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Current News
3/4/2010
PCD Launches Formal Community Service Program
Abby Kaye-Phillips ’10 wants as many dresses for the prom as possible. She’s looking for dresses in all colors, styles, and sizes, and will not stop collecting them until she has enough to fill an entire clothing rack. Yet Kaye-Phillips’ motives are far from materialistic. Rather, she’s asked the girls and women in the PCD community to look in their closets for “gently used” dresses to donate to girls who cannot otherwise afford a special outfit for the prom. She has partnered with a local beauty salon where the girls will be able to go to “shop” for their dresses. “The more dresses we have, the better,” says Kaye-Phillips. “That way, girls can find a size that fits and a favorite style when they come to pick out their dresses and take one home free of charge.”
While Kaye-Phillips’ initiative is new, it is in a spirit of service to others that is far from ordinary at PCD. Student interest in the greater community has been expressed in various ways on campus for years. This year, so many projects have been undertaken that many have existed simultaneously. For example, in January the entire school came together to raise money to provide meals for the hungry when Assistant Head of School Mark McLaughlin learned that the Pawtucket Soup Kitchen was to close down temporarily because of a lack of funds. Through student-run Dress Down Days and raising awareness, PCD collected money to help keep the Soup Kitchen open. Then the earthquake in Haiti struck, and fund-raising efforts were organized to support relief efforts. Just a week later, the Girls Varsity Basketball team conducted a clinic for athletes competing in the Rhode Island Special Olympics.
January’s events were merely part of a continuum of service projects that began with the commencement of the school year. In the fall, students performed service to benefit Adopt-a-Family, the Rhode Island Community Food Bank, Habitat for Humanity, and Heifer International, to name a few. The first half of the school year culminated in the school-wide Day of Service in December, on which every student and member of the faculty and staff volunteered at over 20 sites in the Greater Providence community. A number of projects extended beyond the Day of Service itself.
Thus, by February 19, when Assistant Head of School Mark McLaughlin announced a new Community Service expectation for Upper School students, his remarks were met with excitement and approval. “This has been a long time coming,” he said. “Many of you are regular volunteers in the community, and the overwhelming enthusiasm surrounding this year’s Day of Service reinforced to us that you have a genuine commitment to helping others. Formalizing this program is a natural extension of what we have always done.”
Beginning this March, Upper School students will be required to complete a minimum of 45 hours of community service prior to their senior year. The requirement will be adjusted for current juniors and sophomores, who are asked to complete 15 and 30 hours of service, respectively. The requirement will recognize up to 5 hours of “internal service” on the PCD campus (for those who are Admissions Ambassadors, Peer Tutors, and the like) and 10 or more hours of service performed off campus each year. Days of Service (including the day this past December) will also be credited. The school will maintain a “bank” of resources for students seeking areas of potential service. Students whose service exceeds 100 hours, or, whose service, in the judgment of the faculty, reflects excellence in terms of its commitment and impact, will receive special recognition.
Younger students might take a cue from Kaye-Phillips. As a senior, she does not have to fulfill the requirement, but she saw a need and mobilized her friends to meet it. “I am really excited to see the new requirement put in place,” Kaye-Phillips said. “So many students here volunteer all the time, and to build on those efforts and have our work recognized is great.”
Photo: Leah Siegel-Reamer '11 makes a warm fleece shawl for a homeless child during the December Day of Service.
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3/2/2010
Imagining the Possibilities
With an early decision acceptance to Johns Hopkins University, Kyla Mor ’10 has truly been able to enjoy the best of both worlds. Not only has she been in the enviable position of knowing where she is going to college since December, she has been able to immerse herself in her studies simply because she enjoys learning. Indeed, Mor is most certainly not resting on her laurels. Instead, she has remained intellectually curious and continues to put her best effort into her classes, which include rigorous courses such as AP English, AP Government, Spanish IV Honors, and Senior Studio Art. “I don’t mind being booked,” says Mor. “I just like learning about everything.”
It was Mor’s desire to embrace as many experiences as possible that drew her to Johns Hopkins in the first place. “So many schools said that they offered the best of both worlds, but at Hopkins it is really true. It’s got a great campus, yet the city of Baltimore is all around it, and Washington, D.C. is very close by. It is both an excellent liberal arts college and an outstanding research university. Everyone is incredibly smart, but campus life is not only about studying,” she says. Though Johns Hopkins’ academic reputation was a compelling reason for Mor to apply early, she also likes that she will be able to play intramural basketball and participate in community service.
