Faculty Embark on Summertime Professional Development Adventures

Courtney Check, Upper School English Teacher, Enjoys Summer Classics Course in New Mexico

Upper School English Teacher Courtney Check participated in a sabbatical funded by the Thomas Family Fellowship. She took a Summer Classics course with St. John’s College in Santa Fe, New Mexico. “My purpose for taking this class was twofold,” she shared. “I wanted the experience of reading a classic text with a class, and I wanted the book to be one that I would not have picked up on my own.” In other words, she wanted this experience to be like that of her students where they are assigned a book to read. “Would I be able to enjoy it?” she wondered. This course was formatted to be entirely discussion-based, and Check was interested in how the instructors would navigate that. “I want to bring more discussions into my own classroom,” she explained.

In pausing to reflect on the class after its completion, Check expressed, “This was one of the best reading experiences I’ve ever had in my life!” The 18 students read A Tale of Two Cities by Charles Dickens. Led by two instructors from St. John’s College, they had five two-hour discussions about the text. 

Through pondering the novel together with the gift of time, Check and the fellow readers discovered strong thematic connections. The readers and instructors developed such questions as, “How can a person be virtuous in a corrupt society?”, “What does it mean to be a hero?”, and “What’s the difference between virtue and duty?”

Now that she’s back as the instructor in her own English classes here at MICDS, Check has several takeaways from the Classics course that she’s implementing in her classroom and recommending to other teachers. Here’s what she’s saying:

1. Our in-class discussions could be longer. In the past, I’ve allowed 25 minutes for student-led seminar-style discussions, but I no longer think that’s enough time. Giving students the time and space to sit and think before speaking allows the discussion to build, change, and evolve. Only through extra time can a more meaningful discussion occur.
2. Having an excellent guiding question to begin the discussion is the key to having students look back at a text and dig for the answer. I will work harder to develop the question that starts the seminar since I now have a better understanding of the outcome of what the question could bring about through discussion.
3. To my teaching peers, if you get a chance to apply for and do something like this, you should do it. This class was recommended to me by Tex Tourais, Dean of Digital Learning & Upper School English Teacher, and it was such an interesting class to take. In addition to literature, they also offer history, math, and philosophy text courses.

We can’t wait for Ms. Check’s students to engage in such profound discussions over their readings this year!

Three Rams Attend International Society for Technology in Education (ISTE) Conference in Texas

This summer, Berta Simic and Blake Whitney, Middle School History Teachers, attended ISTELive 25, a national conference that brings together educators to explore innovative ed tech teaching and learning practices. The conference took place in San Antonio, Texas. The event featured hands-on sessions, live demos, and opportunities to test new tools and strategies for classrooms and schools. They returned with a wide range of takeaways, including activities to make learning more interactive, new ways to streamline administrative tasks, ideas for 3D printing and maker spaces, and much more.  

In between sessions, they took in the history of San Antonio, including visits to the Alamo every day of their stay. They also enjoyed spending time with fellow Middle School colleague, Middle School Math Teacher Kristina Jones, who was there representing the math program Struggly. Jones shared, “As an ambassador for Struggly, I was asked to help host the Struggly booth in the expo hall during the ISTE conference. I was there for all four days of the conference and shared the Struggly program with anyone who stopped by. We also co-hosted a happy hour with another booth and met some great educators through that experience. As an exhibitor, I was also able to attend sessions that interested me. I explored with Blake and Berta and got some great new ideas to use in the makerspace for fifth-grade math. Additionally, I visited a Pokémon booth and was inspired to create a new Winter Term Elective offering for Winter Term 2026. Of course, seeing the Alamo with two history teachers (Berta and Blake) was pretty incredible, too!”

The conference was both energizing and practical. Blake, Berta, and Kristina are excited to bring back what they learned to our school community.  

Lower School Librarian Thomas Buffington Participates in the American Library Association's Annual Conference in Pennsylvania

Lower School Librarian Thomas Buffington attended the American Library Association (ALA) Annual Conference in Philadelphia, Pennsylvania, at the end of June. “At the ALA Conference, I heard from authors, explored new books and resources, and gave a presentation (see poster below) on our students’ good work in the MICDS Lower School Library,” said Buffington. “It was very rewarding and energizing to share resources and ideas with teachers and librarians from across the nation. This experience also offered great ideas for collection curation, as we have already begun to order books showcased at the event.”

“The conference was a great experience overall, and the most rewarding part was having the chance to share the meaningful work of our MICDS libraries with teachers and librarians from around the nation. I am happy to report that there was steady interest from fellow attendees, and it was great to offer resources and share ideas which will hopefully impact students in settings beyond our own.”

What did Buffington and the conference attendees talk about? They spoke a lot about how their work in libraries aligns with the ISTE Standards, which empower students to learn 21st-century digital and collaborative skills. Over the last few years, they have explored many ways of integrating ISTE into the library curriculum.

