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When school leaders empower educators and students to reimagine what's possible together, we unlock the full potential of learning.

Creating a Culture of Possibility

location_on 8 Park Road, Wheeling WV 26003
Wheeling Country Day School has intentionally designed a culture to multiply innovation. We support teachers to create innovative programs that engage students in topics that matter and impact their lives beyond classroom walls. Students develop the intrinsic motivation to value learning and honor their passions more than grades. Our model of school leadership makes it possible.
...if we get the culture right, if we encourage diverse talents, if we encourage individuality, if we create the conditions in which people can thrive in more collaborative ways...kids become more engaged and, as a result, our outputs improve

Sir Ken Robinson

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Can innovation take root so every child can flourish?

Prepare to Close

Wheeling Country Day School is the only independent elementary school in the state of West Virginia. After 80 years in existence, the school found itself a decade ago facing massive financial and enrollment issues. An accreditation report in 2009 recommended we prepare to close within the year. Under new leadership, we created an environment of purpose and nurtured trust first among the faculty and then parents. We put textbooks on the shelves, relegated testing and outcomes to the background and afforded teachers autonomy to create new learning opportunities. A capital campaign revived existing facilities so we had pride in our spaces, but most importantly it provided a faculty enrichment fund, which allowed interested educators to chase their passions and begin integrating innovative ideas into their classrooms. A sense of It's Possible Here began to take root. Early adopters were embraced when presenting a new or weird idea. And they were tasked with spreading the word. 

No longer would our small school resign itself to the quiet sidelines of educational transformation. Today we partner with like-minded innovators, both locally and nationally. We do not just attend, but present at conferences. We would become a thought leader for a region in desperate need of such belief. 

Creating a Culture of Possibility

A supportive culture of possibility is at the core of all innovative teaching and learning. For any program to take root and achieve its full potential, the soil must be rich. Otherwise, innovative lessons are left at the door of an individual classroom. 

Such a purposeful school culture allows students and teachers to experiment and explore in an effort to fail forward, where mistakes and missteps are inevitable but reflection and upcycling of an idea is expected. A teacher evolves into a mentor, facilitator and fellow learner with the autonomy to create engaging and resonant learning experiences. 

KissHead of school, Elizabeth Hofreuter, challenges the faculty to step out of their comfort zones and embrace their passions in 2015.

Creating such an environment requires leadership to think differently about student and teacher learning. "If you believe that all kids are capable, then you would build environments that really worked hard to sustain engagement and nurture potential," suggests Todd Rose, author of The End of Average. To nurture this environment the school leader also becomes a mentor and fellow learner. 

Always curious to learn more and do better, leadership must be willing to ask a few simple questions... why? ... couldn't we at least...?   how can I support you?


"Why isn't learning like this all the time?"
Multiplying Pockets of Innovation

At Wheeling Country Day School we saw deep learning happening in our week-long summer camps. Here our teachers were willing to experiment. It felt less risky, made them less vulnerable. For example, Creek Week challenges children to trek knee-deep in our creek to examine evidence of water quality. Even with more than 20 children bent over clipboards drenched in creek water, the teacher was enthralled by challenging questions and everyone was engaged in the task at hand - finding water pennies. A school leader asked, "Why isn't learning like this all the time?" and followed that with "How can I support the teacher to make it happen?" With support, Creek Week turned into a Water Study Project and ultimately into a learning partnership with Ohio State University on Lake Erie.

In a drama elective, another safe zone, a pair of teachers partnered with a community theatre troupe to design a 1940s style, live-action radio show bringing to life historical change makers from our community. Yet another redesigned a long-standing LEGO Robotics competition to incorporate WCDS campus landmarks into the unit and personalize the process using challenges we face every day on our campus that robots could simplify. A third teacher developed a zoology project for third graders in partnership with The Good Zoo at Oglebay. After learning in depth about an animal, nine-year-olds designed and created "toys" to enrich the experience of the animal and zoo visitor. 

These placed-based projects allow children to touch history, science, and math while providing a truly intimate perspective and creating a contextual as well as conceptual learning experience. On the other hand, some teachers offered children a chance to learn things they may only dream of but never touch, as preschoolers travel to a new country each week or fifth graders touch the sky with the design, creation and lift off of a weather balloon.

Creating a supportive learning environment

Where our success has completely changed the game, is the work we are doing with struggling learners.  In our culture of possibility, we refused to see learners as lazy or blanket them with a message to "try harder." We opened the Center for Multisensory Learning within our school to better understand and nurture the potential within those students who learn differently. Employing Orton-Gillingham and multi-sensory methodologies, we met students where they were and abandoned one-size-fits-all learning in favor of differentiation. Still, a diagnosis of autism or dyslexia makes the total school experience a frightening and confusing place with social and emotional landmines that are difficult to navigate and tolerate. As we know to do, we changed the environment. Learning does not happen in a vacuum, absent of the relationships a child has at school or the beliefs that a child holds about him or herself, so the total environment needs to be modified - the people, the materials, the physical surroundings, and the expectations.  We take the principles of universal design for equity into all of our classrooms for all learners. After all the short term needs of a child whose parents are getting divorced are as important as the long term needs of a child living in trauma.  

