Upper School

October 30, 2025

from Mark Segal, Upper School director

As we draw to the end of the first academic quarter, it is important for students (and their families) to reflect on their achievements and challenges experienced during the first quarter of the 2025-26 school year. Looking ahead to the second quarter of the school year presents an opportunity for students to celebrate their first quarter successes while at the same time identifying areas of challenge they can improve upon during their subsequent quarters, starting with the second quarter.

Education expert and champion of progressive education John Dewey shared that, “we do not learn from experience…we learn from reflecting on experience.” Taking time to assess what has been learned can lead to greater motivation moving forward. Transitioning into the next quarter requires a mindset reset. Students should consider what strategies worked well for them and which may need a little more attention or “adjustment.” They can (and should) spend time evaluating their study habits, seeking and using additional resources, and establishing goals for the upcoming quarter. Carol Dweck, a psychologist known for her work on mindset, shares, “The view you adopt for yourself profoundly affects the way you lead your life.” Embracing a growth mindset can empower students to look ahead to the new quarter with renewed energy.

As students reflect on their first quarter, it is important to engage with peers, teachers, parents, and administrators. Collaborative discussions can provide new perspectives and valuable insights that can help in setting realistic goals for the upcoming quarter. Building a strong support network fosters an environment where students can thrive personally and academically. As students (and their families) prepare for the second quarter, it is important to remember that growth often comes from the challenges we face and the support we give (or receive) from one another. Read More

October 9, 2025

from Mark Segal, Upper School director

Parent/student/teacher conferences represent a cornerstone of effective educational partnerships, serving as a vital bridge between home and school. As Dr. Joyce Epstein, Director of the Center on School, Family, and Community Partnerships at Johns Hopkins University, notes, “When parents and teachers work together as partners, students are more likely to be successful in school (and in life). Parent-teacher conferences provide structured opportunities for this essential collaboration.”

At MPA, these conferences offer families a meaningful opportunity to gain insight into their student’s academic journey, social development, and overall school experience. Teachers share firsthand observations about engagement, growth, and classroom dynamics; insights that go beyond what can be seen in grades alone. Dr. Karen Mapp of the Harvard Graduate School of Education reminds us that “Strong family-school partnerships are not optional add-ons, but rather fundamental components of effective schools.” Conferences provide the space for the kind of dialogue that strengthens these partnerships and advances shared educational goals.

Parent/student/teacher conferences allow for rich, two-way conversations about academic progress, areas for growth, and strategies for success. Parents gain a deeper understanding of their child’s strengths and vulnerabilities, while teachers benefit from learning more about each student’s experiences and aspirations beyond the classroom. This exchange of perspectives builds a comprehensive support system that ensures home and school are aligned in promoting both academic and social success.

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