While Mor’s diverse interests also include visual art and creative writing, she finds courses in history most compelling and intends to major in the subject at Johns Hopkins. “I love history because it branches out into so many other subjects. In some ways it is the basis for everything else—politics, economy, society, and culture,” she says. Mor’s excitement for history was inspired in no small part by Mr. Dodd’s AP U.S. History course, a class that has stood out in her experience so much that she wrote her college essay about it. “The demands of the class pushed me so much, but the hard work was very rewarding. I loved the intensity of the study and felt like I learned an incredible amount,” she says.
Mor has brought her “work hard, but enjoy every minute of it” approach to other areas of her life. She is currently one of the most in-demand tutors in PCD’s new Peer Tutoring program, and has three tutees in three different subjects (Algebra I, Spanish I, and AP Government). Playing forward on the Girls Varsity Basketball team gives Mor the opportunity to hone her physical skills and use her brain in a different way, and volunteering with the elderly at the Jewish Community Center in Providence and Tamarisk Assisted Living in Warwick leaves her emotionally recharged. Recent trips to Prague, Vienna, Budapest, and Israel have sparked an interest in travel, which Mor hopes to do extensively in college (“There are so many places I want to go,” she sighs).
Though Mor, who is from Seekonk, is unsure about what she will do after college, she is certain that the academic rigor and extracurricular experiences at Johns Hopkins will prepare her for whatever comes next, just as they have done here at PCD. “I like knowing about everything,” she says. “The possibilities are very exciting.”
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3/1/2010
Happy Birthday, Mr. Ossman!
The entire PCD community gathered together this morning to celebrate Mr. Tom Ossman's 80th birthday. In addition to gifts and cake and a rousing rendition of "Happy Birthday," Ms. Carol-ann Tripp prepared the following remarks in honor of this special teacher on his special day.
That Tom Ossman - what a character. Now, by that I mean what character he shows in what he says, and by what he does, each and every day. This morning I would like to share with you a few of my very scientific observations and conclusions about the qualities of someone with whom I have shared 32 years of school life...in the same office.
I have never been a student in his classroom, and although he and his close buddy Cal have shown me lots of ways to solve math problems, this man of a few words but many talents has taught me some very important life lessons. He says he is still teaching because he is still trying to “get it right.” Well, he faced a definite challenge with this slow learner, because after working with me for 40 years – I first met him when I started substituting at PCD in 1970 – he still isn’t finished. I haven’t yet graduated out of his classroom.
That brings me to my first “Ossmanism” keep at it; don’t give in, never give up. And for goodness sake, don’t just talk about it, get busy and do it. And he certainly does it, with actions that speak so much louder than his few words. Whether the job is gardening, coaching, advising, or preparing his daily lessons and quizzes, he works through each task at a sure and steady pace. That’s how he teaches us: we watch and learn. We observe him raking leaves on sunny days, bending over his papers on rainy ones, sometimes when the sun is gone, others when it hasn’t yet come up. We see him working with us, and for us, with same patience and persistence. Always generous with his time and talent, he works without complaint. He often subtly and indirectly reminds me not to waste time complaining because it usually doesn’t do much good. Now I find it hard not to complain. But when I do, he always listens patiently, smiles, and puts my problem -and often its solution – into clear and practical perspective with his bottom-line philosophy.
I have come to realize that his thinking, whether on personal matters or pedagogical practices is always straightforward and direct. Quite simply, he says what he means and means what he says. That clarity in his words and precision in his actions much come from all that mathematical practice. How often in our conversations (most of the time after a faculty meeting), I’ll go on about all the ins and outs of an issue. After all my talk, he’ll quickly sum everything up with one of his famous one liners. His outwardly quiet, unassuming demeanor, I’ve come to learn, is a deceptive cover up for the light speed with which his mind works. It would take me hours to come up with those completely logical, can’t argue against it one liners that come out of him with such ease and spontaneity. Come to think of it, that is probably why, though we have disagreed on some things, we have never once had an argument. This man of a few words gives one-liners that are the last word. You have a hard time arguing against them.
