The World Leadership school works with Kent Place and other schools to build partnerships and teach leadership to students around the world. Their mission is “to empower young leaders to find new and innovative approaches to the world’s most pressing problems.” Through service-learning programs in Africa, Asia, Latin America and the U.S., they help build global education programs in K-12 schools. Their trips include global issues, service learning, leadership training, and language immersion. Our KPS trips to Chilamate, Costa Rica were organized in conjunction with the World Leadership School. For more information, please visit their website at www.worldleadershipschool.com.

KPS Students participate in the Youth Action Project (YAP)

In March 2012, Upper School students and faculty attended a 3-day Youth Action Project (YAP) program in Albuquerque, NM designed for youth of all backgrounds who are committed to dismantling oppression in all of its forms!

In 2010, a KPS group attended the National Association of Independent Schools (NAIS) 23rd annual People of Color Conference (PoCC) and the 17th Annual Student Diversity Leadership Conference (SDLC) in San Diego, CA. The 2010 theme was “Catching the Tides of Change, Riding the Waves of Opportunity.” The conference served as a multiracial and multicultural gathering of students and educators from around the country. By focusing on self-reflecting, forming allies and building community, both the PoCC (attended by faculty) and the SDLC (attended by students) encouraged attendees to continue to apply the leadership principles they learned within their own communities.

In March 2012, the KPS Global Service Learning Initiative conducted its first domestic service trip, to New Orleans, Louisiana! In accordance with the theme “Homes and Homelessness,” 14 KPS Upper School Students and 3 Faculty Chaperones partnered with Rustic Pathways to help rebuild a great American city and work alongside New Orleanians who are reclaiming their communities and shaping the future of the city's historic neighborhoods. The KPS team participated in rebuilding efforts with the St. Bernard Project to create housing opportunities in the Lower Ninth Ward and St. Bernard Parish so that Hurricane Katrina survivors can return to their homes and communities. In addition, students became a part of life in the Big Easy… exploring the French Quarter, listening to Jazz and Zydeco music, spotting alligators in the bayou, and cooking flavorful gumbo!

In March 2012, the KPS Global Service Learning Initiative conducted its first domestic service trip, to New Orleans, Louisiana! In accordance with the theme “Homes and Homelessness,” 14 KPS Upper School Students and 3 Faculty Chaperones partnered with Rustic Pathways to help rebuild a great American city and work alongside New Orleanians who are reclaiming their communities and shaping the future of the city's historic neighborhoods. The KPS team participated in rebuilding efforts with the St. Bernard Project to create housing opportunities in the Lower Ninth Ward and St. Bernard Parish so that Hurricane Katrina survivors can return to their homes and communities. In addition, students became a part of life in the Big Easy… exploring the French Quarter, listening to Jazz and Zydeco music, spotting alligators in the bayou, and cooking flavorful gumbo!

In March 2012, the KPS Global Service Learning Initiative conducted its first domestic service trip, to New Orleans, Louisiana! In accordance with the theme “Homes and Homelessness,” 14 KPS Upper School Students and 3 Faculty Chaperones partnered with Rustic Pathways to help rebuild a great American city and work alongside New Orleanians who are reclaiming their communities and shaping the future of the city's historic neighborhoods. The KPS team participated in rebuilding efforts with the St. Bernard Project to create housing opportunities in the Lower Ninth Ward and St. Bernard Parish so that Hurricane Katrina survivors can return to their homes and communities. In addition, students became a part of life in the Big Easy… exploring the French Quarter, listening to Jazz and Zydeco music, spotting alligators in the bayou, and cooking flavorful gumbo!

In March 2012, the KPS Global Service Learning Initiative conducted its first domestic service trip, to New Orleans, Louisiana! In accordance with the theme “Homes and Homelessness,” 14 KPS Upper School Students and 3 Faculty Chaperones partnered with Rustic Pathways to help rebuild a great American city and work alongside New Orleanians who are reclaiming their communities and shaping the future of the city's historic neighborhoods. The KPS team participated in rebuilding efforts with the St. Bernard Project to create housing opportunities in the Lower Ninth Ward and St. Bernard Parish so that Hurricane Katrina survivors can return to their homes and communities. In addition, students became a part of life in the Big Easy… exploring the French Quarter, listening to Jazz and Zydeco music, spotting alligators in the bayou, and cooking flavorful gumbo!

In March 2012, the KPS Global Service Learning Initiative conducted its first domestic service trip, to New Orleans, Louisiana! In accordance with the theme “Homes and Homelessness,” 14 KPS Upper School Students and 3 Faculty Chaperones partnered with Rustic Pathways to help rebuild a great American city and work alongside New Orleanians who are reclaiming their communities and shaping the future of the city's historic neighborhoods. The KPS team participated in rebuilding efforts with the St. Bernard Project to create housing opportunities in the Lower Ninth Ward and St. Bernard Parish so that Hurricane Katrina survivors can return to their homes and communities. In addition, students became a part of life in the Big Easy… exploring the French Quarter, listening to Jazz and Zydeco music, spotting alligators in the bayou, and cooking flavorful gumbo!

In 2008, heading south to Mexico City, 22 Spanish-language Middle School students experienced an exciting adventure that included elements of historical learning, cultural engagement and language immersion. Sightseeing included visits to many beautiful cathedrals and museums, including the Basilica of Our Lady of Guadalupe, and enjoying the fine Mexican cuisine in the streets of Old Mexico City. The group continued on to experience the beauty of the Yucatan Peninsula, visiting the capital city of Merida and climbing the famous Mayan pyramids of Chichén-Itzá (over 1500 years old). The tour culminated with a two day visit to the world renowned beaches of Cancun!

Ten students and two faculty chaperones traveled to Quebec City in 2008 for an experience that expanded the minds and hearts of the participants while developing their French language skills. In addition, this educational experience enabled the students to open their eyes to the history of Quebec and its cultural heritage. The partner travel company used offered a unique and interactive approach to emphasize French language usage on site and maximized the quality of the students’ cultural and language immersion. All itinerary activities and challenging tasks planned were designed to help reinforce students’ desire and ability to communicate in a French-speaking environment.

Ten students and two faculty chaperones traveled to Quebec City in 2008 for an experience that expanded the minds and hearts of the participants while developing their French language skills. In addition, this educational experience enabled the students to open their eyes to the history of Quebec and its cultural heritage. The partner travel company used offered a unique and interactive approach to emphasize French language usage on site and maximized the quality of the students’ cultural and language immersion. All itinerary activities and challenging tasks planned were designed to help reinforce students’ desire and ability to communicate in a French-speaking environment.

