Issue link: https://trevordayschool.uberflip.com/i/915972
he ultimate goal of a good secondary school is to prepare its graduates for success in their next steps—college...internships...service... creative expression...career. A great school, though, is also a training ground for the innumerable ways in which we learn, communicate, interact, and problem-solve throughout our lives. is nimbleness of thought, coupled with a strong and diverse preparation for the future, is the guiding outcome for a Trevor education, and it is reinforced exponentially during Trevor's senior year Bridge program. e Bridge program asks seniors to explore an area of academic concentration, creative passion, or professional vision, in a focused and in-depth scope during their last months at Trevor. e program fosters intellectual expansion, personal growth, independence, collaboration, and thoughtful innovation. It may create an opportunity for seniors to build relationships with the local community, as well as take important first steps as responsible global citizens. It also offers a lens through which seniors can practice and appreciate the varied knowledge and skills accumulated through an inquiry-driven education. Roman Peña offers a spectacular example of how a Bridge project can bring together a multitude of Trevor learning into a meaningful and impressive capstone experience. After significant research and curriculum planning, Roman taught his own seminar about the revolutions of 19th- century Europe, with an extended unit on the French Revolution of 1848. His inspiration was the Trevor model of teaching and learning. He developed his curriculum around central questions, which would then lead students to rich discussions. He made sure that the course was also project-based, incorporating activities such as analyzing a painting, engaging in a debate, or reenacting a battle—all of which would drive deeper understanding of the content. What Roman took away from his years at Trevor is also what he chose to put back in: a sincere love of learning and passion for intellectual discourse. Bridge projects are often multi- dimensional, and include a variety of engrossing experiences that also challenge the student. Examples include internships, independent studies, faculty-led seminars, community service projects, and artistic and creative expressions. Regardless of the form that Bridge projects take, students are encouraged to exercise independence and demonstrate integrity. By doing so, they come to appreciate the power and purpose of their Bridge experience. Josh Hershkowitz epitomized the multidimensional Bridge project approach—making the most of his academic, professional, and service pursuits. He focused his project on an investigation of his past and future. A centerpiece of the project was his participation in the March of the Living—an annual educational program in Poland and Israel, in which thousands of Jewish teenagers and adults from T BRIDGE Trevor Student Trevor Graduate e to 2 4 T R E V O R D AY S C H O O L n FA L L 2 0 1 7 – 2 0 1 8 from