Now there is a young lady in Maryland whose name is Lily, is a close relative of mine, whom he calls his “girlfriend.” She asks him long-distance sixth grade math questions; she reports her grades to him; she sends pictures for our office. And he always very sincerely says nice things about them, even though she is pictured a Red Sox shirt and holding a ball autographed by Saito. She is a Sox fan; he is not - but it doesn’t matter. Because what matters to Tom Ossman are things of basic importance. He accepts people for what and who they are. In doing so, this bottom-line, unpretentious man, makes it easy for us to respect him in return. Obviously comfortable with who he is, and honest with regard to what he believes in, he accepts and respects our differences as a true gentleman. The plaques on his wall celebrate Yankee championships and his pride in them. My desk has lots of things that boast my Red Sox leanings. Though there might have been tensions on the ball fields during championship playoffs between the two teams, none ever found its way into our office. Because that’s his way. Interactions with him are always comfortable experiences. Whether you are a board member at an elegant reception, a young basketball, baseball or football coach learning a tried and true play at his desk, or even a mother or grandmother telling your kid tales, he is genuinely and sincerely interested in your story…unless it’s about the reasons why your homework isn’t done.
You might think that his senior faculty member is resolutely set in his ways. I’ve observed that such is not quite true, not always the case. Not only does he successfully use old ways to do new things, but he and Cal are always finding new ways to do old things. His knees might not have the flexibility they used to, but boy his mind and his attitude surely do. With the possible exception of word processing on a computer and maybe texting on a cell phone, he keeps up with what has come down through the years, and goes with the flow.
That Tom Ossman - What a character, and what character. If you have kept up with the messages in this talk, you might have counted eight characteristics that I see as making him who he is: a man of actions rather than words, patient, generous, flexible, genuine, persistent, honest and practical. If I have counted correctly, those qualities are eight in number. Now math students, what can we do with the number 8? Factor it, take its square root, convert it from radians to degrees, express it in exponential notation. OR we could multiply it by 10 and get the number of years Mr. Ossman is celebrating today. HAPPY 80TH BIRTHDAY TOM OSSMAN!
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2/9/2010
The Rewards of Rigor
Darlington James ’10 knows the value of hard work. His commitment to doing his best in and out of the classroom has resulted in an early decision acceptance to Connecticut College, where he will enroll in the fall. James plans to major in International Relations and play soccer, both long-held passions of his.
“Connecticut College was a perfect fit for me,” James says. “I have always wanted to play soccer at a Division III school that is strong academically. I’ve been interested in International Relations for a long time, and that major is particularly good there. It’s a small school that values personal relationships, just like PCD. Plus it is just far away enough for me to have my own life, but close enough that I can go home to visit my family whenever I want. That combination gave me the extra encouragement I needed to apply early.”
James’ particular interest in International Relations is linked to the challenges he overcame in the past with help from international relief efforts. His family emigrated from Liberia during the war-torn 90s to the Ivory Coast, where they lived until war broke out there as well. During the chaos that ensued, James and his mother and older brother and sister walked for miles to a refugee camp in nearby Guinea. There, the family enrolled in a United Nations resettlement program that eventually brought them to Providence in February 2003, when James was 11. With help from the International Institute of Rhode Island, the James family began the enormous task of adjusting to life in America.
Immediately after his arrival, James enrolled in the fifth grade at Robert Bailey Elementary School in Providence. “That was a crazy time,” he laughs. “I was 4’9’’ and weighed 88 pounds. I spoke some English, but not clearly.” He learned English and all other subjects in a separate English as a Second Language classroom until seventh grade, when he transitioned to a regular classroom at Gilbert Stuart Middle School two years after his arrival in the U.S. “The guidelines for ESL recommend five years in the separate classroom, but I was determined to do well. I worked hard, and I learned fast,” James says. A teacher in the ESL classroom, whom James fondly refers to as “Miss Ingrid,” noticed his aptitude and suggested that James set his sights on applying to an independent school for high school. She has remained a mentor to him throughout his time at PCD.
James was also a fast learner on the soccer field. As a child in Africa, he had loved to play pick up games of soccer or “whatever anyone was playing,” but sports in his communities were not formally organized. A cousin who had been settled in Providence for a few years encouraged James to try out for the Capitol Youth Soccer Organization. To his surprise, James had acquired many skills from those informal games with friends, and he quickly became a standout player on his team. His coach, Bob Wise, further pushed for James to apply to independent school. “Miss Ingrid and Bob Wise were the two people who really inspired me to work hard to get into a good high school,” James says. “I already had the desire, and they led me to believe it was possible.”
