- Defining and operationalizing the “whole child” approach at Lovett.
Incorporating a shared pedagogical practice that centers the establishment of inclusive classroom climate and culture.
Revising Lovett’s pedagogical and moral/ethical commitment to multicultural curriculum so students emerge with increased critical thinking and research competencies to make sense of an increasingly complex world.
Developing a sustainable system and practice so faculty are better trained in cultural competency, culturally responsive teaching, and integrating DEI in the classroom.
Initiative: Increase the clarity about what the outcomes of the Lovett experience should be. How can we identify a Lovett student and distinguish them from other local schools?
Progress: After clearly defining the Whole Child Promise at Lovett, divisional and departmental leadership has dedicated significant time and energy into articulating the specific behaviors this definition demands. Across three divisions, teams have created data points for what the Whole Child Promise is and what it isn’t. The Whole Child Promise dictates that students learn by doing and reflecting on what was done. They explore provocations that allow them to actively grow understanding rather than simply recall information. Lovett students are expected to understand who they are, how their presence impacts others, and how they may use this knowledge for the common good.
Initiative: Refine our systems about how to design, assess, re-engineer and innovate curriculum, e.g. creating a uniform approach to language and curriculum management; integrating a definition of and practice around culturally competent and responsive pedagogy; orienting metrics and KPIs around learning outcomes and not teaching inputs, etc.
Progress: With new divisional leadership the essential K-12 nature of this initiative is in process. Forming a strong K-12 team is the foundational first team to thorough examination of curriculum and pedagogical practices. Departments have created a single, unifying purpose statement that articulates the “why” behind the subject matter, skills and competencies the discipline gives life to. The first meeting of K-12 academic leadership, MS and US Department Heads and LS Grade Level Leads, met for the first time in October and will meet for a full day retreat in early November to continue laying strong foundations and building competencies in leadership so they can launch this visionary work with their teams.
Initiative: Refine the definition of requisite skill sets for recruiting, hiring, developing, evaluating and promoting faculty.
Progress: A full day executive leadership team retreat in the summer of 2021 was spent creating a shared set of hiring guidelines for faculty members. The processes and procedures allow divisional leadership to operate from a shared set of agreements and ensure training of hiring teams is in line with Lovett’s core values and mission.
A design team of employees across Lovett was convened in September to begin an evaluation of Lovett’s FED program and “Master Teacher Description” to ensure that both are artifacts of the Whole Child Promise. Divisional and Departmental Leadership has spent significant time coming to agreements about accountability measures so that there is consistency across the school in terms of basic expectations that center the experience of students.
Initiative: Develop a graduation expectation of student facility in cultural competency or a system to support the same, eliminating the disadvantage some Lovett graduates face as they enter an increasingly competitive college application field.
Progress: With new divisional leadership and searches underway in two divisions, much of this work is in process. Defining cultural fluency competencies is the essential first step (in process) followed by training and education of K-12 teams. The core of this work began in August 2020 as teachers were focused on building their classrooms one domain at a time, beginning with climate and culture (relationship), then moving on to pedagogical practices, and finally to content, skills, and competencies. In order for teachers to know students they must increase their own understanding of self; this has been the focus of numerous weekly meetings.