“My biggest takeaway from the conference was the realization that nationwide, teachers and librarians strive so passionately to provide students with the opportunity to succeed in our digital age. This enthusiasm for learning and sharing ideas was a constant throughout the many conversations I had while sharing my poster. It’s clear that nationwide, teachers and librarians share a similar interest in providing amazing opportunities for students. It was a real blessing to share the work we do, knowing that it will possibly impact students in libraries all around the nation!”

Kelly Licon, Lower School Teaching Associate, Participated in Responsive Classroom Training

Lower School Teaching Associate Kelly Licon attended a three-day Responsive Classroom training, where she learned how to foster a positive classroom community, use practices to minimize disruptions, and apply effective classroom management strategies to engage students in meaningful academic learning. According to the RC website, “The Responsive Classroom approach integrates engaging academics with social-emotional learning, providing educators with practical strategies to build positive and inclusive school communities. Backed by research, this approach enhances student achievement, boosts teacher satisfaction, and supports effective classroom management through clear and consistent practices.”

Two Lower School Teachers Attend Elementary Mathematics and Literacy Conference in Illinois

Math & Computer Science Department Chair Leads Workshops Across Missouri

Over the summer, our JK-12 Math & Computer Science Department Chair, Diane Broberg, led professional development experiences for teachers across Missouri. “This is my fourth summer leading the 9-12 strand for the Missouri Council of Teachers of Mathematics (MCTM) Summer Series,” she explains. She taught two-day workshops at Poplar Bluff, Columbia, and Springfield. The topics she focused on this year were problem solving and visible thinking, technology & the ACT, making meaning of statistics, Open Middle Math, TI-Rovers in the classroom, and AI through teachable machines.

Broberg took a moment to describe some of these topics: “Visible thinking involves students (in this case, teachers) using a whiteboard to show their thinking. The goal is for students to show methods, trials, and patterns that they used to solve a problem. At times, it doesn’t lead to a solution, but it still shows the thought process.

“Teachable machines is a computer site that we can use for students to experience the process of how AI ‘learns.’ The activity that I did used card sorting. We sorted cards and then taught our computer what the characteristic was that we sorted by (i.e. color, suit, face cards). We then ‘test’ the machine to see if it has learned what we taught it.”

After the workshops concluded, Broberg stated that working with teachers was a highlight. “I learn as much as they do as I work on crafting an experience so that every teacher leaves with something they will use the following year in the classroom,” she elaborates. “Teachers come from a variety of backgrounds and experiences, so I work to put together activities and problems that will help them in the classroom but also teach them a little math along the way.”

Upper School Science Teacher Ventures to ChemEd 2025 in Colorado

Dr. Megumi Yoshioka-Tarver, Upper School Science Teacher, went to ChemEd 2025 in Golden, Colorado this summer. ChemEd is a chemistry educator conference for learning and exchanging teaching ideas in chemistry. 

Dr. Meg shared, “This was my first time attending this event, and it was recommended by other chemistry teachers in the area. I encourage any chemistry educators to attend. There were many hands-on activities that are very inspiring to bring back to our classrooms!

“I learned how to incorporate bioplastic and an experimental design into our curriculum, material science, and effective demos to make a connection about intermolecular forces (which I used one on the first day as the ‘wow chem is cool’ demo.) Also, there were many AP Chemistry-related talks that were very informative as an AP Chem teacher.”

What an informative and fun experience!

Ms. Beasley Dances in Slovakia

Thanks to the Edward M. Rivinus Memorial Summer Sabbatical, this summer, Lower and Middle School PE Teacher Summer Beasley traveled with Karlovsky & Company Dance to Slovakia to dance with the same company that visited MICDS in March, Divadlo Štúdio Tanca. Over the course of two weeks, the two dance companies did a theater performance and two site-specific performances—one in the mountains and the other at a cultural center in the city. These performances were done in their shared style of contemporary modern dance and included structured improvisations.

Beasley describes this experience: “First, we warmed up together as a whole company, as if we were all one instead of two groups. Then, for the theater performance with a structural improvisation, we would each focus on entering, dancing, and being fully present—not questioning what we were doing. It was a lot of fun! Our sole focus was to be where were: dancing.”

This was the second time her group, Karlovsky & Company Dance, did this with another company. “Because we study the same style of dance, we have the same foundational understanding of movement, and our approach to how a movement is done is similar. With this mutual understanding, there was a quick connection created between the two groups of people and a strong, immediate level of trust. We all felt as though we were coming from the same place and suddenly, we would be lifting people that we had only met two days prior!”

After this experience, Beasley has some new ideas for things to incorporate back in the MICDS dance studio. She realized that one’s awareness of their own body and how they carry their weight and move depends on what style of dance they are studying. She’s even more inspired to encourage students to be fully present—like in improv—to know what they’re doing, embrace it, and be present in that moment. In yoga especially, she teaches to quiet the mind so you can notice the body more.

She also noticed some different approaches to the same movements. “They did handstands with a different approach than I do,” she commented. “The differences are simple but great reminders to explain things in different ways to our students in case one approach isn’t working. It’s always great to learn another perspective.”

