SAES NOTES - MARCH 2025

Marshmallows and Trust


Trust in the LORD with all your heart, and do not lean on your own understanding. In all your ways acknowledge Him, and He will make straight your paths. - Proverbs 3:5–6


Maybe it is just me, but our world seems to be getting significantly less reliable. Misinformation and disinformation abounds, and things once considered stable and dependable and trustworthy have been suddenly thrust into chaos and unpredictability.  


Toward the end of his presentation at the National Association of Independent Schools conference last week, Shankar Vedantam, host of Hidden Brain, a popular podcast that explores the unconscious patterns that drive human behavior and questions that lie at the heart of our complex and changing world, described a powerful finding about the importance of reliability and trust for wise decision-making. Building on the famous “marshmallow” studies from Stanford in the 1970’s, he explained, researchers at the University of Rochester recreated the famous experiments utilizing two contrasting environments. In one environment, children experienced a series of  “unreliable” conditions before being presented with the marshmallow dilemma.  In the other condition, children experienced high trust and reliability conditions before facing their decision. The results were fascinating and unambiguous - trust, reliability, and consistency were the  key ingredients of the ideal outcome.   


In the original research, the children were presented with a marshmallow, but were told they could have an additional marshmallow if they could wait.  In this original study, children's wait time averaged between 5 and 6 minutes, and the research ultimately suggested correlations between the ability to delay gratification and better outcomes later in life.  In the more recent variations of the study, however, researchers found that changing the environment doubled wait times in the reliable (high trust) condition and halved the time in the unreliable (low trust) scenario.”  According to the results of the updated study, “Children who experienced unreliable interactions with an experimenter waited for a mean time of three minutes and two seconds on the subsequent marshmallow task, while youngsters who experienced reliable interactions held out for 12 minutes and two seconds. Only one of the 14 children in the unreliable group waited the full 15 minutes, compared to nine children in the reliable condition.”  As the researcher concluded, “If you are used to getting things taken away from you, not waiting is the rational choice…the marshmallow task might be correlated with something else that the child already knows—like having a stable environment."  In other words, the degree of reliability and trust within an environment can play an important role in wise decision-making and positive outcomes for the people in that community.  


Building on a sure foundation of faith, tradition, and reason, Episcopal Schools have the opportunity to provide the children and adults in our care with a stable and reliable foundation for navigating this increasingly chaotic world. By creating conditions where they feel known and loved and valued, and by sharing the hope we have in Christ, our students and families and faculty have the opportunity to flourish under ideal conditions of trust, consistency, and reliability. By empowering our students and faculty with the wisdom, courage, and faith of our heavenly Father, we have the opportunity to equip them to thrive in an uncertain and unpredictable world.  



LGLO,

Selected Resources for Reflection, Learning, and Growth

Career Opportunities

Explore the great leadership and educator opportunities at Episcopal Schools across the Association.  


Student Leadership Opportunity at Sewanee

What is SUMMA? It is a unique opportunity for high school aged young people to engage in learning about and practicing theological debate in the context of a small community at Sewanee for a little over a week. There are also plenty of opportunities for hiking, sports, games, movies, music, arts and crafts and more.  At SUMMA, we broaden students' understanding of Christianity and its enduring power to speak the truth in love. SUMMA is open to all high school students entering grades 9-12 in the fall of 2025.  This year's camp will take place July 15-23, 2025.  Tuition scholarships are available! 


Relationships Are Key to Kids’ Growth — And They’re in Crisis

In the book, “Love to Learn: The Transformative Power of Care and Connection in Early Education,” the author unearths troves of research and threads together narratives from around the globe to back up an idea that she has long known to be true in her own life.  “The secret recipe to learning and thriving,” she writes in the book, “starts with a simple key ingredient: early, loving relationships.”


The Leadership Soft Skills Needed to Succeed at Each Leader Level

Soft leadership skills are essential for every leader level, and can empower both your employees and your organization.


7 Things All Introverted Leaders Should Know

A re-evaluation of how we perceive introverts in leadership is long overdue. Here are the compelling reasons why.


Instructional Rounds for PD

Using instructional rounds, much like how doctors do, can provide a viable and more dynamic alternative to traditional PD.


A Curriculum Supervisor’s Guide to AI-Assisted Lesson Planning

Instructional leaders have a role to play in guiding teachers to use AI effectively in unpacking standards and designing lesson plans.


Better Together: Integrating Content-Area Curriculum in the Primary Literacy Classroom

“Integrating content-area and literacy instruction in primary-grade classrooms creates authentic and engaging opportunities for students to build background knowledge and literacy skills. Furthermore, when students engage in meaningful dialogue about content-area topics they can discuss complex ideas and use content-specific vocabulary. These authentic conversations, combined with hands-on experiences and children's literature, build a strong foundation for students to become successful readers and writers.”


Why the Private Education Sector is Struggling

Private education has dodged many a bullet in the past.  Yet, it has sustained itself during some of the toughest of conditions, including economic downturns and pandemics.  However, I am afraid that the industry will not be able to overcome looming challenges unless some real structural change takes place in the future. Schools and colleges will need to be much more creative and innovative in how they deliver their programs.


