"I enjoyed going to the capital. I liked seeing all of the places inside and going on the tour. I learned that depending on if the flag is up on a certain side that the house or the senate is in a meeting. I loved hanging out with my friends and seeing all of the museums. I made so many great memories and had an amazing time."

“What are you doing here?” Unclear, I responded “Waiting for math class like everyone else.” “But what are you doing HERE?” he asked once again. Confused, I repeated the same answer. Now visibly upset and frustrated at my lack of understanding, he speaks much slower and in an exaggerated tone and asks, “No, but what did you do to get in HERE?” All I could answer with was a bewildered look. Later that semester in middle school it was made clear to me that what my fellow classmate really meant to ask was, “how did an immigrant get into an advanced math class?”

This was one of countless experiences that remind me I am often seen as an “other.” Whether the cause is the color of my skin, my home language, or my immigration status, these microaggressions can be exhausting and at times, debilitating. Microaggressions are “brief, everyday exchanges that send denigrating messages to people of color because they belong to a racial minority group.” (Sue et al., 2007)

In studying the psychological experience of students of color, Michael Thompson and Kathy Schultz write, “The psychological price for being a minority student in a majority-white school is often heavy.” (Thompson & Shultz, n.d.)

They further write “six particularly difficult psychological experiences which most-not all” students of color face in independent schools (Thompson & Shultz, n.d.):

I am intimately familiar with these psychological pressures and while it may sound counterintuitive, I am grateful for having experienced them. These psychological pressures, while difficult and dehumanizing, have provided me with a framework for supporting BIPOC students today.

Throughout my career in education, my lived experiences have informed my efforts to be the person students need. When I was a science teacher focusing on states of matter, I brought maseca so that my newcomers and emerging English language learners could connect to the lesson in a culturally relevant way. When my students of color were receiving harsher consequences than their white peers for the same behaviors, I was able to advocate for them and help them understand they were not alone.  

It seems only natural that my journey would bring me to Boulder Country Day School to be a part of the diversity, equity, and inclusion efforts. I take pride in our school’s mission to help support students in becoming responsible, globally aware citizens. To aid in this process, we lean on The Social Justice Standards from Learning For Justice. The standards are broken down into four domains, Identity, Diversity, Justice, and Action. Within each domain, there are five outcomes which I like to refer to as goals or objectives.  These standards provide an age appropriate road map for teachers to use in the classroom. As an example of how these standards play out in the classroom, one of our teachers is currently in a unit on human reproduction. This teacher adopted the various domains from the standards and incorporated the reality that mothers of color face in the healthcare industry. After discussions on equity and social justice, students are completing presentations on initiatives they would implement in hospitals to ensure a person’s cultural background is taken into account.  

Beyond the classroom, we are busy organizing an event that will bring 5th-8th grade BIPOC students from the Boulder and Denver areas together for a day of affinity. The goal is for our students to feel loved, celebrated, and empowered through facilitated affinity spaces and breakout sessions. This effort was driven by one of our 8th grade students whose community service project is to bring BIPOC students together. When I asked this student what the purpose is, he responded, “I want them to know they are not alone.” I couldn’t help but recognize myself in this student and acknowledge the psychological experiences they are going through.  

I am humbled by the work our teachers do day in and day out, one social justice conversation or lesson at a time. When we open up the space for these conversations and lessons, we continue to undo the impact of inequity and enable all of our students to feel empowered. 

Author, Gabriel Lopez, BCD’s Coordinator of Equity and Community Engagement

The middle school years are arguably the most important years in a child’s education. The combination of changing bodies, developing minds, and complex social dynamics create a vortex of possibilities where children – if not led, supported, challenged, and inspired – can quickly become invisible, their growth held back due to missed opportunities or misplaced intention.

In the most ideal circumstances middle schools aren’t in the middle at all. Rather, middle school students are “top dogs,” the oldest and most respected members of their student community. One of the reasons I believe so strongly in BCD’s PS – 8th grade model is that our oldest students become the natural leaders of our school. They are athletes, members of student council, leaders in their Bulldog Families (comprising one student from each grade, PS – 8th), and mentors. They develop a sense of responsibility for our school culture, uninfluenced by the high school milieu, which creates more reflective, thoughtful, and grounded human beings.

