Steward Insights - A Journey by Design: Collaborating on Curriculum

On any morning, if you pause outside our junior kindergarten classroom, you will hear a circle of small voices sharing weekend stories. Some might offer whispers, others bold proclamations, but all are encouraged. In these early moments, a journey begins. 

Years later, these students, now as seniors, stand at a podium and deliver a senior speech in front of the entire Upper School. Their voices sound more confident as their ideas are more complex and their experience more expansive. That confidence has been earned. What happens in the years between is not accidental; instead, it is designed and nurtured through our curriculum from junior kindergarten through 12th grade. 

Our four divisional Academic Deans work in close partnership to collaborate on the curriculum and ensure that learning is not disjointed, but rather a meaningful, scaffolded journey.

When we think about curriculum, we do not simply think of an academic year or an individual course. Rather, we ask: “What is the goal of a student’s experience? When these students leave our community, what knowledge and skills do we want them to take into the world?” We know that the skills introduced here will only serve as a foundation to empower their growth throughout a student’s entire academic journey. 

This philosophy is best demonstrated through our public speaking and focus on civil discourse. In Lower School, students first experience Oratorical, finding their voice as they read, recite, and perform on stage. In Middle School, that voice evolves with daily journals in English classes, thoughtful reflection at the student-led conferences, and persuasive speeches. Students cannot only explain what they think but also offer their why. As students start Upper School, the team intentionally responds to student needs and creates a consistent ninth-grade experience with Freshman Seminar to help build relationships and support students in developing skills that will help them be known, supported, and equipped for the journey ahead. By Upper School, students are prepared to synthesize years of growth into senior speeches that are personal and profound. They stand in confidence knowing their voice matters, and they aren’t afraid to use it. 

With time, trust, and thoughtful collaboration, the curriculum can be aligned using research-based pedagogy and teacher expertise. Through our program and academic committees, the faculty and academic deans engage in ongoing conversations about the curriculum with a focus on what we teach, how we teach, and why it matters. Based on our school values, our conversations model listening deeply, challenging ideas respectfully, and remaining open to growth. It allows us to be both responsive to our students and also make sure our curriculum remains relevant and robust. The academic deans serve as connectors throughout this process. We work collectively to bridge transitions, identify opportunities for alignment, and ensure that students experience a supportive progression in their learning. 

We also recognize that students thrive when they can see their growth and be inspired by those around them. When they recognize that today’s challenge is connected to yesterday’s success and tomorrow’s opportunity, they begin to build confidence.

We see this in experiences like the Mini Economy Fair in the Lower School, which explores concepts rooted in trade, creativity, and value, and then connects to more complex formats such as the Leadership Program and Entrepreneurship Studies program in the Upper School. The concepts are familiar at their foundation, but the expectations and complexity have scaled up as the students grow in their academic abilities. 

A critical concept of our approach is that we are committed to student-centered learning that values reflection as much as performance. Across divisions, students are asked to think about their learning, revisit assignments, make connections, and consider how they have grown. This reflective practice reinforces the powerful idea that learning is not a destination, but a continuous process. Each assignment, each project, each unit is part of a larger story. 

Every day, in classrooms and hallways, in stages and in labs, our students are offered opportunities to connect; these are opportunities to connect with each other, with their past experiences, and with the possibilities ahead. 

These opportunities do more than build skills. They build confidence. They foster curiosity. They inspire students to see themselves not just as learners, but as thinkers, creators, and contributors. They inspire the future. 

From a quiet voice in a morning meeting to a confident speech at the podium, the journey is long, but it is one we build together.