The Steering Committee would like to announce with great honor and enthusiasm that, after an extensive national search, rigorous application and interview process, Josh Griffin was recommended unanimously by our Principal Hiring Committee to be the permanent principal of D’Evelyn Jr./Sr. High School. After an uncompromising interview process that involved students, parents, and staff, the Steering Committee is confident that Mr. Griffin is the best candidate to lead the D’Evelyn Community for many years to come, and unanimously affirms that recommendation.
The Steering Committee led a comprehensive national search for the best candidate, by first asking students, parents, and staff for the qualities they seek in a leader. A Principal Hiring Committee was formed with every member of the Steering Committee, and representatives from the Founders, parents, staff, the Dennison Community, and the School District, to participate in the application and interview process. The competition for the position was vast, with 10 qualified applicants, from across Colorado and the nation, vying for the position. The interview process was extensive with 18 interview questions, 9 written questions, 3 essay responses and student, parent, and teacher focus groups that each asked 3 unique questions. Finalists spent five hours on our campus completing the different aspects of our process. During each step, Mr. Griffin proved that he embodies the D’Evelyn philosophy, as well as all the character attributes our stakeholders desire in a leader. Mr. Griffin is a true man of integrity, a trait imperative to the leader of our great institution. Our 3 stakeholder focus groups (students, parents and staff) also agreed through their recommendation votes that Mr. Griffin is the man for the job. Steering Committee would like to thank these individuals for giving their time, participation, recommendation and thoughtful comments to this lengthy process: Students: Sam Bradley, Gabby Byrne, Dominic Cushnie, Vincent Cushnie, Tonia Hajj, Alan Li, Zoe Pekarek, Liv Sanders, Emily Smith, Brady Sullivan, Zach Swadburg, Kylie Williams, (Jerry McWhorter, facilitator) Parents: Jenny Christie, Leonard Dinegar, Penny Gautier, Ali Lodice, Lisa Lord, Bobbie Lutz, Sarah Sellar, Ernest Randolph, Suzanne Rougier (Molly Harrington, facilitator) Staff: Jennifer Ford, Joel Jacobson, Devon Lawrence, Jan Skelton, Sonya Sotolongo, Paige Stevenson, Dan Wille (Rob Northway, facilitator) Steering Committee would also like to thank the following principal hiring committee members that volunteered for this arduous process and gave more than 20 hours of their time before a recommendation was made: Staff: Kiki LeBlanc and Briant McKellips Accountability: Carrie Kollar Dennison: Dana Miller Administration: Bev Haynie Founder/Emeritus: Carolyn DeRaad Jeffco Achievement Director: Dan Cohan Without stakeholders who are willing to be so generous with their time, the process would not have included the valuable perspectives each member brought to the team. We would like to also thank all the other stakeholders who gave their input along the way during our various meetings and surveys. Your input of candidate questions, qualities needed in a candidate and unique perspectives all added valuable input to our rigorous process. It is without hesitation that the Steering Committee consents that Josh Griffin will be our permanent principal. Congratulations Mr. Griffin! May your time leading our distinguished school be long and prosperous! Sincerely, The Steering Committee Gina Coco Lisa Cushnie Matthew Durkin Pierre Habel Donna Li Lisa Porter Scott Spendlove By Scott Spendlove, Steering Committee Parent Member
Most members of the D’Evelyn Community are familiar with the role that the Steering Committee is tasked with to protect and maintain our operating philosophy, as outlined in our Founding Document. In most cases, Steering Committee’s duties are focused on dynamics internal to D’Evelyn-curricular reviews, textbook reviews, hiring committees and ensuring that D’Evelyn policies remain consistent with the intentions of the Founders. In addition to keeping an eye on the management of our school, you may not be aware that Steering Committee is also tasked with evaluating new policies from the District, as well as new laws or regulations from the State. When describing the role of the Steering Committee, the founding document includes these tasks. ‘(M)aintaining relations and communications with the district and reacting to new laws or policies from the district etc.” While D’Evelyn has a great deal of latitude in the design and operation of our program, we still must analyze these outside changes to determine if they do affect us, and how. And if a District or State policy change does affect us, how we might best respond to protect and enhance the D’Evelyn program. This month, my focus is on a change that is occurring at the District level that affects the broader community outside of D’Evelyn, but that may have some ripple effects on D’Evelyn as well. If you have friends or family who have students in other Jefferson County schools, you are probably aware that at the beginning of the school year, the District announced that it intends to continue implementing a transition to have 6th grade as part of middle school. There is much information available from the District regarding the K-5/ 6-8 Transition. Most of that information is factual, rather than giving rationale, or addressing future implications of this transition. And the District has provided the following timeline for the transition. The “articulation areas” for Chatfield, Evergreen and Conifer already operate under this model. For 2018-2019, Arvada, Arvada West, Bear Creek, Golden, Green Mountain, Pomona, Ralston