Blog Archives

Meet MPA Talks Speaker Laurel Schwartz ’11

October 10, 2018

Laurel Schwartz ’11 is currently a multimedia producer and social advocacy student at Columbia University. “Or, [I’m] a social scientist with a track record for getting things done,” she says.

After graduating from Mounds Park Academy, Laurel attended Scripps College, where she studied American studies and media studies. She has spent the last several years work at advertising agencies and PR firms creating media both for fortune 500 brands and for social advocacy causes. Additionally, her self-produced documentary about chronic illness appeared in several film festivals last spring.

We asked Laurel several questions so that you could get to know her better prior to MPA Talks!

What do you believe will be the greatest challenge our current students will face in their lifetimes and how do you see MPA equipping them to face that challenge?

When I graduated from high school, I knew two things: first, that I was passionate about history and social change, and, second, that creativity made me tick. What I didn’t know was that one day, there would be a job that would allow me to use my creativity to make a difference in the world. MPA is so remarkable because it is an institution that truly allows each student to find what uniquely gets them fired up in the morning and helps students imagine opportunities, solutions, and even jobs that don’t exist yet. MPA equips students to follow their curiosity for the world. Read More

What You Will See At The MPA Preview

October 8, 2018

On Sunday, November 4, at 2 PM, prospective students and their families are invited to Mounds Park Academy’s campus for its fall Admission event, the MPA All School Preview! This will be a wonderful opportunity to get to know the people and the spaces that inspire students to dream big and do right. It will be similar to an Open House in that there will be time to explore, however a formal program will also help participants get to know MPA.

Lower School (grades PreK-4) families will start with a hands-on learning experience in the AnnMarie Thomas Makerspace, the only Makerspace of its kind in the Twin Cities for students in grades PreK-12. Newly opened, this space is a contemporary and physical manifestation of MPA’s long-standing belief that learning should be hands-on, experiential, and joyful. Following that activity, parents will move to an adjacent space to hear from Dr. Bill Hudson, Head of School, and Renee Wright, Lower School director, about what differentiates this division, while the children continue their activity. Parents and children will come back together and then head off on a student-led tour that will include visiting with homeroom teachers and specialists in their cozy classrooms. Read More

Making Homework Positive, Meaningful, and Low Stress

October 3, 2018

by Renee Wright, Lower School Director

How do I get my child to do homework without doing it for her? What should I do if my child is struggling with his homework? How do I motivate my child to do homework? Have you ever asked yourself these questions as a parent? If so, you are not alone. Most parents of school-age children have encountered homework challenges and struggles.

Many parents believe that their involvement in homework will make a positive difference. In a study conducted by the U.S. Department of Education, 85 percent of parents reported that they checked in with their child to see that homework had been completed. But does helping with homework impact school success? Most experts agree that it does, however, defining the right level of parental involvement is important.

In another study, researchers Erika A. Patall, Harris Cooper, and Jorgianne Civey Robinson found that the effects on parent involvement appear to strongly be influenced by four factors:

the nature of the homework assignment;
the involvement strategy used by the parent;
the child’s age and ability level; and
the time and resources in the home.

Homework assignments that are project-based and involve in-depth research, thought, and creativity enable parents to engage in meaningful discussions and enhance parent participation. In addition, when parents use strategies that support student independence and autonomy homework support is the most beneficial. Researchers also noted that age and ability influence the amount of help required by parents. Parents report spending more time helping their elementary age children than their secondary aged children. Parents of struggling students also spend more time helping with homework.

Lower School teachers at Mounds Park Academy participated in dedicated scholarly research on homework and established an agreed upon purpose and protocol for homework. They defined the purpose of homework as giving students the opportunity to engage in focused practice to further develop skills, extend lessons, encourage critical thinking, and develop good work habits. Homework, they determined, should also serve as a communication tool between the teacher and the family.

School Safety: Reflection, Research, and Action

September 27, 2018

by Dr. Bill Hudson, Head of School

Parenting is tough work. It seems that in today’s world, there are many more things to worry about than 25 years ago. One of those worries is school security. Despite the unlikelihood of a school shooting, the frequency and the publicity of such occurrences have parents and educators alike very concerned. The school shooting in Parkland, Florida last spring still looms large in my memory and has led to further reflection, research, and action on the part of MPA’s administration regarding school safety.

Tragic as it is, it is important to note that less than one percent of violent deaths are “school associated,” yet such instances do indeed feed our fears. No new threat or instance has provoked this communication or MPA’s updated approach that you will read more about below, but rather it reflects our ongoing commitment to keeping our students safe.

First of all, instead of talking only about school security, I would rather focus our efforts and thinking on school safety, a larger umbrella that includes both school security and school culture. It may seem to split hairs, but there is a difference. Security refers to the practices, protocols, hardware, and other such measures and is increasingly referred to as “hard” security. School culture is the set of values and beliefs that connect people to one another. As head of school, my job is to strike the right balance between school security and school culture. Read More

Y’all Come Back Now. You Hear?!

September 20, 2018

by Dr. Bill Hudson, Head of School

I am showing my age and asking you to perhaps share yours. Growing up in the 70s, that phrase is very familiar to me. I heard it an inordinately, embarrassing number of times, sprawled on the living room floor, watching reruns of the “Beverly Hillbillies” television show. It is not proper English for a number of reasons and it may well be a stereotype of the South, but I think it conveys a family-like warmth and means, “We all belong here.”