Ten students and two faculty chaperones traveled to Quebec City in 2008 for an experience that expanded the minds and hearts of the participants while developing their French language skills. In addition, this educational experience enabled the students to open their eyes to the history of Quebec and its cultural heritage. The partner travel company used offered a unique and interactive approach to emphasize French language usage on site and maximized the quality of the students’ cultural and language immersion. All itinerary activities and challenging tasks planned were designed to help reinforce students’ desire and ability to communicate in a French-speaking environment.

Ten students and two faculty chaperones traveled to Quebec City in 2008 for an experience that expanded the minds and hearts of the participants while developing their French language skills. In addition, this educational experience enabled the students to open their eyes to the history of Quebec and its cultural heritage. The partner travel company used offered a unique and interactive approach to emphasize French language usage on site and maximized the quality of the students’ cultural and language immersion. All itinerary activities and challenging tasks planned were designed to help reinforce students’ desire and ability to communicate in a French-speaking environment.

As part of the 4th grade Spanish program in the Primary School, our students write letters to their friends of our partner school, Integracion Juvenil, in the Dominican Republic. This communication between students from both countries has been meaningful and has helped students of both countries understand and have a perspective of life by appreciating each other’s cultures.  In 2010, Skype added another form of communication between our schools, enabling the students to see their friends face to face! The students now have the opportunity to practice their Spanish skills in a live situation.

In 2011, students and faculty in the Primary School became aware that the one school bus that transports 100% of the students of Integracion Juvenil to their school was experiencing substantial mechanical problems. Students were in jeopardy of losing their main and sole means of transportation to school. As a result and through consultation with the Primary School Grade 5 Student Advisory Committee, the entier PS community worked together and raised over $4,000 during the school year to purchase a school bus for Integracion Juvenil.

In 2012, Dr. Sergio Alati and Señora Gragg visited the town of Puerto Plata and Integracion Juvenil (IJ). Goals were to formalize the partnership between Kent Place and IJ, explore the possibility of communication with the MS as well as opportunities for students from both schools to visit each other. A plaque was presented to the school board of IJ, and Dr. Alati and Señora Gragg were able to learn more about their school and ways that we can connect and share.

As part of the 4th grade Spanish program in the Primary School, our students write letters to their friends of our partner school, Integracion Juvenil, in the Dominican Republic. This communication between students from both countries has been meaningful and has helped students of both countries understand and have a perspective of life by appreciating each other’s cultures.  In 2010, Skype added another form of communication between our schools, enabling the students to see their friends face to face! The students now have the opportunity to practice their Spanish skills in a live situation.

In 2011, students and faculty in the Primary School became aware that the one school bus that transports 100% of the students of Integracion Juvenil to their school was experiencing substantial mechanical problems. Students were in jeopardy of losing their main and sole means of transportation to school. As a result and through consultation with the Primary School Grade 5 Student Advisory Committee, the entier PS community worked together and raised over $4,000 during the school year to purchase a school bus for Integracion Juvenil.

In 2012, Dr. Sergio Alati and Señora Gragg visited the town of Puerto Plata and Integracion Juvenil (IJ). Goals were to formalize the partnership between Kent Place and IJ, explore the possibility of communication with the MS as well as opportunities for students from both schools to visit each other. A plaque was presented to the school board of IJ, and Dr. Alati and Señora Gragg were able to learn more about their school and ways that we can connect and share.

As part of the 4th grade Spanish program in the Primary School, our students write letters to their friends of our partner school, Integracion Juvenil, in the Dominican Republic. This communication between students from both countries has been meaningful and has helped students of both countries understand and have a perspective of life by appreciating each other’s cultures.  In 2010, Skype added another form of communication between our schools, enabling the students to see their friends face to face! The students now have the opportunity to practice their Spanish skills in a live situation.

In 2011, students and faculty in the Primary School became aware that the one school bus that transports 100% of the students of Integracion Juvenil to their school was experiencing substantial mechanical problems. Students were in jeopardy of losing their main and sole means of transportation to school. As a result and through consultation with the Primary School Grade 5 Student Advisory Committee, the entier PS community worked together and raised over $4,000 during the school year to purchase a school bus for Integracion Juvenil.

In 2012, Dr. Sergio Alati and Señora Gragg visited the town of Puerto Plata and Integracion Juvenil (IJ). Goals were to formalize the partnership between Kent Place and IJ, explore the possibility of communication with the MS as well as opportunities for students from both schools to visit each other. A plaque was presented to the school board of IJ, and Dr. Alati and Señora Gragg were able to learn more about their school and ways that we can connect and share.

In 2011, the KPS World Language Department partnered with World Leadership School of Denver, CO, to organize an exciting Spanish-language and cultural immersion experience in Chilamate, Costa Rica, while incorporating elements of service learning, leadership development, and of course, adventure.  As a result, in June 2011, 15 students and 4 chaperones had a memorable - and hands-on - experience in biodiversity-rich Costa Rica, while laying the groundwork for a lasting partnership in Chilamate. To learn more about the 2011 trip and their playground construction project, see http://kentplace-costarica-2011.blogspot.com/. On the second KPS trip to Costa Rica – in March 2012, ten students and two faculty chaperones helped to construct a community center that will benefit the families and neighbors of our partner school in Chilamate. Local artisans will be able to display and sell their work there and engage both community and tourists to support the local culture. They will also encourage and instruct people on sustainable, organic farming. To learn more about the 2012 trip and their community center project, visit, http://kentplace-costarica-2012.blogspot.com/.

In 2011, the KPS World Language Department partnered with World Leadership School of Denver, CO, to organize an exciting Spanish-language and cultural immersion experience in Chilamate, Costa Rica, while incorporating elements of service learning, leadership development, and of course, adventure.  As a result, in June 2011, 15 students and 4 chaperones had a memorable - and hands-on - experience in biodiversity-rich Costa Rica, while laying the groundwork for a lasting partnership in Chilamate. To learn more about the 2011 trip and their playground construction project, see http://kentplace-costarica-2011.blogspot.com/. On the second KPS trip to Costa Rica – in March 2012, ten students and two faculty chaperones helped to construct a community center that will benefit the families and neighbors of our partner school in Chilamate. Local artisans will be able to display and sell their work there and engage both community and tourists to support the local culture. They will also encourage and instruct people on sustainable, organic farming. To learn more about the 2012 trip and their community center project, visit, http://kentplace-costarica-2012.blogspot.com/.

