Notes from the Head

March Madness is upon us, and l would imagine that many folks are tuned in to NCAA basketball games, even if you are not normally a basketball fan. Tournament play, both at the conference level as well as national level, becomes exciting. Many of us adopt a new favorite team, and schools not normally in the spotlight become the potential Cinderella schools of the tournament. As  a basketball fan, I admit to getting caught up in the school spirit that is seen on many levels.

As an educator, I’m always looking at various events, such as basketball games, as teachable moments for our kids. It seems that each game offers that on many levels. Sportsmanship and compassion can be found, such as the scene many saw of a player from a winning team consoling a player who had just lost a very close game. Emotions run high, and everyone understands the devastated feeling of having a season end too soon. On the other hand, we see behavior that I wish our kids did not see. The intensity and poor sportsmanship displayed at times are not reflective of the role models we want our students to follow or to be seen on our own school basketball court or athletic field. So we applaud the good and take the opportunity to address the less than desirable.

In a recent posting the coach of the University of Connecticut women’s basketball team, Geno Auriemma, spoke about the importance of attitude for his players. Of all their skills, this is the most important one that he looks for in potential players for his extremely successful program. Attitude on the court, on the bench, in the locker room, and on campus, Auriemma feels, affects how a young woman plays on the court. Poor body language and attitude translate to a poor attitude and performance both on and off the court. And that may well be true in just about every situation we find ourselves in. It’s all about attitude and how we respond to situations, whether it’s in conversations, relationships, or team play. A positive attitude translates to a higher degree of success. It sets the tone and leaves one with optimism and an expectation of success in work and in play.

As we watch and cheer on our favorite teams in the next two weeks, I for one will be observing team attitudes both on the court and on the bench. I’m going to watch body language, team spirit, sportsmanship, and attitudes of the players and coaches. I’d like to believe that those with the greatest success will be those with the most positive attitudes, but at the same time, let’s observe those that lose as well. That’s where attitude from coaches and players says it all. Where there is grace and sportsmanship in defeat, there we will likely find the best role models and strength of character. Therein lie the teachable moments for our kids. That’s where true champions can be found.

Margaret Moore

Head of School

Notes from the Head

So much of what happens within a school day is about communication and how we relate to one another. From the time a student steps on campus and then into a classroom, the daily interaction between teachers and students begins. Our young Kindergarten students muster a great deal of courage on the first day of school as they move from spending a large percentage of their day with parents or caregivers to a new relationship with their classroom teacher.  The many hats that a teacher will wear in the course of a day include instructor, nurturer, coach, nurse, surrogate parent, counselor, friend, and cheerleader.

Teaching takes place all day long. It happens on many levels. On one level, it may appear to be all about academic instruction. On a deeper level, however, are important life skills that are constantly being taught from Kindergarten through eighth grade. Students are learning to share, to care, to communicate, and to be part of a community. They are learning that relationships take time and take patience. They are learning to be friends with others and how to mend friendships when relationships are hurt or broken. Students are learning values and establishing their own moral compasses that will provide the foundation for good choices going forward. At St. Michael’s, the faculty and staff not only teach and serve as role models for the students, but also work hard to remove obstacles to learning in order for students to reach success.  This is why it is not unusual to see faculty and staff mingling among students on the playground, in the courtyards, at lunch, or at break. Our ears are constantly open, and relationships are constantly being built, in order to foster an atmosphere in which students feel valued, respected, cared for, and supported.

It truly does take a village to raise a child, and it is an honor to be a part of this chapter of our students’ lives. At St. Michael’s,  students are discovering themselves and embracing who they are in a community of leaders, learners, and friends. It takes time and energy, patience and courage, but at the end of the day we see confident students emerge who will leave their own mark on this world.

Margaret Moore

Head of School

Notes from the Head

And we’re off! The third and final trimester of the school year has begun. It never ceases to amaze me that we arrive at this point, and suddenly the end of the year seems much too close. There is so much left to do and a finite amount of time in which to accomplish it. In Chapel on Monday, I reminded our students that, using a baseball analogy, we are on third base and rounding the corner toward home plate. Rather than walk into home, why not run in, sliding across the plate and exclaiming, “Wow! That was an amazing year!” Our students work hard throughout the year. They play hard as well and often stretch themselves not only to try something new but work toward mastery in the process. It’s a delicate balance, trying to achieve goals while being mindful of the importance of growth and learning through the process.

