The morning’s introduction by Glenn and Ian to the work and aspirations of the CTTL resonated more powerfully with our faculty than any other institutional initiative in recent memory. Afterward, there was a powerful buzz around what we had experienced (and not just heard), and the CTTL and MBE science became the topics of conversation at lunch, in department meetings, and in the hallways. Already faculty are looking at applications across all areas of school life, and they are asking to attend the Summer Academy two and three years out. We’re thrilled to be a partner school and contribute to this important work for students, faculty and schools. I feel like I can’t stop saying “thank you” to Glenn, Ian, and the CTTL!
Glenn Whitman came to our school for our annual August retreat and did something very hard to do: he electrified our faculty by challenging us to look on our practice in a research perspective. At this time of year, most teachers are anxious to check off the nuts and bolts to get ready for the first day, but Glenn lifted us above the mundane. His presentations were lively, relevantly informed, and doused with humor. His visit was a grand success, and we will make sure he returns to work with us.
[My colleague] passed along a copy of Think Differently and Deeply, and I spent much of yesterday reading through the articles with great joy and awe. Through your work at CTTL, it looks like St. Andrew’s and education are on a truly exciting path. The level of writing in Think Differently and Deeply has really shown me what The Lamp [at Holderness] could be, at least with respect to depth and variety of content.
“Through its association with The Johns Hopkins University and its work with Teach For America and schools throughout the Maryland, Virginia, Washington, D.C. area, the CTTL has put St. Andrew’s on a trajectory to be a leader in school-based research. In addition, the CTTL has demonstrated an excellent capacity to connect teachers with research through its workshops, publications, and trainings. We are enthusiastic about the cutting-edge work they have been carrying out, and we look forward to working together to further advance this work as well as create new collaborative initiatives.”
“If you want to learn 1000 times more about Mind, Brain, and Education Science, read Think Differently and Deeply.”
“The facilitators are “master” teachers clearly dedicated to their profession, and their students. They inspired an atmosphere of collegiality and professional inquiry.”
“This summer I attended the TAKOM Neuroeducation Conference hosted at St. Andrew’s. It was a truly awesome experience and helped me become a better educator. The curriculum gives easy to use concepts that can be adapted into the classroom the next day. It is a program that truly provides the educator with the opportunity to reflect on how to be a better teacher for all students in his or her classroom by supplying different ways to reach students through their different learning preferences.”
“The session was really informative. Gives me a basis for explaining to my admins why my 9th graders are doing jumping jacks in the middle of class!”
“St. Andrew’s is in the vanguard of schools that promote educator and student education about how the brain learns. This has been a focus of their professional development, administrative choices, and classroom strategies for over five years. The depth of neuroscience knowledge reflected in the actions, goals, and levels of commitment of the professional educators at St. Andrews’s School was evident during my time there. Their commitment to incorporating the tools of neuroeducation research will continue to build as they go beyond using the knowledge – to sharing it with others. Their impact on their students and contributions the field of educational neuroscience will no doubt be guiding beacons that will extent benefits far beyond their campus. We’ll see these great influences in their graduates long after they leave and in the other schools who benefit from their dedication to the mind, brain, and education connections.”
“Extremely relevant - the content of the workshop can be incorporated into every aspect of my work with students.”
“Most relevant workshop I have attended in the last three years.”
“As I work with schools across the country, there is no question that St. Andrew’s and its Center for Transformative Teaching and Learning is a sterling example of how educators are informing the teaching and learning process through research-based practices. St. Andrew’s is on the forefront of not only practicing but also advancing this knowledge by engaging in research and discovery that has the potential to inform their own teaching practices as well as the entire field of education.”
Thanks for a great presentation the other day - one of the best and most useful opening meeting presentation/topics we’ve have in the last 14 years.
“I have pored over your publication, online and in paper, scanned the QRs and continue to be pulled into the possibility of educational transformation.The more I read and re-read it, the more inspired I become, and the more I believe that instructional practices based on educational neuroscience can be implemented, that teachers can be facilitators of learning and learners themselves.”
“I am grateful that you sent along your materials about how you approach teaching and learning at St Andrew’s. I must say it is far more intentional than anything I ever encountered in the independent school arena. Particularly around teacher assessment and evaluation and the whole foundation of neuroscience From a marketing standpoint, your piece presents such a coherent school wide philosophy and approach, again I’ve never seen anything quite like it.”
“I recently led a team of KIPP DC: KEY Academy teachers on a visit to St. Andrew’s Episcopal School. We were blown away! Our teachers consistently observed students engaging with texts, ideas, and content in a rigorous way. More importantly, students were driving the learning in every classroom. The teacher often served only as a facilitator to the thoughtful questions and connections students were making. In 7th grade science, students diagramed chemical equations on the board and independently discovered that photosynthesis and cellular respiration were opposite processes. In religion, several students were involved in a heated discussion about God’s appearance and whether God was a he or she. They drew upon their historical understandings of the role gender, race, and age has played in society to explain to each other why God is often portrayed as an older, white man. Finally, in 6th grade Spanish, students were having full conversations with each other – introducing themselves, talking about the weather, and explaining activities that they enjoyed. It was truly impressive to watch. At KEY, we believe that observing excellent instruction and borrowing what we see will push us to become better teachers for our kids. We create opportunities every year to visit excellent schools precisely for this reason. We knew visiting St. Andrew’s would be an enriching experience, and it met our high expectations. We are so thankful that St. Andrew’s welcomed us into their school and classrooms. We have already begun to implement many of the ideas we observed on our visit. From all the kids and teachers at KEY who will benefit from the great work you are doing at St. Andrews, thank you.”
“I really enjoyed seeing the high standards the teachers set and really maintained for all of their students.”