In 2011, the KPS World Language Department partnered with World Leadership School of Denver, CO, to organize an exciting Spanish-language and cultural immersion experience in Chilamate, Costa Rica, while incorporating elements of service learning, leadership development, and of course, adventure.  As a result, in June 2011, 15 students and 4 chaperones had a memorable - and hands-on - experience in biodiversity-rich Costa Rica, while laying the groundwork for a lasting partnership in Chilamate. To learn more about the 2011 trip and their playground construction project, see http://kentplace-costarica-2011.blogspot.com/. On the second KPS trip to Costa Rica – in March 2012, ten students and two faculty chaperones helped to construct a community center that will benefit the families and neighbors of our partner school in Chilamate. Local artisans will be able to display and sell their work there and engage both community and tourists to support the local culture. They will also encourage and instruct people on sustainable, organic farming. To learn more about the 2012 trip and their community center project, visit, http://kentplace-costarica-2012.blogspot.com/.

In 2011, the KPS World Language Department partnered with World Leadership School of Denver, CO, to organize an exciting Spanish-language and cultural immersion experience in Chilamate, Costa Rica, while incorporating elements of service learning, leadership development, and of course, adventure.  As a result, in June 2011, 15 students and 4 chaperones had a memorable - and hands-on - experience in biodiversity-rich Costa Rica, while laying the groundwork for a lasting partnership in Chilamate. To learn more about the 2011 trip and their playground construction project, see http://kentplace-costarica-2011.blogspot.com/. On the second KPS trip to Costa Rica – in March 2012, ten students and two faculty chaperones helped to construct a community center that will benefit the families and neighbors of our partner school in Chilamate. Local artisans will be able to display and sell their work there and engage both community and tourists to support the local culture. They will also encourage and instruct people on sustainable, organic farming. To learn more about the 2012 trip and their community center project, visit, http://kentplace-costarica-2012.blogspot.com/.

In 2011, the KPS World Language Department partnered with World Leadership School of Denver, CO, to organize an exciting Spanish-language and cultural immersion experience in Chilamate, Costa Rica, while incorporating elements of service learning, leadership development, and of course, adventure.  As a result, in June 2011, 15 students and 4 chaperones had a memorable - and hands-on - experience in biodiversity-rich Costa Rica, while laying the groundwork for a lasting partnership in Chilamate. To learn more about the 2011 trip and their playground construction project, see http://kentplace-costarica-2011.blogspot.com/. On the second KPS trip to Costa Rica – in March 2012, ten students and two faculty chaperones helped to construct a community center that will benefit the families and neighbors of our partner school in Chilamate. Local artisans will be able to display and sell their work there and engage both community and tourists to support the local culture. They will also encourage and instruct people on sustainable, organic farming. To learn more about the 2012 trip and their community center project, visit, http://kentplace-costarica-2012.blogspot.com/.

In 2011, the KPS World Language Department partnered with World Leadership School of Denver, CO, to organize an exciting Spanish-language and cultural immersion experience in Chilamate, Costa Rica, while incorporating elements of service learning, leadership development, and of course, adventure.  As a result, in June 2011, 15 students and 4 chaperones had a memorable - and hands-on - experience in biodiversity-rich Costa Rica, while laying the groundwork for a lasting partnership in Chilamate. To learn more about the 2011 trip and their playground construction project, see http://kentplace-costarica-2011.blogspot.com/. On the second KPS trip to Costa Rica – in March 2012, ten students and two faculty chaperones helped to construct a community center that will benefit the families and neighbors of our partner school in Chilamate. Local artisans will be able to display and sell their work there and engage both community and tourists to support the local culture. They will also encourage and instruct people on sustainable, organic farming. To learn more about the 2012 trip and their community center project, visit, http://kentplace-costarica-2012.blogspot.com/.

In March 2012, the KPS Global Service Learning Initiative, in accordance with the theme “Homes and Homelessness,” led 11 KPS Upper School Students and 3 Faculty Chaperones to a one-week service and cultural experience in Antigua, Guatemala. To do so, KPS partnered with From Houses to Homes (FHTH) to “strengthen community harmony in highland Guatemala by building lasting, healthy homes, improving access to health care and education, and inspiring participation between the poor and civil society.” The KPS team was responsible for building two homes in a five-day period, while exploring and engaging in local culture, and spending afternoons at a school within the village.

In March 2012, the KPS Global Service Learning Initiative, in accordance with the theme “Homes and Homelessness,” led 11 KPS Upper School Students and 3 Faculty Chaperones to a one-week service and cultural experience in Antigua, Guatemala. To do so, KPS partnered with From Houses to Homes (FHTH) to “strengthen community harmony in highland Guatemala by building lasting, healthy homes, improving access to health care and education, and inspiring participation between the poor and civil society.” The KPS team was responsible for building two homes in a five-day period, while exploring and engaging in local culture, and spending afternoons at a school within the village.

In March 2012, the KPS Global Service Learning Initiative, in accordance with the theme “Homes and Homelessness,” led 11 KPS Upper School Students and 3 Faculty Chaperones to a one-week service and cultural experience in Antigua, Guatemala. To do so, KPS partnered with From Houses to Homes (FHTH) to “strengthen community harmony in highland Guatemala by building lasting, healthy homes, improving access to health care and education, and inspiring participation between the poor and civil society.” The KPS team was responsible for building two homes in a five-day period, while exploring and engaging in local culture, and spending afternoons at a school within the village.

In March 2012, the KPS Global Service Learning Initiative, in accordance with the theme “Homes and Homelessness,” led 11 KPS Upper School Students and 3 Faculty Chaperones to a one-week service and cultural experience in Antigua, Guatemala. To do so, KPS partnered with From Houses to Homes (FHTH) to “strengthen community harmony in highland Guatemala by building lasting, healthy homes, improving access to health care and education, and inspiring participation between the poor and civil society.” The KPS team was responsible for building two homes in a five-day period, while exploring and engaging in local culture, and spending afternoons at a school within the village.

In March 2012, the KPS Global Service Learning Initiative, in accordance with the theme “Homes and Homelessness,” led 11 KPS Upper School Students and 3 Faculty Chaperones to a one-week service and cultural experience in Antigua, Guatemala. To do so, KPS partnered with From Houses to Homes (FHTH) to “strengthen community harmony in highland Guatemala by building lasting, healthy homes, improving access to health care and education, and inspiring participation between the poor and civil society.” The KPS team was responsible for building two homes in a five-day period, while exploring and engaging in local culture, and spending afternoons at a school within the village.

