trevordayschool

on Ambitious Academics, One of my best experiences in the past few years is returning to teaching (albeit on a part-time basis). Currently, I have a class of eight dedicated students in my Advanced U.S. History course. Having already taken a full year of U.S. History in the 10th grade, these 11th and 12th graders have a firm foundation in America's history, which allows them to pursue select topics in greater depth. A recent class session focused on three different, but interrelated, themes: periodization in history, non-violent resistance, and the life and work of Dr. Martin Luther King, Jr. Students presented digital sources on which we then focused our discussions of 1950s and 60s America. Working with me, these exceptional young people have crafted a truly ambitious program. They are a pleasure to be with; I must tell you that. They happily and readily engage with the subject—which, as a historian, is a privilege to witness. They are clear thinkers and talented writers, qualities that will take them far. And, perhaps most importantly, there is wit and humor in our time together each week—these are balanced young people, who make space for joy, alongside their great ambitions. Not surprisingly, I am often called upon to outline what Trevor does best and how we differ from other schools. Recently, the students from my class are top of mind. In them, I see the embodiment of our school's three pillars. First, Trevor offers a highly ambitious academic program that challenges and inspires students to become the lifelong learners and leaders that our mission touts. I see that in my classroom, where students are mastering the practical applications of creating a historical narrative, while simultaneously crafting blueprints for changing the world. In the Lower School, I see it in the time and care we commit to developing students' core capacities in reading, writing, and STEAM—so that they are primed to explore complex topics and systems, such as the history of the Hudson River, and how science, art, and history intersect in Central Park. I see it in the creation of digital portfolios in the Middle School and students' tackling of sophisticated texts, from To Kill a Mockingbird to Lord of the Flies. And, you can find it across the entirety of the Upper School curriculum, from Advanced Calculus and Astrophysics to Feminist Waves in Women's Fiction, and our signature digital humanities courses. It is a uniquely challenging curriculum brought to life through the efforts of talented educators who use dynamic inquiry-based methodologies. The second pillar to which I refer is engagement, which flows from the work we do in our intimate classrooms, on the stage, in the art and music studios, on the courts and in the fields, in the Common Rooms, and throughout the community. At all grade levels, a Trevor student is engaged, not only in the life of the mind, but in athletic and artistic pursuits (such as our beloved Choreolab), in personal aspirations and passions (such as gymnastics or building a computer from scratch), and in making the world a more just and sustainable place to live. Academic challenge and engagement are essential to who we are, but equally important is the fact that Trevor students are encouraged (and empowered) to lead balanced lives. This is not always easy in New York City, or anywhere, for that matter. Aspiring to raise children who are healthy in body and mind requires a certain equilibrium. This commitment starts at home, and depends upon resources and support throughout a child's life, especially in school. It requires expert teachers, who can masterfully impart a college-prep curriculum and utilize homework as an aid, not an albatross. It demands thoughtful health and wellness curricula and easy access to teachers and advisors for guidance. It needs schedules that allow students to pursue art and play sports, if they wish, or participate in more than one club or activity. And, it is enhanced by dedicated spaces for connection and wellness—such as our Common Rooms and our new community garden on the East 95th Street rooftop. This oasis, designed by alum parent Maya Lin P'17, is itself the architectural embodiment of balance. The lessons we teach here aren't just about history or math—they have to do with community and responsibility to oneself, too. These pillars of ambitious academics, engaged students, and balanced lives intersect and complement each other, leading to well- rounded and purpose-driven graduates who leave for college with the intellect, problem-solving skills, and confidence to make waves where they are needed most. Engaged Students, and Balanced Lives The Head of School's Thoughts

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