Valley, Standley Lake, Wheatridge articulation areas will make the transition. For 2019-2020- Columbine, Dakota Ridge and Lakewood articulation areas will change. Alameda and Jefferson High School articulation areas are currently on a K-6, 7-12 model similar to D’Evelyn, and do not plan to change. Once the District announced they were going forward with the transition, Steering Committee began researching and discussing the issue. Steering Committee has appointed a subcommittee to communicate and work with the Dennison Elementary Community-our primary feeder school, as stipulated in the Founding Document. This subcommittee will continue to evaluate the transition and work with the District to determine the potential direct and indirect effects on both Dennison and D’Evelyn, and how best to respond. These discussions are in the early stages, but will continue while the District Transition occurs. D’Evelyn is fortunate to have the protections of a binding contract with the District to in most cases operate as we see fit. D’Evelyn absolutely has the right to not change our policies. However, the District K-5/6-8 transition will have tangential effects on D’Evelyn, and so it is the proper role of Steering Committee to evaluate the District transition for how it will affect D’Evelyn. It is our responsibility to not only protect the current D’Evelyn system, but to proactively look to see how we might view this transition as an opportunity. D’Evelyn’s Founders knew that they could not anticipate every future possibility and proposal, but in their wisdom they authored the Founding Document, which empowers the Steering Committee to deal with any unforeseen challenges or opportunities. KEY REMINDERS
Please complete the electronic Survey for the D'Evelyn permanent principal hiring by November 15 (extended date). By Donna Li
The D'Evelyn Steering committee has been working diligently to involve all stakeholders in the hiring process. There are four ways for the D’Evelyn Community to take part. 1. D'Evelyn Principal Hiring Committee Representative and Alternate
2. Focus Groups: Open to D’Evelyn Parents and Staff
By Pierre D. Habel November is a critical month in the work of Steering Committee. Per the D’Evelyn Founding Document, the hiring, evaluation, and, when necessary, dismissal of the Principal is one of the primary responsibilities of the Steering Committee, and the evaluation process steps into high gear this month. This is a year when Steering Committee will be overseeing the hiring of D’Evelyn’s permanent principal. Please read on to understand both Steering’s role in these critical tasks and to learn how community members play a key role in both processes. Evaluation of our interim principal, Mr. Griffin is underway (following a process established in our Linkage Policies) with three essential components. In addition to the interactions of Mr. Griffin with the Jeffco Achievement Director Dan Cohan (our external liaison with the district), members of Steering Committee are occupied with gathering observational data to document Mr. Griffin’s actions and attributes in leading the school in keeping with his personal goals and school goals that align with D’Evelyn’s unique instructional program. Such data comes from evaluating the Principal’s communications and interactions with students, the parent community and staff, as well as in the focused contexts of his actions in curricular and hiring committees, work with Department Managers, and the abundant other settings where the Principal’s leadership sets the tone for the school. Using this observational data we will soon conduct a mid-year check-in with the Principal and Achievement Director. In spring semester, Steering also conducts a survey of our staff and families, giving them a crucial opportunity to share their perceptions of the Principal’s qualities and effectiveness. Please look for that survey by School Messenger in March, and be sure to let us hear your voice so that we can include it in the summary evaluation of the Principal in May. As noted, hiring a permanent Principal is a concurrent concern of Steering Committee and the school. After reviewing our protocols for a rigorous and efficacious search, Steering is bringing opportunities to the community to have their say. D’Evelyn students, families and staff, as well as Dennison families, have already received an initial School Messenger with a link to our principal hiring survey inviting community contributions to the substance of our recruitment and interview efforts. An important in-person opportunity to make additional contributions will be provided to parents at the November Accountability Committee Meeting (5:30 pm, Tuesday, Nov. 14th in the LMC). Please come get involved in the Accountability Committee and take the opportunity to speak to us about the desired traits of our next permanent Principal. You’ll also learn how community members like you can take part in the hiring process. Finally, let me note that the work of Steering Committee cannot be successful without dedicated staff and parents willing to serve the school. To foster a pool of ready applicants for Steering, we are holding a training for future candidates at 6:45 pm after the Accountability Committee indicated above. If you’re considering serving in this critical role next year or down the road, please attend so that you can learn the necessary steps to stand as a candidate. Whether you do so stand or not, you’ll surely learn a great deal about our school’s philosophy and structure, which are the sine qua non of our students’ success. D’Evelyn Steering Committee Textbook selection committees are key to maintaining the D’Evelyn program because textbooks serve as the foundation for preserving the curriculum envisioned by our