In March 2012, the KPS Global Service Learning Initiative, in accordance with the theme “Homes and Homelessness,” led 11 KPS Upper School Students and 3 Faculty Chaperones to a one-week service and cultural experience in Antigua, Guatemala. To do so, KPS partnered with From Houses to Homes (FHTH) to “strengthen community harmony in highland Guatemala by building lasting, healthy homes, improving access to health care and education, and inspiring participation between the poor and civil society.” The KPS team was responsible for building two homes in a five-day period, while exploring and engaging in local culture, and spending afternoons at a school within the village.

Every year, first and second grade girls engage in an exciting form of scientific diplomacy by participating in Journey North's Project Monarch Watch. Along with students from schools in Mexico, Canada and throughout the United States, the girls learn about the migration patterns of butterflies and scientific data gathering by observing butterflies around campus and discussing their observations with students participating from other countries. Data gathered about the butterflies is entered into the tracking website, just like scientists do out in the real world, where the information can be compared to updates from around the world. And to welcome the Monarch butterflies back, the students plant a tulip garden on campus and submit their observations upon the butterflies' return north.

Every year, first and second grade girls engage in an exciting form of scientific diplomacy by participating in Journey North's Project Monarch Watch. Along with students from schools in Mexico, Canada and throughout the United States, the girls learn about the migration patterns of butterflies and scientific data gathering by observing butterflies around campus and discussing their observations with students participating from other countries. Data gathered about the butterflies is entered into the tracking website, just like scientists do out in the real world, where the information can be compared to updates from around the world. And to welcome the Monarch butterflies back, the students plant a tulip garden on campus and submit their observations upon the butterflies' return north.

Every year, first and second grade girls engage in an exciting form of scientific diplomacy by participating in Journey North's Project Monarch Watch. Along with students from schools in Mexico, Canada and throughout the United States, the girls learn about the migration patterns of butterflies and scientific data gathering by observing butterflies around campus and discussing their observations with students participating from other countries. Data gathered about the butterflies is entered into the tracking website, just like scientists do out in the real world, where the information can be compared to updates from around the world. And to welcome the Monarch butterflies back, the students plant a tulip garden on campus and submit their observations upon the butterflies' return north.

Every year, first and second grade girls engage in an exciting form of scientific diplomacy by participating in Journey North's Project Monarch Watch. Along with students from schools in Mexico, Canada and throughout the United States, the girls learn about the migration patterns of butterflies and scientific data gathering by observing butterflies around campus and discussing their observations with students participating from other countries. Data gathered about the butterflies is entered into the tracking website, just like scientists do out in the real world, where the information can be compared to updates from around the world. And to welcome the Monarch butterflies back, the students plant a tulip garden on campus and submit their observations upon the butterflies' return north.

Every year, first and second grade girls engage in an exciting form of scientific diplomacy by participating in Journey North's Project Monarch Watch. Along with students from schools in Mexico, Canada and throughout the United States, the girls learn about the migration patterns of butterflies and scientific data gathering by observing butterflies around campus and discussing their observations with students participating from other countries. Data gathered about the butterflies is entered into the tracking website, just like scientists do out in the real world, where the information can be compared to updates from around the world. And to welcome the Monarch butterflies back, the students plant a tulip garden on campus and submit their observations upon the butterflies' return north.

Every year, first and second grade girls engage in an exciting form of scientific diplomacy by participating in Journey North's Project Monarch Watch. Along with students from schools in Mexico, Canada and throughout the United States, the girls learn about the migration patterns of butterflies and scientific data gathering by observing butterflies around campus and discussing their observations with students participating from other countries. Data gathered about the butterflies is entered into the tracking website, just like scientists do out in the real world, where the information can be compared to updates from around the world. And to welcome the Monarch butterflies back, the students plant a tulip garden on campus and submit their observations upon the butterflies' return north.

Every year, first and second grade girls engage in an exciting form of scientific diplomacy by participating in Journey North's Project Monarch Watch. Along with students from schools in Mexico, Canada and throughout the United States, the girls learn about the migration patterns of butterflies and scientific data gathering by observing butterflies around campus and discussing their observations with students participating from other countries. Data gathered about the butterflies is entered into the tracking website, just like scientists do out in the real world, where the information can be compared to updates from around the world. And to welcome the Monarch butterflies back, the students plant a tulip garden on campus and submit their observations upon the butterflies' return north.

Following the devastating earthquake in Haiti in 2010, the Middle School community service students raised funds for Lamp for Haiti Foundation, a non-profit whose mission is work together with the people of Haiti and advocate for the respect and protection of basic human rights.

On February 1, 2012 - with hiking boots on and her backpack filled to capacity, Sophomore Stacy Neul departed for Quito, Ecuador with The Traveling School (TTS). An organization based in Montana, TTS offers specialized high school courses, overseas travel, outdoor adventure, and fun for girls ages 15-18. Specifically, TTS's programs bring students to Central and South America, Eastern and Western Africa, and New Zealand. Alumna Caitlin Wraith '10 completed the same program in 2008.

Stacy's South American adventure team consisted of sixteen students and four faculty from around the country. Stacy was the only NJ student - and one of only two students from the northeast. The tour will brought her to Ecuador, the Galapagos Islands, Peru and Bolivia. Academically, Stacy studied Pre-Calculus, Environmental Biology, Global Studies, Andean Literature, and Introductory Spanish (Stacy studies French at KPS), throughout her travels. Beyond the curriculum, Stacy and her peers engaged in outdoor adventure, leadership building, community service and homestays.

On February 1, 2012 - with hiking boots on and her backpack filled to capacity, Sophomore Stacy Neul departed for Quito, Ecuador with The Traveling School (TTS). An organization based in Montana, TTS offers specialized high school courses, overseas travel, outdoor adventure, and fun for girls ages 15-18. Specifically, TTS's programs bring students to Central and South America, Eastern and Western Africa, and New Zealand. Alumna Caitlin Wraith '10 completed the same program in 2008.

Stacy's South American adventure team consisted of sixteen students and four faculty from around the country. Stacy was the only NJ student - and one of only two students from the northeast. The tour will brought her to Ecuador, the Galapagos Islands, Peru and Bolivia. Academically, Stacy studied Pre-Calculus, Environmental Biology, Global Studies, Andean Literature, and Introductory Spanish (Stacy studies French at KPS), throughout her travels. Beyond the curriculum, Stacy and her peers engaged in outdoor adventure, leadership building, community service and homestays.