All of us have difficulties at times finding that right balance. Being the often driven person that I am, I can hold myself to impossible standards.  I am well aware that many of our students do as well.  Striving to have a growth mindset rather than one that is fixed, however, enables me to allow for flexibility and acceptance of myself along the way. It’s not a matter of settling for something less. Rather, I can strive to do my best, learning and growing along the way, setting realistic goals, even at my more senior age. That’s the power of “yet.” It’s not so important what we achieve in the end, but rather what is being accomplished and learned in the process along the way. For our students, when they figuratively slide into home base at the end of the school year, my hope is that we can help them to recognize how far they have come, being proud of what they learned in the process, knowing that they have grown tremendously. So off we go, rounding third base. As we complete the year, may we all celebrate a year well lived with much progress achieved along the way.

Margaret Moore

Head of School

Notes from the Head

On Thursday evening, our campus will be a happening place! Not only will we be welcoming visiting families as they tour our school, but we will be having a “STEMazing” opportunity to see Science, Technology, Engineering, and Math at work. Our STEM Festival will feature our students and the research they have done in proving, or disproving, scientific hypotheses. We will have student reports on famous inventors and young researchers from our Lower School demonstrating our amazing sense of smell and the integration with taste buds. Science and language arts will be intertwined as middle school students share original science-fiction stories.  In addition, we have invited the Tucson community to join us. We’ll have experts in optics, laser games, physics challenges, and brain games for all ages. Scientists will be roaming around, eager to share what they do and how their careers evolved. This is all part of our expanding STEM initiative from K-8, which is broadening our understanding of the connections throughout various areas of study, including how Science, Technology, Engineering, and Math, as well as Art, Music, and Religion are linked together and complement one another.

Our growing STEM program at St. Michael’s is a result of our capital campaign and our commitment to bringing a greater presence of STEM education into our curriculum and school program. Funds raised through our capital campaign, Charting Our Course for the Future, are helping to support these efforts. Our STEM Festival is just one example of this initiative. Other examples include our growing robotics elective and presence at area competitions; our increasing presence at local and regional math competitions; and our expanding relationships with the University of Arizona STEM programs as well as with the scientific community at Raytheon. Across the board, our faculty is taking part in local and state professional development opportunities that provide tools for integrating STEM elements into classroom activities and into a variety of subjects from Kindergarten through middle school.

It’s an exciting time on the St. Michael’s campus and, as we look to next year, our students can expect to see even more opportunities to explore their world and expand their understanding of the relevance and connections between what is being studied and learned. I am grateful to the members of our faculty as they embrace this initiative and engage our young learners. It’s a team effort as we prepare our students to think critically and dream big! At St. Michael’s, there’s a balance between answering questions and questioning answers; a balance between discovering yourself and discovering your world.

Margaret Moore

Head of School

Notes from the Head

It seems as of late, every which way we turn, we run into “us vs. them.” On a school level, this isn’t always unusual as our students learn to build healthy friendships and relationships. Things can be going along swimmingly until exclusion happens or comments are made that result in hurt feelings or broken relationships.  We try to use these important teachable moments to present a different way to be friends, to be in community. This can be difficult in present times, however, when there is a more extreme sense of differing opinions, many of which are publicly made through the news and varying forms of social media and electronic communication. There seem to be no boundaries. For many of our students, as they become plugged into electronic devices, habits are quickly formed around postings and messages that would never be said directly to someone. So how can we possibly find better ways to build bridges rather than walls? The words offered by Saint Francis provide a model for us to follow.

In our chapel program on Monday, as we concluded our conversations about justice, we discussed approaches we can take when we have disagreements with friends and relations, particularly when relationships seem to be broken or damaged. First, we need to listen. I am the first to admit that sometimes I speak before I listen and, as a result, I make assumptions that might be incorrect. Perhaps the other person feels misunderstood and unheard, which leads to the second point, seek to understand.  When we can listen and understand another person’s viewpoint or perception of the situation, we are much more likely to erase assumptions and be able to offer solutions. Talking about someone rather than to someone does not provide solutions. As we all know, it’s difficult to fix a problem until we know what it is. Communication and relationships are two-way streets, so the more we can give people the benefit of the doubt, the more likely we are to enter into reconciliation. When we can listen and gain a better understanding, we are in a position to forgive or ask for forgiveness, which begins the important process of healing in a relationship. When communication has once again been established, we can bring joy back in through generosity of action and spirit. This opens the door for love to enter in.