TELESCOPEScience Teacher, Luke Hladek, and 4th grader, Sammie, look at The Great American Eclipse in 2017. 

What these projects have in common is a combination of passion and authenticity, as well as a blurred edged partnership between educator and learner. Why are they multiplying exponentially year after year? Because the culture and tone is one that asserts It's Possible Here

From the school's leader to the youngest child each person pushes out of a comfort zone where one must humble oneself to truly learn. That's the lightning in a bottle - every individual as a learner, as a risk taker with a mission to leave something better than we found it and with the scaffolding to support possibility for all kinds of minds.

What's next?

We are opening a deep learning middle school. It will be an innovation like our area hasn't seen. A comprehensive approach to teaching and learning, the middle school will discard departmentalization in order to embrace a student-centered approach to developing the content mastery, communication and thinking skills and social emotional competencies for success.  Learning from our mistakes and progress in the projects described above, we are creating a safe environment that allows teachers to empower student agency but also challenge students and support them when they struggle.

Before you think this is too hard for your school, remember we are doing this in a city of 26,000 people with the demographics being such that a progressive independent school should not exist. We are in a state that ranks 47th in education in some polls, yet it was possible here because we did that one courageous thing - we started.

Innovation Overview
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Target Group
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Children/Users
1
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2011
Established
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Organisation
1 191
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Media