On February 1, 2012 - with hiking boots on and her backpack filled to capacity, Sophomore Stacy Neul departed for Quito, Ecuador with The Traveling School (TTS). An organization based in Montana, TTS offers specialized high school courses, overseas travel, outdoor adventure, and fun for girls ages 15-18. Specifically, TTS's programs bring students to Central and South America, Eastern and Western Africa, and New Zealand. Alumna Caitlin Wraith '10 completed the same program in 2008.

Stacy's South American adventure team consisted of sixteen students and four faculty from around the country. Stacy was the only NJ student - and one of only two students from the northeast. The tour will brought her to Ecuador, the Galapagos Islands, Peru and Bolivia. Academically, Stacy studied Pre-Calculus, Environmental Biology, Global Studies, Andean Literature, and Introductory Spanish (Stacy studies French at KPS), throughout her travels. Beyond the curriculum, Stacy and her peers engaged in outdoor adventure, leadership building, community service and homestays.

On February 1, 2012 - with hiking boots on and her backpack filled to capacity, Sophomore Stacy Neul departed for Quito, Ecuador with The Traveling School (TTS). An organization based in Montana, TTS offers specialized high school courses, overseas travel, outdoor adventure, and fun for girls ages 15-18. Specifically, TTS's programs bring students to Central and South America, Eastern and Western Africa, and New Zealand. Alumna Caitlin Wraith '10 completed the same program in 2008.

Stacy's South American adventure team consisted of sixteen students and four faculty from around the country. Stacy was the only NJ student - and one of only two students from the northeast. The tour will brought her to Ecuador, the Galapagos Islands, Peru and Bolivia. Academically, Stacy studied Pre-Calculus, Environmental Biology, Global Studies, Andean Literature, and Introductory Spanish (Stacy studies French at KPS), throughout her travels. Beyond the curriculum, Stacy and her peers engaged in outdoor adventure, leadership building, community service and homestays.

In 2011, Conny Williams, a temporary exchange student from Libertad, Argentina, spent a trimester at Kent Place School in between her high school graduation and her post-graduation plans. During her stay, Conny was hosted by the Patsalos-Fox family.

The KPS Music Department partnered with KI Concerts to take the Upper School Chamber Singers to London in June 2012. The goal of this trip was to provide our talented singers an opportunity to participate in two gala Festival Concerts at London’s Canterbury Cathedral and Southwark Cathedral, under the direction of the renowned conductor and composer, Rollo Dilworth.

The students took in the wealth of history that surrounded them, all during a very exciting time to be in London: a) Against the backdrop of the Queen’s Diamond Jubilee Anniversary in June, and b) Just weeks prior to the 2012 Summer Olympics.

The KPS Music Department partnered with KI Concerts to take the Upper School Chamber Singers to London in June 2012. The goal of this trip was to provide our talented singers an opportunity to participate in two gala Festival Concerts at London’s Canterbury Cathedral and Southwark Cathedral, under the direction of the renowned conductor and composer, Rollo Dilworth.

The students took in the wealth of history that surrounded them, all during a very exciting time to be in London: a) Against the backdrop of the Queen’s Diamond Jubilee Anniversary in June, and b) Just weeks prior to the 2012 Summer Olympics.

A reflection from Juliette Norrmen-Smith ‘13

“This past Spring Break (2011), I boarded flight C117 at Newark Airport; Destination: London Heathrow. After a three hour delay, when the plane finally landed, I was picked up by Elli Hurrell (Kent Place’s British Exchange student who stayed with me in October) and her mother, whom I had never met. Having no idea what school would be like in England, I was both wary and excited to be thrown into a totally new environment for two weeks, but mostly I was just extremely happy to see Elli again. The school I would be attending was The School of St. Helen and St. Katherine (St. Helen’s or Helkats for short), an all-girls private school located in Abingdon, a small town outside Oxford. Before I arrived, I had this preconceived notion that there would be no language barrier, although I later realized that England and its British accents have their own dictionary of slang entirely different from America’s. In any case, it was easy enough to communicate, and I found that by the end of the trip, I had actually started using some British words subconsciously (some of which were ‘jumper’ instead of ‘sweater’ and ‘pavement’ instead of ‘sidewalk’).

A reflection from Juliette Norrmen-Smith ‘13

“This past Spring Break (2011), I boarded flight C117 at Newark Airport; Destination: London Heathrow. After a three hour delay, when the plane finally landed, I was picked up by Elli Hurrell (Kent Place’s British Exchange student who stayed with me in October) and her mother, whom I had never met. Having no idea what school would be like in England, I was both wary and excited to be thrown into a totally new environment for two weeks, but mostly I was just extremely happy to see Elli again. The school I would be attending was The School of St. Helen and St. Katherine (St. Helen’s or Helkats for short), an all-girls private school located in Abingdon, a small town outside Oxford. Before I arrived, I had this preconceived notion that there would be no language barrier, although I later realized that England and its British accents have their own dictionary of slang entirely different from America’s. In any case, it was easy enough to communicate, and I found that by the end of the trip, I had actually started using some British words subconsciously (some of which were ‘jumper’ instead of ‘sweater’ and ‘pavement’ instead of ‘sidewalk’).

On this motor coach tour, the attractions and activities were designed to be interactive and allow students to uncover the interconnectedness of the British, Welsh and Irish cultures with an interdisciplinary approach. The trip began in London with an overview of modern life in the city as well as some highlights of days past. The group moved northwest to Stratford, then on to Wales and eventually crossed over to Ireland. After two exciting days of exploration in Dublin, they drove west to the Shannon area to learn more about medieval life. Students on this trip were successfully introduced to the variety of culture within the English language and were provided interactive experiences tied to the Middle School curriculum.

On this motor coach tour, the attractions and activities were designed to be interactive and allow students to uncover the interconnectedness of the British, Welsh and Irish cultures with an interdisciplinary approach. The trip began in London with an overview of modern life in the city as well as some highlights of days past. The group moved northwest to Stratford, then on to Wales and eventually crossed over to Ireland. After two exciting days of exploration in Dublin, they drove west to the Shannon area to learn more about medieval life. Students on this trip were successfully introduced to the variety of culture within the English language and were provided interactive experiences tied to the Middle School curriculum.