In this process, we can live into the prayer of Saint Francis, being instruments of peace, sowing love, offering pardon, having faith, offering hope, being the light, and spreading joy. Of course this is easier said than done, but each day offers us the opportunity to move forward, and so we begin again.

Margaret Moore

Head of School

Notes from the Head

Last Saturday, we had an Open House for prospective families to visit our campus and learn about our school. Parents were present to give tours, and several of our Lower School teachers were there as well to share information about curriculum and programs. The most special part, however, was our STEM activity table, which was “staffed” by sixth, seventh, and eighth grade students who are members of our STEM Club. As our prospective students inched their way over, our students welcomed them in, getting down on eye-level to invite them to join in the fun. They inspired and demonstrated creativity, collaboration, communication, and critical thinking for our visiting young friends. It was a joy to see the poise in our students as they shared their enthusiasm for STEM. These were our ambassadors for the morning, and it was a proud moment for our school.

Our families were given the opportunity last fall to participate in a survey about St. Michael’s. One question explored the reasons families have chosen St. Michael’s for their children. The two key reasons that came up repeatedly were the instillation of a love of learning and the preparation we offer for high school. It’s the beginning of the story and the end of the story. We bring children into our “nest” in Kindergarten. We nurture them, inspire them, encourage them, and instill in them that love for a lifetime of learning. As they continue through our K-8 program, they are prepared for high school and beyond, not only through academic studies but also through exploration of the arts, physical education, leadership, character formation, and spiritual exploration.

At St. Michael’s, our students are discovering themselves while discovering their world. We work to have balance between challenging young minds and inspiring hearts. We instill kindness and cultivate perseverance. We answer many questions while leaving the door open for questioning answers. When I watched our middle school students interact and guide our potential young Kindergarten or first grade friends, they displayed, through their actions and relationships, that they love what they do and are dreaming big about the opportunities that are ahead. It was a perfect example of the balance we have at St. Michael’s and just one more reason why St. Michael’s is THE place to be. All I could say was “WOW!” Invite someone to come and see.

Margaret Moore

Head of School

Notes from the Head

As I write this blog, we have entered a historic week during which we celebrate the work of Dr. Martin Luther King, Jr., on one end and witness the inauguration of the new President of the United States on the other. We have been in a time of great divide in our country, and we pray that the new government will work to bring us all together again as a unified nation. My trust is in God, and my great hope rests with the next generation. When I look at the fresh, idealistic faces of our students, it is with them that I want to put my energy and that of our school. They are the hope. They are the future.

This month, as we focus on the value of Justice, we spoke in Chapel of our responsibility to work for justice for all people. Our students are well aware of fairness and equality. Just try to do something special or show favoritism to a group of a few! Trust me…they know about Justice. But we went further in our discussions and looked at what we should do as people of God. What are the guidelines that we should follow? It’s a simple but challenging list. The prophet Micah made it clear. And what does the Lord require of you? To act justly, love mercy, and walk humbly with your God. (Micah 6:8) Kindness, compassion, humility, fairness, justice. It’s what we talk about daily, and it’s what I see in action more times than not.

Last Friday, for the first time, our middle school students went out into the Tucson community as a collective group to perform service in honor of Martin Luther King, Jr. Day. They were divided into small groups and, with the help of parent and faculty chaperones, traveled to eight different service agencies to help. They learned about the work of the selected organization and then assisted in various jobs that needed to be done. As I spoke with several of the agency representatives, they gave glowing reports about our students, their spirit, their conduct, and their desire to make a difference. Students were eager to help, and their cooperative spirit was contagious. Everyone returned with a deeper understanding of the needs in our community and a desire to do this again, and perhaps more often. It really was a day to remember and a day to give back.

Our students saw firsthand that kindness, compassion, a helping hand, and sharing out of our abundance can change a life. And what does the Lord require of you? To act justly, love mercy, and walk humbly with your God. Important work was done, and a deeper understanding of justice, equality, and the importance of kindness was an end result. Life lessons are often not learned in a classroom. They are learned when we go out into the world with eyes open to see God’s hand at work in the world about us. Justice, mercy, and humility: they can change the world.

Margaret Moore

Notes from the Head

Happy New Year to our St. Michael’s community! As we return to school and begin again, we have the opportunity to regroup and recharge as we launch into the second half of our school year. I have commented many times that the academic calendar allows time for goals to be set and then reset once again following our Christmas holiday. I always find that my goals for the year that began in August can always use a bit of revision as we pass the midpoint. So what can that look like for our students and for those of us who work so closely with them?