To be sure there are times when the not fully developed frontal lobe of a middle school student’s brain gets in the way of what we would think of as a reasoned decision. That’s OK. They make mistakes just like we do. In the hands of a highly competent faculty and staff, middle schoolers who make mistakes emerge stronger and more fortified for later years when the stakes are higher and the consequences greater.

The International Baccalaureate Middle Years Programme (MYP) bolsters student academic and social-emotional growth. Its focus on international mindedness helps our students understand the world is bigger than the “Boulder Bubble” and more complex than it might first appear. The best example of the impact of the MYP that I know is to ask the following question: How much time do teens spend online every day? Often folks respond with 2 hours, 4 hours, 6 hours. Maybe…if you are only thinking about U.S. teenagers. The real answer is approximately 60% of teens across the world don’t have any access at all. Opening the perspective of our pre-teens and teens is frequently enough for them to know they are part of a much larger global picture, part of something much larger than themselves. 

Ultimately, middle school students are best served at schools where nurture (love), structure (limits), and latitude (the ability to roam within those limits) carry the day, where middle school students shine as the top dogs, and where they are known and valued for exactly who they are. Whatever you choose for them, avoid the “muddle in the middle” at all costs. It’s sure to be worth the investment.

Author – John Suitor, Head of School

Boulder, Colorado, prides itself on being beautiful, welcoming, and inclusive. However, in 2019, racially-charged and dangerous policing involving a Black university student made national news. The documentary film, This Is [Not] Who We Are, explores the gap between Boulder’s self-image and the more complex lived experiences—both historical and contemporary—of its Black citizens.

 

Black people have lived in Boulder continuously for nearly 150 years, but their history is not well known. Black families faced discrimination in housing, employment, education, health care, criminal justice, and social activities. By the 1920’s, Boulder had become a rallying point for the Ku Klux Klan. In the 1970s employment and housing opened up, but many problems remain. Although the particulars of Boulder’s history are unique, its social trajectory into the 21st century is nevertheless emblematic of many cities across the country that struggle to reconcile their liberal politics with the reality of their communities.

 

This is [Not] Who We Are braids the lived experiences of Black characters ranging in age from 12 to 78. Some stories are searing, while others are hopeful. The film seeks to open a space for dialogue among Boulderites and about cities like Boulder, overwhelmingly white, wealthy, and conflicted about issues of diversity, inclusion, and equity. Is a more economically and racially diverse future possible, both in Boulder and in cities like it across America?   

Left hand Valley Courier - Boulder Country Day to screen film - This is [NOT] Who We Are

This morning’s assembly was full of honor for Dr. Martin Luther King and the work our teachers and students have been doing around diversity, equity, and inclusivity. Second and fifth grade representatives shared the land acknowledgement they have created for BCD. They spoke eloquently about our need to take responsibility for educating ourselves and to acknowledge the history of this land and the peoples that have resided here before us. Then middle school students from the student initiated All Voices Are Heard student organization shared Dr. King’s story with the student body followed by the presentation of student group art projects featuring Dr. King quotes. Lastly, we were honored to have Minister Glenda Strong-Robinson to present to our community. Minister Glenda told of personal stories and affects the Civil Rights Movement has had in her lifetime and asked us to receive the torch she would like to pass on. We must take care of each other and love our neighbors as ourselves she implored. So, not just on this holiday in his honor, but on all days, let us remember the work of Dr. King and those who came before us as we strive to be the example in a world where all neighbors take care of each other.

Our students did a wonderful job and we would like to extend special thanks to our guest speaker, Minister Glenda Strong-Robinson, as well as all our teachers, especially Mr. Lopez, Ms. Bevins, Ms. Deuble, Ms. Woodring, Mr. Lacrampe and Ms. Mar.

BCD CFO, Ann-Marie Tewey, has been awarded the Will Hancock Unsung Hero Award from the National Business Officers Association (NBOA). The Will Hancock Unsung Hero Award is given to business officers who have made an extraordinary and significant difference in their schools. These business officers, in doing their job, exemplify a high standard of integrity, knowledge, and motivation to help their schools succeed. They are team players whose work supports faculty, staff, trustees, and administration. They are both excellent managers and true leaders. In order to be considered for this award, a business officer must have clearly demonstrated an effective mastery of his or her job. Yet more importantly, this individual must have made a significant difference to the school, its staff, and its students.