“We All Belong Here” is the message of homecoming at MPA and the reason we celebrate all next week, culminating in a day-long celebration on Saturday, September 29. At many schools, homecoming pertains only to older students, athletes, and alumni. At MPA, homecoming is an inclusive, community-wide celebration. Throughout the week, and on Saturday, students of all ages will take part in the festivities. Parents, grandparents, and all family members are invited to join in the fun. It is for all of us. Read More

Bringing Mindfulness To The Classroom

September 18, 2018

Parents are all too familiar with navigating the stress of everyday life. From getting children ready for the day and out the door in the morning, to helping with homework at night and everything in between, there is a lot to manage. As a parent, it can be easy to forget that even the youngest people in our lives can become overwhelmed and stressed. In our fast-paced world, learning to cope with challenging situations is just as important as learning how to read and write. Research has shown that mindfulness programs can help students of all ages learn to deal with everyday stress. More schools across the country are integrating mindfulness into their curricula to teach students to be present and better able to identify how they’re feeling in order to manage their stress.

Mindfulness is the intentional practice of maintaining a moment-by-moment awareness of a person’s thoughts, feelings and what their body senses. It was first introduced at Mounds Park Academy two years ago. This year, students in the Lower School will be learning about mindfulness through the MindUp curriculum, a program designed specifically for educators to help young students further develop social and emotional skills. Teachers at MPA will integrate mindfulness into lessons throughout the day. Teachers will also use mindfulness strategies during transition times to help students refocus. By practicing mindfulness throughout their school day, students will learn to identify their emotions and understand why they are feeling a certain way. With a stronger understanding of their feelings, students should be able to more appropriately respond to stressful situations. Read More

MPA Students Collaborate With Local Arts Community

September 12, 2018

We are so excited to share a recent opportunity brought to MPA students to engage with and assist the local arts community. MPA alum Kelly Turpin ’04, founder of the Arbeit Opera Theatre, was awarded the Artists Initiative Grant from the Minnesota State Arts Board to produce her own production of “The Consul,” an opera that premieres on November 29 and November 30, 2018. She reached out to MPA to assist in building the set, wanting to directly involve students, since MPA is the place where her passion for art, music, theatre, and singing all began.

“The overall goal of Arbeit Opera Theatre is to fuse multiple forms of art to create a diverse artistic community in order to share the excitement of Opera Theatre with as many communities as possible. Having the MPA community and students involved (will be) be a thrilling addition to this venture,” she said. Read More

Reflecting On The Past And Embracing The Future

September 12, 2018

by Dr. Bill Hudson, Head of School

Both my Facebook and LinkedIn accounts were abuzz this week, notifying me of a very important anniversary coming up. September 16 is the five-year anniversary of my first day working at MPA. Professionally, and personally, it is an important date for me and one I truly celebrate each year.

It is the date I found a home, a community that embraced my family and me, where I experienced what inclusivity really means.
It is the date that I discovered what I think a school should be and the very best of what education is all about.
It is the date that marks the beginning of a journey that continues to be a source of great joy and fulfillment.

We Are a Mosaic

September 5, 2018

by Dr. Bill Hudson, Head of School

“Each individual piece of our mosaic is essential to forming the beautiful whole. Our diversity in age, cultures, talents, interests, and personalities paints an array of colors that make our mosaic vibrant.”

As quoted from the introduction of the 2017-18 school yearbook, the yearbook committee presented a powerful visual image that so eloquently captures the essence of our school’s commitment to equity and inclusion. The students went on to describe each student as unique, their own piece of a beautiful mosaic, that when fitted together, form an exquisite piece of art. Read More

Culture Starts With Connections

August 29, 2018

by Dr. Bill Hudson, Head of School

There was great excitement on a recent morning as I greeted students at the south entrance, particularly from eighth grade students. With sleeping bags, pillows, duffel bags, and suitcases in tow, our eighth graders prepared to depart for three days and two nights to Eagle Bluff, an environmental learning center in Lanesboro. I found myself chuckling as students looked like they packed for a three-month backpacking trip across Europe rather than several days in southern Minnesota!

The eighth grade trip has been an MPA staple for many, many years. It is a time to reconnect with friends, form new friendships, and grow as the “leaders” of the Middle School. At Eagle Bluff, the eighth graders will challenge themselves individually on the high ropes course and as a team through group challenges and GPS orienteering. Time to bond and reconnect over free time and everyone’s favorite camp activity—the bonfire and s’mores—make this the perfect beginning of their final year in Middle School. Similarly, sixth grade just returned from a trip to Audubon.

The ninth grade class spent time together at the State Fair for a scavenger hunt to foster relationship-building and class identity. In small groups determined by their advisory, new and returning students worked together to accomplish a series of tasks. Problem-solving, communication, and collaboration are critical skills students must employ to be successful. As new Upper School students, the day is symbolic of the independence they now enjoy and the accompanying responsibility of representing themselves and the school respectfully and positively.

This summer, I read an article published by the Harvard Graduate School of Education about school culture. The article emphasized that a positive and healthy school culture starts with connections—strong and overlapping interactions among all members of the school community.

“A culture will be strong or weak depending on the interactions between people in the organization. In a strong culture, there are many overlapping and cohesive interactions so that knowledge about the organization’s distinctive character—and what it takes to thrive in it—is widely spread,” it reads.

The article defines culture in light of five interwoven elements:

1. Fundamental beliefs and assumptions
2. Shared values
3. Norms
4. Patterns and behaviors
5. Tangible evidence

At MPA, we frequently describe the school community as a family. Implicitly and explicitly, our core beliefs and shared values are translated into norms of behavior expressed through patterns and actions. The results include traditions and experiences, such as the eighth grade Eagle Bluff trip, the sixth grade Audubon trip, and the ninth grade day at the Fair, that foster the connections essential to building a strong school culture. These are just three of the countless tangible manifestations of the incredible school culture that is intentionally strengthened and nurtured throughout the school year.

Author’s Note: I’d like to make my weekly message more interactive. Click here to offer your thoughts on school culture. I will incorporate your feedback into future Head’s Messages. Thank you!