On this motor coach tour, the attractions and activities were designed to be interactive and allow students to uncover the interconnectedness of the British, Welsh and Irish cultures with an interdisciplinary approach. The trip began in London with an overview of modern life in the city as well as some highlights of days past. The group moved northwest to Stratford, then on to Wales and eventually crossed over to Ireland. After two exciting days of exploration in Dublin, they drove west to the Shannon area to learn more about medieval life. Students on this trip were successfully introduced to the variety of culture within the English language and were provided interactive experiences tied to the Middle School curriculum.

Over spring break in 2009, student and faculty embarked on an art history and world language trip to France to study, among other topics, Near Eastern, Japanese and African influences on western art. The trip offered students the opportunity to practice their French and see some of the country’s greatest art museums, chateaux and sculpture, including the Renaissance chateau in Loire Valley where Leonardo da Vinci lived, and the inside-out architecture of the Centre Pompidou in Paris. Fully immersing themselves in French culture, the girls marveled at their ability to communicate and enjoyed every occasion from the simplest order of a cup of coffee to an evening of comedy at the Comédie française.

Over spring break in 2009, student and faculty embarked on an art history and world language trip to France to study, among other topics, Near Eastern, Japanese and African influences on western art. The trip offered students the opportunity to practice their French and see some of the country’s greatest art museums, chateaux and sculpture, including the Renaissance chateau in Loire Valley where Leonardo da Vinci lived, and the inside-out architecture of the Centre Pompidou in Paris. Fully immersing themselves in French culture, the girls marveled at their ability to communicate and enjoyed every occasion from the simplest order of a cup of coffee to an evening of comedy at the Comédie française.

In 2010, following a tour of Paris, 17 students and 3 faculty chaperones took an overnight train ride to Rome, Italy! They explored amazing archaeological sites, such as the Colosseum and Forum to learn about life in Ancient Rome, as well as modern monuments and the Vatican Museum. The Italian experience concluded with an excursion to Pompeii where the girls learned to fight like Roman gladiators!

In 2010, following a tour of Paris, 17 students and 3 faculty chaperones took an overnight train ride to Rome, Italy! They explored amazing archaeological sites, such as the Colosseum and Forum to learn about life in Ancient Rome, as well as modern monuments and the Vatican Museum. The Italian experience concluded with an excursion to Pompeii where the girls learned to fight like Roman gladiators!

In 2010, following a tour of Paris, 17 students and 3 faculty chaperones took an overnight train ride to Rome, Italy! They explored amazing archaeological sites, such as the Colosseum and Forum to learn about life in Ancient Rome, as well as modern monuments and the Vatican Museum. The Italian experience concluded with an excursion to Pompeii where the girls learned to fight like Roman gladiators!

In 2010, following a tour of Paris, 17 students and 3 faculty chaperones took an overnight train ride to Rome, Italy! They explored amazing archaeological sites, such as the Colosseum and Forum to learn about life in Ancient Rome, as well as modern monuments and the Vatican Museum. The Italian experience concluded with an excursion to Pompeii where the girls learned to fight like Roman gladiators!

In December 2011, KPS Teachers Ms. Gina Ferraioli and Mrs. Karen Libera launched a "Flat Stanley" program with their 2nd Grade classes. To complement their social studies curriculum - and their study of the continents, the objective of the project is to make connections with different schools around the world. By sharing their "Stanleys," students are learning about the children and cultures of the schools and countries they are partnering with. Within a matter of weeks, the KPS 2nd graders completed their Stanleys and made contact with schools in Hong Kong, the UK, Germany, as well as one of KPS' partner-schools in Chilimate, Costa Rica. Their "Stanleys" reached Langeoog, Germany in late-January. The partner school was so enthused about this project that an article and pictures were posted in their local newspaper!

In December 2011, KPS Teachers Ms. Gina Ferraioli and Mrs. Karen Libera launched a "Flat Stanley" program with their 2nd Grade classes. To complement their social studies curriculum - and their study of the continents, the objective of the project is to make connections with different schools around the world. By sharing their "Stanleys," students are learning about the children and cultures of the schools and countries they are partnering with. Within a matter of weeks, the KPS 2nd graders completed their Stanleys and made contact with schools in Hong Kong, the UK, Germany, as well as one of KPS' partner-schools in Chilimate, Costa Rica. Their "Stanleys" reached Langeoog, Germany in late-January. The partner school was so enthused about this project that an article and pictures were posted in their local newspaper!

Tradionally, students wait until their junior year of college to travel and study abroad.  These days, more high school students then ever are seeking out study abroad experiences in preparation for their college careers. In February 2011, as a sophomore, Lilli DeBode '13 attended Alexander Muss High School in Israel (AMHSI) located in Hod Ha'Sharon, near Tel Aviv, for an 8-week experienced joined by juniors and seniors from all over the United States. Using a partnership between her teachers from Kent Place and the faculty in Israel, Lilli continued her KPS studies while broadening her horizons by studying and living abroad. This past year, Lilli's Sister, Sophie DeBode '14, followed in her footseps and took advantage of this amazing global learning opportunity. Congratulations to both!

In 2010, Grades 6-8 organized a tag sale to support the Central Asia Institute, whose mission is to empower communities throughout Asia through literacy and education, especially for girls. Students and community members were encouraged to “Be green, save money and help build a school!”

In 2011, the entire Middle School came together to show support for the people of Japan after the recent earthquakes and tsunami. Parents and students raised over $6,000 during the event in which they folded 1,000 origami paper cranes for sponsoring, read haiku poems on the Tree of Hope, conducted a sale of gently used girls’ dresses and served tea and snacks. The money raised went to several schools in the city of Ishinomaki, Japan.

Made in China, an Upper School art history elective, presents students with a broad view of China from the perspective of its creative arts. From units in brush technique, ancient symbolism and calligraphy to studies in political commentary, propaganda and the emergent international art scene, students in this class gain a deep understanding of the complexity of a nation.

Made in China, an Upper School art history elective, presents students with a broad view of China from the perspective of its creative arts. From units in brush technique, ancient symbolism and calligraphy to studies in political commentary, propaganda and the emergent international art scene, students in this class gain a deep understanding of the complexity of a nation.

Made in China, an Upper School art history elective, presents students with a broad view of China from the perspective of its creative arts. From units in brush technique, ancient symbolism and calligraphy to studies in political commentary, propaganda and the emergent international art scene, students in this class gain a deep understanding of the complexity of a nation.

