Representing the best in prekindergarten through twelfth grade independent education

We recently asked parents, as well as faculty and staff, to participate in an independent school survey. The survey is part of the self-study study process required for re-accreditation by the Independent Schools Association of the Central States (ISACS).

It is extremely important for USM to receive feedback from parents and, as I noted in my communication in advance of the survey, your answers provide an important way for us to track the satisfaction of our families and the effectiveness of our programs.

I would like to use my blog this week to tell you a little more about the accreditation process. University School participates in a seven-year accreditation cycle that begins with the preparation of a self-study. A school’s self-study tells the story of the school, allowing the institution and its departments to describe in narrative form how their progress relates to their constituents’ perceptions and the school’s mission.

A key component of the process involves a peer review conducted by independent school administrators and faculty who therefore understand and appreciate independent school qualities and contributions to education. The review team asks the question, “Does USM live up to its mission?” It looks for full disclosure and high-quality performance. The team concludes the review by providing a set of commendations and recommendations. The school, in turn, commits to taking action on the recommendations and to reporting progress in accomplishing the goals until the next accreditation cycle begins.

USM benefits greatly as we hold ourselves to the highest standards, and through this process we receive invaluable feedback from our parents, faculty and staff, and alumni, as well as a team of outstanding independent school educators.

The accreditation process serves to provide us not only with the views of internal constituencies but also gives us the advantage of an external evaluation, ensuring we always “represent the best in prekindergarten through twelfth grade independent education.”

The Art of Being a Fourth-Grade Docent

Lower School students look forward to their fourth-grade Docent Day program as a rite of passage. The program is a culminating event for the Lower School fine arts curriculum, combining research, drawing studies, public speaking, and art and world history.

Beginning in first grade, students visit the Milwaukee Art Museum three times a year to learn about the Museum’s history, the artwork, and elements and principles of design. Once in fourth grade, students recreate, using pastels, their favorite piece of art in the Museum. They then write a speech about the artist, the artwork, and the use of design techniques.

This year’s program took place at the Museum a few weekends ago. Students became docents for the day using portable voice amplifiers as they toured around the Museum. They presented to family and friends their own interpretation of their chosen piece of art. A special reception was held at the Museum, and every student received a certificate acknowledging their completion of the program.

Lower School art teacher Bob Geniusz believes the program is a vital start to building students’ independence and public-speaking skills. “The entire fourth-grade faculty team works together to help each student prepare for this event, but many choices about their projects and how often they practice are left up to the student,” says Geniusz. He notes that this year technology played a large role in allowing the students to perfect their presentations on their own: “This year, students recorded their speeches on iPad 2s. This way they could easily see and hear themselves and could re-record and practice as much as needed.”

This special program is an important milestone, helping our students not only develop an appreciation for the arts but also developing strong presentation skills― an important component of a 21st-century education.