James notes that those who helped him transition from West Africa to the United States continue to have an impact on his plans for the future. “It is very important for me to give back to the organizations that did so much for me and my family,” James says. “I want to help people who are in my position throughout the world. That’s why International Relations interests me so much.” In May, James will get a head start on his major when he spends a month as an intern at the International Institute for his Senior Project. He is thrilled about the internship. “I am very happy to be able to work at the place that played a huge role in helping my family assimilate here,” he says.
James says that his family has always emphasized the importance of a strong education, and he is thankful to have been able to attend PCD for such an experience. “At PCD you get not only the academic fundamentals that you need but also the courage and confidence that leads to a successful life. The School is built around the idea that everyone is here to help one another succeed. I wanted a college similar to PCD for that reason, and Connecticut College fit my critera,” he says.
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2/9/2010
Devin Samuels '10 Named National Achievement Finalist
Head of School Susan Haberlandt has announced that Devin M. Samuels of Cranston has been named a Finalist in the 2010 National Achievement Scholarship Program. A letter of recognition from the school and the National Merit Scholarship Corporation (NMSC), which conducts the program, were presented to this scholastically talented senior.
The National Achievement Scholarship Program was initiated in 1964 to recognize academically promising black students throughout the nation and to provide scholarships to a substantial number of the most outstanding program participants. The selection of some 800 Achievement Scholarship winners from the Finalist group is now in progress, and winners will be informed of scholarship offers in late February.
More than 160,000 high school juniors from all parts of the United States requested consideration in the 2010 National Achievement Scholarship Program when they took the 2008 Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT). Semifinalists were designated within geographic regions and are the highest-scoring program entrants in the states that make up each region. To advance to the Finalist level of competition, Semifinalists must present a record of high academic performance throughout high school, be endorsed and recommended by the high school principal, write an essay, and earn SAT scores that confirm the PSAT/NMSQT performance.
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2/4/2010
Taking Learning to the Next Level
A visitor walking through Leeds Library at any point in the school day is bound to see students studying in pairs at the spacious tables that dot the brightly lit, quiet space. While many of the pairs are classmates helping one another puzzle through Calculus equations or U.S. History dates, some are teams comprised of a student who has mastered the subject and a student who needs an extra boost in the class. Such students are participating in the new Peer Tutoring program, launched this year by Gabrielle Labrecque ’10 and Nick Sienkiewicz ’10.
Labrecque and Sienkiewicz conceived of the Peer Tutoring program as part of a platform on which they campaigned for Student Council President and Vice President in May 2009. The two sought a way to connect students among grades and divisions, and determined that a tutoring program would be an especially constructive way to bring students together. “We noticed that many times students would want to ask classmates for help with a difficult assignment but would worry about annoying their friends. It’s nice to have a structured program where you can ask for help and someone is happy to give it,” says Labrecque.
Labrecque and Sienkiewicz lost the election but not their desire to start up the program, and within weeks Labrecque submitted a proposal outlining their goals to the PCD administration. Her proposal was accepted, and she spent last summer working closely with Math Teacher Cassie Levesque to design a plan that would suit the needs of PCD students. After extensive research of other peer tutoring programs, Labrecque adopted a few main elements to characterize PCD’s program. First, teachers nominate students who exhibit excellence in the subject and responsiveness to others for tutoring positions. The selected tutors are then trained in how to offer constructive feedback and advice. Teachers then identify students who are in need of tutoring, perhaps because of a poor essay or test grade or difficulty with a complicated concept. Increasingly, students are taking the initiative themselves and requesting to be assigned a peer tutor. Tutors and tutees with complementary subject areas and free periods are matched up, and after each tutoring session, tutors fill in a log detailing what was accomplished to provide a reference for teachers and advisors.