In 2012, Eleven second graders received responses from their Flat Stanley friends in Hong Kong! In early January KPS second graders sent their Flat Stanleys - and letters about themselves - to students at the Tung Tak School in the Yuen Long district of the New Territories in Hong Kong. A package from Tung Tak arrived in February and included beautiful pictures, handwritten notes, and information about Hong Kong for our students to learn. The Tunk Tak students range in age from 8 to 14 years old.

In 2012, Eleven second graders received responses from their Flat Stanley friends in Hong Kong! In early January KPS second graders sent their Flat Stanleys - and letters about themselves - to students at the Tung Tak School in the Yuen Long district of the New Territories in Hong Kong. A package from Tung Tak arrived in February and included beautiful pictures, handwritten notes, and information about Hong Kong for our students to learn. The Tunk Tak students range in age from 8 to 14 years old.

In 2009, the KPS Global Service Learning Initiative was announced with an aggressive approach to combining the benefits of student travel and community service. The group bravely embarked on a 10-day service learning adventure to the Maasai Mara region in Kenya, Africa. While in Kenya, the participants lived, learned and worked alongside the Maasai students and faculty of the Empopongi Primary School, a co-ed facility of approximately 300 students. The physical service project included the construction of a water pipeline from the girls’ dormitory building to the main water source to allow more girls to live at the school. Academically, educating the pre-teen and teenage students about health education and AIDS, still a raging epidemic in Africa, was incorporated into the classroom experience. The trip culminated with an unforgettable safari through the Maasai Mara National Reserve, home of the big five!

In 2009, the KPS Global Service Learning Initiative was announced with an aggressive approach to combining the benefits of student travel and community service. The group bravely embarked on a 10-day service learning adventure to the Maasai Mara region in Kenya, Africa. While in Kenya, the participants lived, learned and worked alongside the Maasai students and faculty of the Empopongi Primary School, a co-ed facility of approximately 300 students. The physical service project included the construction of a water pipeline from the girls’ dormitory building to the main water source to allow more girls to live at the school. Academically, educating the pre-teen and teenage students about health education and AIDS, still a raging epidemic in Africa, was incorporated into the classroom experience. The trip culminated with an unforgettable safari through the Maasai Mara National Reserve, home of the big five!

In 2009, the KPS Global Service Learning Initiative was announced with an aggressive approach to combining the benefits of student travel and community service. The group bravely embarked on a 10-day service learning adventure to the Maasai Mara region in Kenya, Africa. While in Kenya, the participants lived, learned and worked alongside the Maasai students and faculty of the Empopongi Primary School, a co-ed facility of approximately 300 students. The physical service project included the construction of a water pipeline from the girls’ dormitory building to the main water source to allow more girls to live at the school. Academically, educating the pre-teen and teenage students about health education and AIDS, still a raging epidemic in Africa, was incorporated into the classroom experience. The trip culminated with an unforgettable safari through the Maasai Mara National Reserve, home of the big five!

In 2009, the KPS Global Service Learning Initiative was announced with an aggressive approach to combining the benefits of student travel and community service. The group bravely embarked on a 10-day service learning adventure to the Maasai Mara region in Kenya, Africa. While in Kenya, the participants lived, learned and worked alongside the Maasai students and faculty of the Empopongi Primary School, a co-ed facility of approximately 300 students. The physical service project included the construction of a water pipeline from the girls’ dormitory building to the main water source to allow more girls to live at the school. Academically, educating the pre-teen and teenage students about health education and AIDS, still a raging epidemic in Africa, was incorporated into the classroom experience. The trip culminated with an unforgettable safari through the Maasai Mara National Reserve, home of the big five!

In 2009, the KPS Global Service Learning Initiative was announced with an aggressive approach to combining the benefits of student travel and community service. The group bravely embarked on a 10-day service learning adventure to the Maasai Mara region in Kenya, Africa. While in Kenya, the participants lived, learned and worked alongside the Maasai students and faculty of the Empopongi Primary School, a co-ed facility of approximately 300 students. The physical service project included the construction of a water pipeline from the girls’ dormitory building to the main water source to allow more girls to live at the school. Academically, educating the pre-teen and teenage students about health education and AIDS, still a raging epidemic in Africa, was incorporated into the classroom experience. The trip culminated with an unforgettable safari through the Maasai Mara National Reserve, home of the big five!

In 2009, the KPS Global Service Learning Initiative was announced with an aggressive approach to combining the benefits of student travel and community service. The group bravely embarked on a 10-day service learning adventure to the Maasai Mara region in Kenya, Africa. While in Kenya, the participants lived, learned and worked alongside the Maasai students and faculty of the Empopongi Primary School, a co-ed facility of approximately 300 students. The physical service project included the construction of a water pipeline from the girls’ dormitory building to the main water source to allow more girls to live at the school. Academically, educating the pre-teen and teenage students about health education and AIDS, still a raging epidemic in Africa, was incorporated into the classroom experience. The trip culminated with an unforgettable safari through the Maasai Mara National Reserve, home of the big five!

In 2009, the KPS Global Service Learning Initiative was announced with an aggressive approach to combining the benefits of student travel and community service. The group bravely embarked on a 10-day service learning adventure to the Maasai Mara region in Kenya, Africa. While in Kenya, the participants lived, learned and worked alongside the Maasai students and faculty of the Empopongi Primary School, a co-ed facility of approximately 300 students. The physical service project included the construction of a water pipeline from the girls’ dormitory building to the main water source to allow more girls to live at the school. Academically, educating the pre-teen and teenage students about health education and AIDS, still a raging epidemic in Africa, was incorporated into the classroom experience. The trip culminated with an unforgettable safari through the Maasai Mara National Reserve, home of the big five!

In 2009, the KPS Global Service Learning Initiative was announced with an aggressive approach to combining the benefits of student travel and community service. The group bravely embarked on a 10-day service learning adventure to the Maasai Mara region in Kenya, Africa. While in Kenya, the participants lived, learned and worked alongside the Maasai students and faculty of the Empopongi Primary School, a co-ed facility of approximately 300 students. The physical service project included the construction of a water pipeline from the girls’ dormitory building to the main water source to allow more girls to live at the school. Academically, educating the pre-teen and teenage students about health education and AIDS, still a raging epidemic in Africa, was incorporated into the classroom experience. The trip culminated with an unforgettable safari through the Maasai Mara National Reserve, home of the big five!