founders, therefore, preventing institutional drift. The committee seeks textbooks that will bolster the D’Evelyn liberal arts philosophy as outlined in the Founding Document, quoted below. The textbook must also support teacher-directed, whole group instruction, with a focus on building a student’s knowledge base without political bias. A textbook selection committee is made up of two teachers from the department looking to adopt a textbook, one administrator, one parent member of the D’Evelyn Steering Committee as well as one additional parent from the community. “We, the Initiating Committee, believe the purpose of education is to convey an essential body of cultural knowledge to the next generation, and that a solid liberal arts education is required in order for all citizens to be effective participants in their communities” (David S. D’Evelyn Junior & Senior High School Founding Document, 4). “Assigned textbooks will be mandatory for each student in each course. In addition, other resources will be available, and the use of primary sources will be encouraged” (David S. D’Evelyn Junior & Senior High School Founding Document, 6). Would you consider being part of a textbook selection committee? We are looking for parents who are familiar with and support the D’Evelyn Liberal Arts Program to join us in this very important work. Perhaps you have relevant academic or employment experience that would be beneficial to the committee? We have an immediate need in the English Department which is looking to replace The Yearling as it will soon be out of print. If you are interested in serving on this committee or on another in the future, please contact our Principal, Josh Griffin. D’Evelyn Steering Committee
Do you enjoy reading books on educational philosophy and management and want to collaborate with a group of dedicated parents and staff to ensure that the legacy of D’Evelyn continues? Elections for Steering Committee take place each spring, and we invite all who have interest in this important work to ensure that the school remains committed to its founding principles to apply! Please attend our Steering Committee Candidate Training on November 14, 2017 @ 6:45 p.m. Although the application process is rigorous, the value stems from the deeper understanding of the creation and the philosophy of the school: the belief that the purpose of education is to convey an essential body of cultural knowledge to the next generation and that a solid liberal arts education is essential for all citizens to be effective participants in their communities. Application Packet Required Reading List for Steering Committee Candidates The required reading list for all Steering Committee candidates provide basic knowledge essential to every member prior to their service. These readings provide context, research, thinking and timeless ideas behind the creation of D'Evelyn. The Steering Committee commits to read and expand our knowledge and understanding of educational issues. This summer we read Hirsch’s new book Why Knowledge Matters which explains why a carefully outlined, knowledge-based curriculum ensures success for all students. All of these books/selections are available for checkout in the D’Evelyn Library. Barzun, Jacques. Begin Here: the Forgotten Conditions of Teaching and Learning. Chicago: The University of Chicago Press, 1991. Carver, John and Miriam Carver. “Carver’s Policy Governance Model in Nonprofit Organizations,” 20 November 2004. Web. 20 August, 2017. Chubb, John E. and Moe, Terry M. “The Organization of Effective Schools," Chapter 3 in Politics, Markets, and America's Schools. Washington, D.C.: The Brookings Institute, 1990. Print. Hirsch, E.D. The Schools We Need: and Why We Don’t Have Them. New York: Doubleday, 1996. Print. Ravitch, Diane. “The Rise and Fall of Progressive Education,” Chapter 2 in The Troubled Crusade. U.S.A.: Basic Books, 1983. Print. Singal, Daniel. "The Other Crisis in American Education," The Atlantic Monthly, November, 1991. 59-74. Print. Hirsch, E.D. . Why Knowldge Matters: Rescuing our Children from Failed Educational Theories. Cambridge: Harvard, 2016. Print. By Gina Coco, Steering Committee Chair 2017-2018
As I enter my 4th year on Steering Committee, and continue to watch the ever-changing educational environment, it is more evident than ever to me that it is imperative that our stakeholders fully understand our role as the Governing Board of our great school. To this end, Steering Committee will do a series of articles throughout the year that explain both Steering’s role and how our stakeholders can participate. The Founders had unbelievable insight as to the dangers lurking in the future for the school, no matter how great it might be at its conception. Finding the right administration, curriculum and staff were vital, but protecting the future of the school was far more essential for the long-term success of D’Evelyn. In their infinite wisdom, they put the Steering Committee and its role within our contract with the district. This means the District is contractually bound by that decision and the Steering Committee’s role is protected throughout D ’Evelyn’s future as a governance body. The foremost job of Steering is to protect our Founding Document, our contract with the district, from both external and internal institutional drift. There are many types of issues that come into play, but here are a few that Steering Committee has authority over: Curriculum choices must fall in line with our school’s vision. As an example, when Colorado signed up for Common Core, D’Evelyn saw no change in its curriculum, as we wholly rejected the state’s change to Common Core, which was within our rights, based on our contract. Textbook Based curriculum is a requirement at D’Evelyn. This not only