While in Slovakia, Beasley took a sightseeing tour of the city to learn about its history, politics, and culture. With new perspectives on both dance and life in another country, she comes back to the MICDS studio ready to bring new points of view to best guide her students.

Lower School Science Teacher Attends Science is Cool Unconference

Our very own Lower School Science Teacher, Laura Pupillo, attended the virtual Science is Cool Unconference sponsored by PocketLabs. “At the unconference, I connected with inspiring teachers, discovered tools for students to collect and analyze their own data, and picked up amazing hands-on experiment ideas from Steve Spangler,” shares Pupillo. “I left with practical strategies to spark curiosity and make science even more engaging in my classroom.”

Dr. Nichols Makes Music at Modern Band Summit on Colorado State University Campus

Thanks to the Wilma and Roswell Messing, Jr. ’34 Summer Sabbatical Award, Lower School Music Teacher Katy Nichols attended the Modern Band Summit at Colorado State University in July. She took Modern Band Level 2, where she continued her training in modern band pedagogy. They focused on practical solutions for the classroom, using modern rock, pop, blues, and hip hop songs to encourage students to explore modern band elements in the music room. Teachers had to create, improvise, and perform in their modern bands for each other as well. 

After the level two training, Dr. Nichols attended sessions on drumming using drum kits and drum pads, teaching electronic keyboards, and using the ukulele in the classroom. There were elementary-specific sessions as well as general sessions, such as setting up sound for a rock band. It was an immersive experience where they made music and processed what they did together as a group. 

“During my sessions, I collaborated with a wide variety of people, such as college professors who have modern band programs, performers who have studios, and music teachers from a variety of backgrounds who teach at all age levels,” adds Dr. Nichols. “I got to study from Brandi Waller-Pace, who is an American Roots Music and jazz advocate. She founded the Fort Worth African American Roots Music Festival. Another highlight was hearing Mandy Harvey’s story. She is a singer-songwriter who is part of the deaf community. She was a keynote speaker who discussed her own experience of inclusion in the music classroom, music community, and the music industry via modern band.

“I am grateful for the opportunity to continue my training in Modern Band and build on this approach in our lower school program. I cannot wait to rock on with our students this year!”

Patrick Huewe's Summer of Language, Culture, and Tennis in Spain

By Patrick Huewe, JK-12 World Languages Department Chair & Upper School Spanish Teacher

This summer, I had the privilege of traveling to Spain thanks to the generosity of the MI Class of 1957 and the School’s summer sabbatical program for faculty continuing education. For me, it was both a professional renewal and a personal joy—an opportunity to reconnect with the language and culture that have shaped my career in education for more than 30 years.

My journey began in Madrid, where I reunited with families and friends from our 2017 exchange program with Colegio Balder in Las Rozas. Returning to the school and community offered a fresh perspective—not only on the opportunities that an exchange brings, but also on the challenges that must be thoughtfully navigated to make it successful. While in Madrid, I also explored the famous El Rastro flea market, a bustling maze of antiques, books, and curiosities that reflects the city’s vibrant character. The Prado Museum’s Spanish Masters collection and the historic Plaza Mayor deepened my appreciation of Spain’s cultural legacy, while conversations with colleagues sparked exciting ideas about the possibility of launching another exchange in the future.

From Madrid, I traveled north to San Sebastián, in the heart of the Basque region. Famous for its sweeping La Concha beach and Belle Époque architecture, the city offered a perfect balance of natural beauty and history. I strolled through the Parte Vieja (Old Town), admired the Basilica of Santa Maria del Coro, and, of course, experienced its world-renowned pintxos culture. Those culinary adventures will serve as inspiration for my Winter Term course on Hispanic food and culture, adding new flavor—literally and figuratively—for my students at MICDS.

The next stop was Barcelona, where I immersed myself in the city’s artistic and cultural treasures. Standing before Antoni Gaudí’s unfinished masterpiece, the Sagrada Familia, and wandering through the whimsical mosaics of Park Güell offered insights into how architecture can tell a cultural story. Along Las Ramblas, I joined locals and travelers alike in the famous Boqueria Market, marveling at the colors, aromas, and energy of Catalan life. I also took time to visit Montserrat Monastery, perched dramatically in the mountains outside the city, to reflect on Spain’s deep spiritual heritage.

Barcelona also brought another passion into focus: tennis. I visited the Emilio Sánchez Tennis Academy, one of the most prestigious training facilities in the world, to observe coaching methodologies and learn from their innovative sports psychology techniques. These insights will help me enrich my own coaching at MICDS, bridging my love for both language and sport.

To close my journey, I returned to Madrid for a final few days of reflection and relaxation with friends before heading home to St. Louis.

This trip was more than travel; it was a meaningful reconnection with Spain’s rich traditions—its languages, art, food, history, and sport—and a way to bring fresh inspiration into my classroom and onto the tennis courts.