Currently, the Peer Tutoring program serves approximately 40 students and has 20 students volunteering as tutors. Most of the tutors are juniors and seniors who help freshmen and sophomores, though a number of seniors also tutor juniors. At the beginning and middle of every trimester, Labrecque adjusts the tutoring schedule to accommodate tutees entering and leaving the program. Most teams meet once a week to review material, but many tutors also work with more than one tutee, and some even mentor students who live in their community after school hours. “The program works out well because many students appreciate getting advice from the perspective of a student who knows exactly how it felt to learn the concept, rather than an adult who learned the material long ago from a different teacher” says Labrecque.
Though the Peer Tutoring program is still young, Labrecque and Sienkiewicz have already reaped the fruits of their labors. Due to the program’s success, plans are underway to extend it to the Middle School beginning next fall, and teachers and students alike have offered positive feedback. “We have definitely heard that the tutoring is making a difference,” says Labrecque. “It’s especially cool when you can see how one student can really help another student in a meaningful way.”
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2/2/2010
D.C. and Diplomacy
During the week of February 8, thirteen PCD students will spend a week in Washington, D.C., in what has become an annual PCD winter tradition. Led by History Department Chair Steve Robinson, the trip will combine cultural experiences in the Capitol with lessons in diplomacy at Georgetown’s Model United Nations.
The group will first travel to New York for a tour of the United Nations headquarters, before spending the remainder of the week in Washington. In the days leading up to Model UN, students will meet with Senators Reed and Whitehouse on Capitol Hill, tour the Supreme Court, check out an exhibit on journalism in war zones at the Newseum, and attend a play about the Lincoln-Douglass debates at Ford’s Theatre. The last three days in Washington will be spent at the Georgetown Model UN, where the PCD students will represent Ecuador, joining 3000 students from around the country for three days of lessons in negotiation, conflict resolution, and public speaking.
Robinson has led trips to Washington for over 10 years and in that time has come to see the value of immersing students in all things political. “The students get an idea of what it is like to work in D.C. and they learn a great deal through the programs in which we participate,” he says. Last year, students made the journey to D.C. and attended President Obama’s inauguration, an experience Caroline Dylag ’10 described as “a once-in-a-lifetime opportunity.”
The sun rises over the Capitol building on Inauguration Day 2009.
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1/25/2010
Quebec Trip Combines Learning and Fun
Care for an afternoon of raquette de neige on snowy mountain trails followed by a warming cup of chocolat chaud? How about a morning croissant in a bustling cafe in the center of a historic city? No need to travel to the Alps or Paris for such an experience—it can be found in Quebec, just a few hours away. Over the long weekend of January 15-18, a group of students, led by Modern Languages Department Chair Sarah Garcia-Mata and Assistant Head of School Mark McLaughlin, took advantage of PCD’s close proximity to the French-speaking region of Canada for four days of cultural immersion and winter fun.
“Our days were jam-packed and very exciting,” says Garcia-Mata. On the night of their arrival alone, the group enjoyed dinner in the historic vieille ville (Old City), climbed the highest building in Quebec and listened to an overview of the city, visited the legendary Chateau Frontennac, and tobogganed down a hill overlooking the frozen St. Lawrence River. The next few days provided numerous opportunities to learn about history and culture, practice French, and enjoy the winter season. The group visited the Huron Village to glimpse a recreation of historic Native American life, hiked to the top of a mountain on snowshoes, toured the Basilica Ste. Anne, walked to the top of Montmorency Falls (which are higher than Niagara Falls), made their own maple butter, raced on dogsleds, shivered in the Ice Hotel, warmed up in an indoor amusement park, raced down snowy slopes on inner tubes, and lingered in the shops and cafes of the Old City.
Christopher Atkins, a trilingual tour guide, accompanied the PCD group to every one of their organized activities. “He was the best tour guide I have ever had, and I have been on many tours,” said Garcia-Mata. Atkins, who speaks English, French, and Spanish, explained everything from the history of French and Indian relations to the origins of popular winter sports. An avid hat collector, he changed his hat numerous times throughout the weekend to suit each experience and amuse the group.
Though the weekend centered on fun activities, many students recognized and appreciated the opportunity to practice their French speaking skills. “I really see why you need to visit a country to learn the language,” says Paul Shaw ’13, who noted that being forced to speak French in everyday situations helped him feel more comfortable with the language in just a few days.
“It really was a delightful trip,” says Garcia-Mata. “We learned so much and had fun at the same time.”