This year, we have introduced and talked frequently of the idea of a growth mindset rather than a fixed mindset in our students. The author of Mindset, Carol Dweck, says that a growth mindset assumes that intelligence and other qualities, abilities, and talents can be developed with effort, learning, and dedication. So, for instance, if you hear yourself thinking, “I can’t do this,” tell yourself instead, “I can’t do this YET.” Or if a student says, “What grade did I get?” we can encourage them to ask, “What can I do to improve?” There is power in the word “YET”. Learning is a process, and perfection should not be expected as new knowledge is introduced and material is mastered. With a growth mindset, what was once viewed as impossible can become possible. Feeling that one is unable to do something can work to one’s becoming able. The Little Blue Engine became successful because of a growth mindset…”I think I can. I think I can. I think I can.”

As our students reset their goals for the rest of the school year, I encourage you to ask them questions that prompt a growth mindset toward learning: “What did you do today that made you think hard?” “What happened today that made you keep going?” “What will you do to improve your work or your talent?” “What will you do to solve this problem?” These and other probing questions encourage our students to be actively engaged in the work that they do, taking charge of their growth and success. The old saying, “If at first you don’t succeed, try and try again” is as true today as years ago. That’s the power of YET.

Margaret Moore

Head of School

Notes from the Head

It was an exciting afternoon last Wednesday as we celebrated the completion of the new multipurpose room with a “soft opening” and early Christmas lunch for our faculty and staff. Our new room will serve as the hub for our lunch program, the home for Aftercare, and a beautiful spot for meetings and special programs for our students and faculty. With a little ribbon cutting and a big cheer from our faculty and staff, it was thrilling to walk into the space we have dreamed about for quite a long time. When we began the campaign two years ago with a vision for facility and program improvements, we launched off with faith in our extended school community that there would be support as we Chart Our Course for the Future!  Today, we have reached the $875,000 mark, and we are optimistic that we can achieve our goal, exceeding the million-dollar mark.

So far, this campaign has allowed St. Michael’s to enhance our front reception area and offices, providing a more welcoming space for our families and visitors. Our faculty is enjoying a new light and spacious work center. Our Lower School students are showing greater engagement and excitement for science in a dedicated classroom, and now with our multipurpose room we have space that allows more flexibility to bring the talents of Tucson onto our campus with programs for our community.  In addition, our STEM initiative is taking off with gusto. Under the guidance of Jennifer Gould, we are seeing exciting things happening in Science, Technology, Engineering, and Math. As we reach toward the completion of our campaign, we are optimistic that we can attain our goal, allowing for the air conditioning of our Student Center to create a year-round space.

We are deeply grateful for the support of our school community for this important school initiative. We could not have reached this point without that encouragement from each and every one who has joined in the campaign. It’s not too late to join the train as we steam towards the goal. Each gift to the campaign, regardless of the size, will make a difference.  After all, at the end of the day it really is all about the kids.

Margaret Moore

Head of School

Notes from the Head

Reverence is defined as deep respect or awe. It also can mean deep admiration, amazement, or astonishment. As it is our value for December, we began talking about reverence in our Monday Chapel assembly as the respect that we should show for one another, recognizing that our Baptismal Covenant calls us to respect the dignity (and worth) of every human being. With that in mind, our students were reminded to THINK before they speak to another person, be it a friend, a teacher, a sibling, a parent, or even a stranger, as a way to show reverence. So what would it look like simply to THINK about what we are about to say to another person?

Recently, I have seen posted at school and in magazines a wonderful reminder of how we might show reverence and respect to one another in what we say and how we say it. It involves asking five simple questions, taking each letter in the word THINK. Is it True? Is it Helpful? Am I the best one to say it? Is it Necessary? And, finally, is it Kind? Of course, I realize that it is much easier to write this than to carry it into practice day in and day out, whether for adults or children. But even if we all were able to pause for just one second, to think and ask if what we’re about to say is TRUE, HELPFUL, NECESSARY, and KIND, many of our relationship issues with friends, colleagues, neighbors, or family members would simply go away. When we honor one another and show respect, even amazement on occasion, our world would be a better place. I, for one, may just make this part of my New Year’s resolution list, adding reverence of all by stopping to THINK before I speak.

Margaret Moore

Head of School