Several folks from Ms. Tewey’s tenure with BCD joined us in commending her work.  

A colleagues wrote, “I have never worked for anyone like Ann-Marie. She is incredibly intelligent, often thinking outside the box for solutions that will work best for the school and the parties involved. Her door is always open, she is compassionate, and she truly cares about each individual person.  Her dedication to the school and its people is inspiring.  I feel lucky and blessed to have worked with her.”

A former Trustee remarked, “Ann-Marie has been the spine of Boulder Country Day for as long as I can remember.  She is unequivocally one of the most important parts of its history and its success. Ann-Marie is very deserving of the NBOA Will Hancock “Unsung Hero” Award because of the intelligence, passion, and love that she has generously infused into BCD’s soul.”

Another former Board Chair wrote that he was here when Mrs. Tewey was hired to be our CFO. “So, why did she want the job? First, she loves kids.  She wants what is best for all kids, and particularly those at BCD.  You never have to question what motivates her. Second, she loves BCD.  Beyond her family . . . and her shoe collection, . . . it’s her passion.  Third, I believe, she felt a sense of obligation.  She knew that BCD needed her and that there was no one better to take the job at the time.  Much like a rock star teacher, I think it was a sense of answering a calling for her.”

And, finally, from another one of her colleagues…”Ann-Marie's steadfast guidance has served as a lighthouse that helped us to navigate rough waters in 2008 when we faced the great recession and again in 2020 when Covid turned the world upside down. Her legacy will live on at BCD for years... in who we are as a school and in all that we do... in large part because of the countless hours’ time, energy, time, and love that she has dedicated to our entire community.”
 

Ms. Tewey is more than deserving of the recognition this award represents and we extend our utmost thanks and gratitude for her service to our school.

Annually, I visit with 8th graders prior to the end of the school year to learn about their time here, understand what they are looking forward to in high school, and receive some advice on how to continue to advance the mission of BCD. I love the conversations, especially because the students have a chance to reflect on the totality of their BCD education, the memorable experiences they had, and the special moments in their schooling that impacted who they are today.

I have to tell you I am already inspired by what I am learning. Middle schoolers are often described as beings who are living completely in the “now.” We sometimes think they are so self absorbed that they are incapable of reflecting on the past or looking towards the future. We also make the mistake in assuming that their close social network dominates their lives to the point where they cannot see beyond what’s right in front of them. 

Not this group. The conversations I am having suggest our 8th graders are wise beyond their years. They are eager to reflect on everything from the lessons they learned from their 2nd grade teachers (Mrs. Zuetell and Mrs. Paradise) to the impact of COVID on their social and emotional state. I’m finding our 8th graders thinking clearly about their futures, excited for expanded opportunities in high school, and the potential for a broader friend base, and nervous about finding their way to class the first week of school. 

When I ask them about how they’d like to stay connected to BCD, the number one answer is through alumni representation. They want to be the students to share their high school experiences with the next generation of BCD middle schoolers, they are eager to attend performances and games, and they yearn to stay connected with the place that many call their second home. 

One question I look forward to the most is, “Which characteristic in our Portrait of A Graduate best describes you.” The students don’t give one answer more than others, but their responses share insights on the impact BCD has had on them.

The visits with our graduates also remind me of the impact they’ve had on BCD. In this year’s class, we have leaders, athletes, community servants, academics, and artists. Some, through their Capstone Project, already have an idea of what they want to do with their lives. Others are eager to find out. All have helped make BCD what it is today, leaving a small part of them in all of us and adding new layers to our community. 

In ancient Greece, citizens of Athens took an oath (also called the Ephebic Oath) which compelled them to contribute to society. The final few lines go something like:

“We will strive unceasingly to quicken the public’s sense of civic duty. Thus in all ways we will transmit this city not only not less, but greater and more beautiful than it was transmitted to us.” 

The Class of 2022 has achieved this goal. Our school and its community is, indeed, more greater and more beautiful because of them, their work, and their sense of Bulldog Pride. It’s been my honor and privilege to be their Head of School, and I can’t wait to learn how they will change the world.