaches for fall sports will provide more detailed information in August. The following is a list of coaches and their contact information.

Boys Cross Country -  TBA                 

Girls Cross Country
Jim Ballengee
(215) 247-7435
jballengee@penncharter.com

Field Hockey
Natasha Pronga
(610) 368-8634
npronga@penncharter.com

Football
Jeff Humble
(267) 664-6412
jhumble@penncharter.com

Boys Soccer
Robert DiBenedetto
(215) 669-0339
yobobbyd@aol.com

Girls Soccer
Eddie Mensah
(215) 432-0867
emensah@tsf.org

Girls Tennis
Rose Weinstein
(610) 265-7440 prefers phone calls 

Boys Water Polo
Charlie Brown
(215) 884-3735
cbrown@penncharter.com

Girls Water Polo
Diana Caramanico
(215) 378-1101
dcaramanico@penncharter.com

          For any questions regarding the Upper School athletic program, please contact Paul Butler, Director of Athletics, or Tori Small, Director of Girls Athletics. 

Out-of-School Sport or Activity Credit for the 2008-09 School Year
          In very rare circumstances, Penn Charter will waive all or part of the activity requirement for students who have demonstrated interests so specialized and talents so extraordinary that they cannot be maintained within the context of our program. Weight is given to the requests of older students. In every case, exemptions of any kind are rare.  Our goal is to help students find meaningful ways to stay involved in the school, and students and parents will find Penn Charter’s offerings varied and our programs flexible. Decisions on exemption requests for the current school year have already been made. Proposal forms and instructions for the 2008-09 school year may be obtained from the dean of students. Completed proposals for exemption are due no later than August 1, 2008.