Strategic Plan

Keeping a school “on-the-move” takes a great deal of work. Originally Greene Street was a very small school, likely about 10 students. And today our enrollment is significantly larger. Educating students requires considerable planning and coordination, not just in the classroom, but also throughout the departments, faculty committees, management, and governance groups that comprise the school. In recent years we have constructed a planning/implementation cycle to help us innovate while staying true to our mission.

The most recent cycle began three years ago, in 2003, under the leadership of Anne Bayless, a School Committee member. We surveyed our entire community, including alumnae, to identify areas needing work. We received about 1,000 comments from the School community that fell within nine areas of School life. The School Committee formed working groups to consider responses, and the Administrative Team crafted an action plan that totals over 100 items. Some items are small and inexpensive; some are large and costly. They all contribute to our momentum as a school.

Academics are important at any school, and it is not surprising that about one-third of the action items fall under the area titled Academic and Support Programs. Below are several big steps in this area that we have already taken, are taking right now, or will be taking within the next three years.

We are implementing a new mathematics curriculum, EveryDay Math. Developed by the University of Chicago, EveryDay Math is a fully articulated scope and sequence with a strong base in independent educational research. The curriculum is one that “spirals,” allowing students many opportunities to connect and reconnect with content, so that if they don’t “get it” on the first pass, they have more chances. We have purchased the curriculum materials and have conducted teacher and parent training. Consultants tell us that it takes about three years to implement the curriculum, and we are now in our second year.

We have created a new mathematics specialist position on our staff. Emily Moran, a recent mathematics graduate of Haverford College, supports classroom teachers in the transition to EveryDay Math. She also consults with teachers in mathematics pedagogy and assessment.

Wilson Felter, our Head of Lower and Middle School is leading teachers and administrative staff to implement web-based homework assignments and electronic student records. Students will have internet access to teachers’ web pages and homework directions. Over the course of a decade, we will retire many large files cabinets filled with hundreds of pounds of paper files.  This is not only good for the environment; our information and communication systems will take a big uptick. Report cards and other records will be stored electronically off-site, with back-up and disaster recovery features.

Under the leadership of Katie Portela and our Learning Support Team we are training our faculty in the techniques of differentiated instruction. In layperson’s terms, differentiated instruction means implementing class activities that are interesting and appropriate for all members of the class, regardless of experience or ability. To facilitate this work, we have increased the amount of learning support so that Katie Portela, our Learning Specialist, can devote more time to differentiated instruction, working with faculty, students, and parents.

In response to many questions and requests from families, Greene Street will develop a segment of curriculum focusing on Friends principles, values, practices, history, and process. Many families choose Greene Street Friends School because of our approach to life issues and relationships, as well as interest in different religious traditions. Our faculty has begun by integrating five Quaker themes into the school year (Simplicity, Peace, Integrity, Community, Equality).

In the area of student leadership, we are initiating a program that brings back images from Greene Street’s past. For years, the seal of the School centered on the image of a torch. This year we are initiating a new system of student government, called TORCH, which stands for Togetherness, Open-Mindedness, Respect, Compassion, and Heart. Our TORCH program will teach students to practice decision-making, patience, discernment, listening, speaking and leadership skills.

Schools need a strategy in order to continually improve, and our Strategic Plan is ambitious. We are pleased by the 20-30 improvements that we have already made, and we are busy working on the rest. Stay tuned!