9--Interview+With+King+Department+Chairs

Alan and I interviewed the Department Chairs on Thursday, Dec. 8. Present for the meeting were the following: Victoria Khiznichenko (Math Chair) Christos Galanapoulos (History Chair) Tom Zoubek (Foreigh Languages Chair) Carolyn Patten (English Chair) Ken Melmed (Former Science Chair)

In general, the important points were as follows: ** Community Service ** __Strengths—__ __ Weaknesses— __ __ Opportunities— __ ** Service Learning: ** __Strengths—__ __ Weaknesses— __ Opportunities— ** Diversity: ** __ Strengths— __ __Weaknesses—__ __Opportunities—__ __ Threats— __ ** Parent’s Engagement **
 * As we progress with the development of a Strategic Plan, it is imperative that we show how the pillars interact or connect with each other;
 * The important concepts of Pillar II, namely Community Service, Service Learning and Diversity, must be defined appropriately so that we are equipped to achieve success in implementation.
 * Re-title “community service” and “service learning”—sound the same, and it is confusing.
 * Tom Zoubek sees service learning in terms of “growing as a person, and learning more about the world.” This has a much deeper and profound meaning to the student. He contrasts this with community service, which he described as one of his recent experiences “playing in a band at a Senior Home.”
 * Class trips are not educational—supposed to be class building. Put kids into a situation where they work together for the common good; make them “educational trips,” and not something during which the kids fool around for 3-4 days.
 * We are ready for a true Global Studies curriculum, but faculty, parents and students must be aware and directed to make it work—
 * The Chairs do not feel that our current curriculum does not adequately address global citizenship, and certainly not equally in all three divisions.
 * Important to tell kids that their way of life is not unique; give them a picture of how people elsewhere really live.
 * Must be packaged correctly, and could link to service learning—ie. Recent trip to New Orleans, helping students experience life in other parts of the country.
 * If we do community service right it can be good—must be a hands on experience.
 * Not meaningful as it is currently presented at King.
 * How about taking the kids to downtown Stamford, or Norwalk to work for a day—rather than “counting pennies.”
 * Collections are an easy form of community service, but how does this teach kids how to live in a community?
 * There is a naiveté concerning what is happening in Stamford, as well as the world.
 * Service is done in an “ad hoc” way, comes and goes, so has no meaning….
 * Take kids to see what it is like to live in another country; to realize how truly fortunate they are.
 * Community service **should be required in the Upper School,** as a requirement of graduation.
 * Christos believes that community service should be connected to the curriculum; this “intellectually” prepares the students to understand service.
 * Domus Kids: Math team helps at schools working with kids who have issues with math.
 * Should be service learning trips.
 * No information regarding service-learning objectives.
 * The chairs feel that the directives are “just thrown at us at the beginning of the year, with no information on how to prep the students (web links; information about special assemblies).
 * Without this direction, it is tough to tie these directives in with the curriculum.
 * Add to that the lack of time to prepare; information is provided much too late, when it is “hectic.”
 * Just seems like the service plan is worked on by a small group each year, and then introduced to the faculty too late to prepare.
 * Tom Zoubek is worried that the Veterans Research project will not happen….
 * The faculty should have an idea of what the service plan for next year is well in advance, so there can be proper planning.
 * Provide a packet of information to help the faculty prepare.
 * Students have discussions about sexual diversity.
 * Carolyn Patten feels that the English curriculum addresses diversity well.
 * Christos is very impressed in general with the student body’s awareness of diversity.
 * There is safety at our school—in terms of sexual identity.
 * Dr. Melmed believes that “people of color” is the only definition of diversity at King.
 * We do not talk about ethnic diversity; different than racial diversity.
 * Kids really do not understand the difference between ethnic diversity and racial diversity.
 * Students understand diversity as black and white.
 * Would help to define what community service, service learning, and diversity mean.
 * Important to define diversity because there are so many elements.
 * What goals are we trying to achieve?
 * More assemblies that speak to cultural diversity—like the Brazilian orchestra.
 * “Do and demonstrate rather than talk at”—works better.
 * These issues are not unique to King; other schools face similar issues.
 * Parents should be more supportive and less judgmental.
 * Parents say they do not understand the culture of our school—this is an issue.
 * New parents especially must be educated as to culture and values.
 * Must prepare parents for what they will encounter at King.