See this innovation in action

Come Ride With Us - Adventures in a Reggio-Emilia Classroom
In the spring of 2017, Senior Kindergarten teachers, Linda Krulock and Claire Norman, began a new unit of exploration. Three young students had expressed an interest in movement, specifically movement from two-wheeled vehicles... Click These Links for More InformationCome Ride With Us Blog Post100 Languages of Children (Reggio) Blog Post
When a Project Becomes a Passion
Luke Hladek, WCDS Science Teacher, discusses importance of 5th grade weather balloon projecthttps://www.youtube.com/watch?v=s5b2SHQ2Bpg&t=21s
Teach to the Edges - The Center for Multisensory Learning at Wheeling Country Day School
Official CML at WCDS Website“I often wonder what it feels like the first time a child is sitting in a classroom and realizes that he or she cannot do what everyone around them is doing. How does it weigh on that child’s heart – on the playground, in the gym, at the lunch table? I don’t want any child to feel alone or feel that he or she is less than others because of differences that should be acknowledged as strengths.”-Elizabeth Hofreuter, Head of School, WCDSCLICK THESE LINKS FOR MORE INFORMATIONTeach to the Edges Documentary TrailerTeach to the Edges Blog PostCollege Partnership Earns IDA AccreditationWV Executive Article - Diverse Learners: Wheeling Country Day School Creates Inclusive Model for WV StudentsIndependent Schools Network Listing from IDA
International Artist in Residence Makes Local Splash at WCDS
In September of 2017, Wheeling Country Day School, thanks to partnerships with the Claude Worthington Benedum Foundation, Remake Learning, and Oglebay Institute, welcomed Hiromi Katayama as artist-in-residence for the 2017-2018 school year. The Rural Arts Collaborative (RAC) provided an opportunity for 'Miss Hiromi' to lead our students on a journey of international artistry, local history, and community engagement in order to create two large scale artworks in a traditional Japanese style. These pieces now hang in the lobby of the Robert C. Byrd Intermodal Transportation Center in historic Downtown Wheeling, WV. CLICK THESE LINKS FOR MORE INFORMATIONWheeling Country Day and Oglebay Institute Receive RAC FundingWCDS Student MuralsLocal Students Unveil Public ArtworkHiromi Katayama Works with the 5th Grade Artists5th Graders Standing with Four Panel Public Artwork3rd Grade Giant USA Map Public Artwork
Head Space and Power Parenting
In an effort to more fully and more transparently reach our clientele (parents, students, grandparents, friends) we developed two signature event series. The first, 'Head Space', is a monthly, one- to two-minute video series in which our head of school, Liz Hofreuter, speaks directly to camera about anything from current events to school philosophy to parenting difficulties. It has been received with open arms and a seemingly insatiable appetite. The video series has helped us communicate our points of view clearly and, as importantly, control our messaging with regard to often unclear campus norms or parental challenges. The second, The ESK (Elizabeth Stifle Kline) Power Parenting Series, is a monthly open-door meeting between our head of school, Liz Hofreuter, and current and prospective parents. During these roughly hour-long meetings, we address a wide range of topics including both timely and evergreen parent concerns. We also address specific parental concerns during a Q&A session near the end of the meeting. It has been powerful, to say the least, to watch our head of school answer difficult questions directly and without spin in real time. Following each ESK Power Parenting meeting, our participants are invited into our classrooms for a 30 minute 'open house' of sorts. They may visit their children or a classroom they've never seen before. Each of these series have helped to create an atmosphere of trust and appreciation. Each break traditional barriers between school and home and aid in developing a true partnership between students, parents, and teachers rather than the all-too-familiar adversarial relationship many of us lived. Further, each of these series has connected administrative goals and values with faculty and staff, helping to establish a truly shared vision. This, in turn, has aided in the school-wide mindset shift necessary to embark on the new initiatives highlighted in this innovation. CLICK THIS LINK FOR MORE INFORMATIONWCDS Head Space Video Playlist2018-2019 Power Parenting Schedule
Compassionate Schools Initiative
“For any of us to do our best work,” Liz Hofreuter, head of Wheeling Country Day School, said, “we have to be in the right head space.”Hofreuter wants to bring more compassion to her town, starting at her school. She hopes Country Day can develop best practices to be used by anyone who works with young children.She plans to formalize existing compassion curriculum that’s been developing at the school for the past 5 years. The idea is to help students cultivate focus, resilience, empathy and level-headedness...CLICK THIS LINK FOR THE REST OF THE STORY AND MORE INFORMATIONCan Teaching Kids Compassion Change Culture? (accompanying audio at end of article)Yoga at every grade level establishes a presence of mind and bodyConflict Resolution SpaceDaily Closing Circle to express 'Appreciations, Apologies, A-has'School Wide 'You Matter' Compassionate Campaign
Third Graders Partner with Local Zoo to Create Animal Habitat Enhancements
In 2016, Wheeling Country Day School entered into a partnership with The Good Zoo Oglebay Park. They learned about the animals at the zoo and how the zoo operated within the community. The administrators at Oglebay also discussed various ways to increase visitors to the zoo and 'hired' the third graders to create animal habitat enhancements to aid in this goal. Students would go on to research specific animals housed at the Good Zoo before designing and building enhancement to be placed within the animal's habitat. Each of these was created with the goal of improving the experience of both animal and visitor, while increasing the total number of customers throughout the year. This partnership has added depth and realness to the unit and given students an inside look at everything from business marketing and animal rights. Leopard Habitat EnhancementLemur Habitat EnhancementSnake Habitat EnhancementCLICK THESE LINKS FOR MORE INFORMATIONElla Explains Enhancement #1Darryn Explains Enhancement #2Jules and Cameron Explain Enhancement #3Example of Leopard Enhancement Design Phase3rd Graders Travel to Local Zoo to Learn About Animal EnrichmentRed Panda Network Recognizes our Partnership on Facebook
Junior Kindergarten Takes a 'Trip' Around the World
In spring 2018, Junior Kindergarten students studied a variety of cultures and traditions from countries around the world. Each week, students would create artworks, learn cultural traditions, and hear from experts about each of nation on their 'trip'. The eight week, all immersive project culminated in a wide ranging interview of each student to help them reflect in their own words and document the wildly successful process.  CLICK THIS LINK FOR MORE INFORMATION Wee Wanderers Featured Blog PostWee Wanderers Video
Weather Balloon Launch: ‘Truly a Five-Sense Experience’
“I think all of the science and vocabulary and content knowledge truly becomes secondary to the idea of doing,” he said. “It’s immersive. They embrace each other’s curiosity but ask hard questions. They argue over goals and discover the problems before they start solving them. They feel the materials...which I find to be more valuable and more lasting than any chapter in any textbook...” CLICK THESE LINKS FOR MORE INFORMATIONWeather Balloon Liftoff VideoWeather Balloon Featured Article5th Grade Weather Balloon TeamWheeling Country Day School Campus from 500 feetEarth's Horizon from the StratosphereBalloon Burst from 100,000 Feet

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Achievements & Awards

May 2019
100 views
December 2018
Innovation added to the HundrED
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Inspired to implement this? Here's how...

01
Make the Weather: Create a safe environment
Act in such a way to allow teachers and students to make the decision to trust us. While leadership requires vision, trust grows from one's competence, compassion, character, and consistency.
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02
The Heart of a Lion: Be courageous enough to be vulnerable
As school leaders we must humble ourselves to share who we are and to learn something new.
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03
Embrace the Weird: Motivation to Innovate
In every school or organization there are pockets of innovation. Identify those bright spots and engage them with stories of your vision. A leader is a "lone nut" until that first follower joins in.
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04
Walk with me: Reimagine Feedback
Solidifying innovation as the new normal requires reimaging evaluation as a shared process among peers. As leaders we applaud success, encourage failing forward and show gratitude. In so doing we multiply innovation and allow every learner (adult and child) to flourish.
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