means that instruction will be guided by a textbook, but that those textbooks meet our Founding Document’s criteria for each subject, and do not have any political bias. With Common Core making textbook searches more difficult, the choice to rebind certain textbooks has been a good option at D’Evelyn to keep the consistency of our instruction and avoid curriculum and philosophical drift. Based on our Founding Document, D’Evelyn is free to choose our textbooks, regardless of what options the District approves and Steering Committee has governance over those choices. Principal hiring/firing and evaluation grants the Steering Committee the power to not only find candidates that are philosophically fit, but also contribute to the annual principal evaluation process, which includes the decision to fire that individual when necessary. Our Principal is our educational leader and it is crucial that he or she is in line with and implements all the mandates in our Founding Document. The Steering Committee’s job to ensure this is occurring. Policies and procedures are set by our committee. There are many times when District or state laws must be evaluated by Steering Committee to see what D’Evelyn can be waived from complying with, and apply for such waivers. Additionally, Steering sets our internal policies so the ship sails smoothly through the changing landscape within education. Steering Committee’s governing capacity is all prescribed in our Founding Document. Our job is to ensure that D’Evelyn students get the same incredible education today as it did at its Founding. We encourage all stakeholders to read the 2017-2018 series of articles to understand Steering Committee’s important role in guiding and protecting our school. To get a better feel for how we guide D’Evelyn through the choppy changing waters of education, you are invited to attend any of our regularly scheduled meetings. Please see the school calendar for details. If you feel you have the commitment to our philosophy that is required, considering running for a Steering Committee position! As the Steering Committee Chair, I wish you and your students a prosperous year! By Carolyn G. DeRaad, Founder and Emeritus Steering Committee Member
Most people are familiar with the standard high school core curriculum--English, History, Science, and Math-- recommended by ACT, SAT, and colleges, for high school students to study in preparation for college. Fewer understand how that curriculum differs from a traditional liberal arts curriculum. Liberal Arts classes, unlike a core curriculum, interconnect into a whole. Our D'Evelyn curriculum requires its students to study 4 years each of English and History, 1 year each of Biology, Chemistry, and Physics, 3 years of Mathematics beginning with Algebra 1 or above, plus 3 years of one Foreign Language. All classes are taught in a chronological, sequential manner at or above grade level, emphasizing facts and ideas. Our teachers weave the courses together by showing how the disciplines interconnect. The study of the liberal arts--taught through the core disciplines--helps students understand that all knowledge is part of a whole. While each discipline is "distinct," as noted in the D'Evelyn Program Document, all knowledge is connected, just as life on earth is connected. Everyone living now is connected to men and women who lived, thought, fought, built, created, discovered, and died before us. Their greatest thoughts and ideas live today in their literature, philosophy, history, scientific discoveries and mathematics. Knowing those great ideas, with their rich diversity, helps us assess the value and possible outcomes of the dominant ideas today, even as we consider various solutions to problems. And, we are connected to those who follow us. It matters what we leave for them. One of the gifts of the liberal arts is that it constitutes the cumulative memory of mankind. History notes ideas and actions dominant in a given period and place, always contemporary to those living at the time. The literature of each time reflects the changes in man's views of himself, the value he placed on human life, and the institutions and cultures supporting human life. For instance, Charles Dickens' novels reflect the tension between the industrial progress of the early 1800's and the degradation of the sweatshop labor that supported this progress. He evokes the pollution, the long hours, the child labor, the poverty, and the debtors' prisons, capturing all the human pain and cost. Yet, Dickens shows hope for better times, for justice. He tells stories of individuals who overcame the burdens of their lives. Stories of men and women who, like men and women today, struggle to make sense of their lives, to live good lives, and to leave the world a better place. Advances in science made possible the industrial revolution. And, as progress is always uneven, produced pollution just as fast as it produced jobs, something later generations of scientists needed to ameliorate. The rigor of academic disciplines is important, but core to the liberal arts is the celebration of good character. Good character involves being trustworthy, respectful of others, loving the good, the true, and the beautiful. Ovid said, "Note too that a faithful study of the liberal arts humanizes character and permits it not to be cruel." D'Evelyn offers its students this strong, rich liberal arts curriculum with student discipline supporting those studies. |
The Steering Committee is the governing board of the school and establishes policies designed to maintain and enhance its liberal arts philosophy. The Steering Committee appoints Directors to the Board of the D'Evelyn Education Foundation. Archives
March 2023
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