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1/24/2010
New Track Team Heats Up Winter Season
Neither snow, nor ice, nor cold temperatures can keep avid runners from braving the elements in the name of staying fit. This year, however, PCD runners were able to move their favorite sport to a more hospitable environment with the formation of the Varsity Indoor Track team.
The new team, which competes against other Indoor Track teams in the Rhode Island Interscholastic League, is the latest addition to a fast growing running program. While Cross-Country has been a fall sport at PCD for many years, it was not until 2007 that Track and Field became a varsity sport in the spring. A crop of exceptional runners emerged and captured the SENEISAA and New England Cross Country titles in each of the past two years. Out of desire to maintain a competitive edge, those runners pushed for the addition of a winter training opportunity to stay in shape between seasons. After some informal practice last winter, Coach Jon Andruchow recognized that interest was high enough to petition to have Indoor Track as an organized winter sport.
To get ready for competition, the racers practice both outdoors on the East Providence High School track and indoors in West Field House. They run laps around the perimeter of the large gym to practice the feeling of running indoors, and eschew treadmill workouts. Further, they hone their competition strategy to fit the smaller space of an indoor track. “I have to run 15 laps in the 3K,” says co-captain Matt Cloherty ’10. “It is really easy to forget what you’re doing and just get lost in the running, but you have to keep your mind on the competition.”
“The indoor track is a sprinter’s arena, for sure,” says co-captain Kevin Lingard ’10. “The distance runners get so sick of running around in circles.” The three captains find those “circles” fun, however, on the new indoor track in Providence, where spectators watch events in an amphitheater-like setting. “It’s great to hear everyone cheering for all of the different schools,” says Lingard. “It adds to the fun.”
The team competes in the Rhode Island Interscholastic League rather than in the SENEISAA, and the increased competition has inspired them to up the ante. “We have been pleasantly surprised by our experience in the Interscholastic League,” says Lingard. “We always wondered what it would be like to compete against schools that are much bigger than we are, and we are holding our own.” Indeed, co-captain Erik Allamby ’10, Silas Nelson ’13, and Cloherty and Lingard have been top finishers in recent races, and Greg Glomb ’10 has stood out in the discus throw. The team also qualified for the Class C meet in the Southern Division.
“Being on the Indoor Track team and running in a bigger league has been a valuable experience,” says Allamby. “I look at it as another important piece in our overall training.”
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1/19/2010
Salk '10 is Sailing Standout
Gabe Salk ’10 of Jamestown was named one of the country’s best junior sailors when he received a 2009 Jobson Junior All-Star Honorable Mention in the January/February 2010 issue of Sailing World magazine. Gary Jobson, who is the President of U.S. Sailing and a Sailing World editor-at-large, compiles the list of Junior All-Stars each year to recognize young sailors “capable of great performances” who will “develop into outstanding competitors.” Salk was one of 15 sailors from across the country given an Honorable Mention, placing him among the most competitive sailors in the nation.
Salk, who sails both 420s and Lasers out of the Conanicut Yacht Club in Jamestown, surmises that qualifying for four national championships in 2009 might have been the factor that caught Jobson’s attention. He was the only junior sailor in the country to accomplish this feat. A sailor for nearly ten years, Salk began competing when he was 12 years old with Sail Newport. Since then, he has sailed up and down the East and West Coasts from Maine to California (“But not through the Panama Canal,” he laughs). In the summer, Salk races every 2-3 weeks, and in the winter, every 2-3 months, which he says is a “typical” schedule for sailors at his level. He represents PCD when he sails his Laser and uses the 420 in other competitions. Most recently, he participated in the Orange Bowl Regatta in Miami, a USA Junior Olympics festival held during the last week of December, with fellow PCD sailor Michael Brendlinger ’10.
Competitive sailing runs in Salk’s family. His oldest sister, Katrina ’07, who competes with Connecticut College, qualified for the College Sailing Women’s National Championships last year. Natalie ’09, who won the Great Oaks Invitational in 2007, now sails at Tufts University. Salk sees a similar future for himself—though he is not sure yet where he will go to college, he has applied only to schools with nationally-ranked sailing programs. Beyond that?
“I’m pretty sure I’ll be sailing for a long time,” Salk says with a grin.
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660 Waterman Ave East Providence, Rhode Island 02914-1724 Tel: 401.438.5170 Fax: 401.435.4514 |Directions
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