Teen Grind Culture

“Researchers from the Harvard Graduate School of Education’s Center for Digital Thriving are exploring some of the unknowns, aiming to detail the pressures teens face and to understand the role screen-based technology might play. They find that while teens point to ways that screen time can amplify distress, it may also in some cases help young people cope.”


LEGAL INSIGHTS:  Immigration Enforcement FAQs for K-12 Schools in New Trump Era

Massive policy shifts and executive action from the White House in the early days of the new Trump administration necessitate that K-12 school administrators proactively prepare for interactions with immigration authorities to ensure the well-being of their students and staff as well as legal compliance. The Fisher Phillips Education Team has coordinated with its Immigration Practice Group – along with our new Rapid Response Team – to develop this series of Frequently Asked Questions to help guide you during the tumultuous times ahead.


LEGAL INSIGHTS:  Guidance for How Schools Should Respond to Executive Orders

The flurry of executive orders signed by President Trump during his first few days of his second administration will have a profound impact on K-12 school communities across the country. They not only touch on immigration issues and potential raids or enforcement activities on your school’s campus, but also demand a revisitation of DEI policies, bathroom and locker room access rules, and gender ideology studies. What do you need to know about these executive orders and what steps should you take to ensure compliance in this new era?


10 Warning Signs of Financial Distress at Your School

Board members and top administrators should know these rules of thumb before problems become too dire to correct.

Virtual Learning Opportunities



Episcopal Identity - What does This Really Mean?


March 26, 2025

1:00 pm - 2:00 pm CST

 

Fee: FREE

 

Episcopal Identity is a crucial part of an Episcopal School and yet many people are still unsure of exactly what it means. What makes us different? Join Mary Katherine Duffy and Dr. Chris Carter as they welcome two chaplains from SAES schools to have a conversation about the meaning of Episcopal Identity and how it can be cultivated in your school.

 

REGISTER NOW



Casting A Vision for Modern Learning


April 1, 2024

10:00 am - 11:00 CST


Fee: Free


Sponsored by: Meter, Inc. 

 

Presented by Darryl Loy - Independent School Leader, Author, Speaker, and Coach: Sir Ken Robinson says to bring about true educational transformation, one needs “three forms of understanding: a critique of the way things are, a vision of how they should be, and a theory of change for how to move from one to the other.” Casting a Vision for Modern Learning focuses on Sir Ken’s first two forms of understanding. In this webinar, Darryl will discuss the history behind the American education system's trends, traditions, and rituals and how schools can help prepare students for success in the modern world.

 

Register Now


ACCREDITATION NOTES

Last week I attended a meeting of the Executive Directors and Directors of Accreditation of the various accrediting bodies that make up ICAISA, the umbrella accrediting association which recognizes SAES accreditation. On both days of meetings we had presentations which addressed challenges in the workforce in terms of hiring and retaining teachers. It is probably not news to any current head of school that the pool of applicants for open teaching positions has shrunk tremendously over the past decade or that heads and senior administrators are having to work much harder to hire teachers whenever they have an opening. 


Recognizing the above challenges and being fully sympathetic them, I want to remind you as you enter the hiring season of SAES Standard E.6, which involves the qualifications of school teachers and staff:


E.6  All administrators, faculty and staff are qualified for their positions and responsibilities by education and experience, and engage in ongoing professional development. Teachers of children up to and including age 3 hold no less than a Child Development Certificate (CDC or CDA) or an Associate’s Degree (AAS) reflecting specialization in child development. Teachers of children age 4 and older have no less than a baccalaureate degree (BA/BS/BFA, etc.) in an appropriate field. Assistants and extended care staff are not required to hold college degrees but have other child-care-related experiences. 


Note that SAES does not require teacher certification (although some states in our association require certification or certain specific alternatives), but we do require that teachers in Pre K 4 and older hold baccalaureate (four-year) degrees.  Likewise,  Lead Teachers (as distinguished from Teacher Assistants/Aides) in PK 3 and younger (including daycare programs that are licensed by the State) must have the Associates (two year) degree or a CDA.  


In general, SAES will allow schools to hire individuals who are currently enrolled in programs to earn the required level of certification provided there is a clear timeline for completion. SAES also recognizes that in some cases teachers with long tenure and experience may have been hired prior to the implementation of this Standard or before a school became accredited, in which case the Association will consider “grandfathering” such individuals.SAES acknowledges that this Standard may create hiring challenges in some instances but believes that Episcopal schools’ commitment to fostering the “spiritual, intellectual, and socio-emotional development of all students “ (Standard B.2) necessitates the commitment to appropriately trained teachers. If, at any time, you have questions about a teacher’s qualifications under SAES standards or how to address a situation in which you are not able to meet the Standard, please do not hesitate to contact me. 


Chris Carter

SAES SOLUTION PARTNER HIGHLIGHT

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