As the second KPS group to travel to Tanzania, the students and chaperones experienced a revamped 2010 itinerary and enhanced Kent Place’s relationships with the Faraja School and our partner travel organization, International Service Learning. The physical service project included the construction of an outdoor brick and mortar oven, to be used to bake breads, cake and even pizza! Once again, the group toured the Ngorongoro Crater and witnessed countless wildebeests, zebras and water buffalo, stunning lions and hippos, beautiful pink flamingos, among other amazing animals in their natural habitat!

As the second KPS group to travel to Tanzania, the students and chaperones experienced a revamped 2010 itinerary and enhanced Kent Place’s relationships with the Faraja School and our partner travel organization, International Service Learning. The physical service project included the construction of an outdoor brick and mortar oven, to be used to bake breads, cake and even pizza! Once again, the group toured the Ngorongoro Crater and witnessed countless wildebeests, zebras and water buffalo, stunning lions and hippos, beautiful pink flamingos, among other amazing animals in their natural habitat!

The Tanzania project began during the 2009/2010 school year, highlighted by a school-sponsored trip in March when the group engaged in community service projects to assist the Faraja Primary School and its students with physical disabilities. Faraja is a residential school and diaconic center in Sanya Juu, Tanzania, providing children with physical disabilities with an accredited primary education. Specifically, the KPS group funded and physically constructed a wheelchair-accessible walkway ramp, leading from the academic classrooms to the dormitory and play areas. In addition, students spent valuable time with their Tanzanian peers by sitting in on class periods, attending physical therapy sessions, and participating in the daily afternoon soccer match, among others. Throughout, the KPS team had the opportunity to learn about the Tanzanian and Maasai cultures, history and languages. Excursions included a safari tour of the Ngorongoro Crater Park and a visit to the foothills of Mount Kilimanjaro, as well as ample opportunities to learn about the ecosystem and wildlife of the Serengeti region.

The Tanzania project began during the 2009/2010 school year, highlighted by a school-sponsored trip in March when the group engaged in community service projects to assist the Faraja Primary School and its students with physical disabilities. Faraja is a residential school and diaconic center in Sanya Juu, Tanzania, providing children with physical disabilities with an accredited primary education. Specifically, the KPS group funded and physically constructed a wheelchair-accessible walkway ramp, leading from the academic classrooms to the dormitory and play areas. In addition, students spent valuable time with their Tanzanian peers by sitting in on class periods, attending physical therapy sessions, and participating in the daily afternoon soccer match, among others. Throughout, the KPS team had the opportunity to learn about the Tanzanian and Maasai cultures, history and languages. Excursions included a safari tour of the Ngorongoro Crater Park and a visit to the foothills of Mount Kilimanjaro, as well as ample opportunities to learn about the ecosystem and wildlife of the Serengeti region.

The Tanzania project began during the 2009/2010 school year, highlighted by a school-sponsored trip in March when the group engaged in community service projects to assist the Faraja Primary School and its students with physical disabilities. Faraja is a residential school and diaconic center in Sanya Juu, Tanzania, providing children with physical disabilities with an accredited primary education. Specifically, the KPS group funded and physically constructed a wheelchair-accessible walkway ramp, leading from the academic classrooms to the dormitory and play areas. In addition, students spent valuable time with their Tanzanian peers by sitting in on class periods, attending physical therapy sessions, and participating in the daily afternoon soccer match, among others. Throughout, the KPS team had the opportunity to learn about the Tanzanian and Maasai cultures, history and languages. Excursions included a safari tour of the Ngorongoro Crater Park and a visit to the foothills of Mount Kilimanjaro, as well as ample opportunities to learn about the ecosystem and wildlife of the Serengeti region.

In Made in Africa, an Upper School art history elective, students explore the rich and unique cultural heritage of Western Africa, including Yoruba beadwork, Benin wax art, Ghana gold, Ife sculpture, Kente cloth and body adornments. This exploration enriches a student’s sense of humanity by showcasing a culture's unique identity while highlighting the spirit of expression we share.

In Made in Africa, an Upper School art history elective, students explore the rich and unique cultural heritage of Western Africa, including Yoruba beadwork, Benin wax art, Ghana gold, Ife sculpture, Kente cloth and body adornments. This exploration enriches a student’s sense of humanity by showcasing a culture's unique identity while highlighting the spirit of expression we share.

In Made in Africa, an Upper School art history elective, students explore the rich and unique cultural heritage of Western Africa, including Yoruba beadwork, Benin wax art, Ghana gold, Ife sculpture, Kente cloth and body adornments. This exploration enriches a student’s sense of humanity by showcasing a culture's unique identity while highlighting the spirit of expression we share.

In Made in Africa, an Upper School art history elective, students explore the rich and unique cultural heritage of Western Africa, including Yoruba beadwork, Benin wax art, Ghana gold, Ife sculpture, Kente cloth and body adornments. This exploration enriches a student’s sense of humanity by showcasing a culture's unique identity while highlighting the spirit of expression we share.

The Primary School works to instill a sense of social and community responsibility in our students. Several division-wide community service projects are sponsored throughout the year.

In the Middle School, throughout each year, students make a difference for people through community service opportunities. They work at food banks, send care packages to military personnel serving in the Middle East and find ways to cheer up children in hospitals.

The Community Service Committee oversees the Upper School community service program and plans school-sponsored participation in special events and drives. The committee works to promote a greater understanding and deeper appreciation of the need for everyone to give to the greater community. Community service at Kent Place is voluntary. In a typical year, more than 90 percent of Upper School students devote more than 7,000 hours to community service.

The Primary School works to instill a sense of social and community responsibility in our students. Several division-wide community service projects are sponsored throughout the year.

In the Middle School, throughout each year, students make a difference for people through community service opportunities. They work at food banks, send care packages to military personnel serving in the Middle East and find ways to cheer up children in hospitals.

The Community Service Committee oversees the Upper School community service program and plans school-sponsored participation in special events and drives. The committee works to promote a greater understanding and deeper appreciation of the need for everyone to give to the greater community. Community service at Kent Place is voluntary. In a typical year, more than 90 percent of Upper School students devote more than 7,000 hours to community service.

The Primary School works to instill a sense of social and community responsibility in our students. Several division-wide community service projects are sponsored throughout the year.

In the Middle School, throughout each year, students make a difference for people through community service opportunities. They work at food banks, send care packages to military personnel serving in the Middle East and find ways to cheer up children in hospitals.

The Community Service Committee oversees the Upper School community service program and plans school-sponsored participation in special events and drives. The committee works to promote a greater understanding and deeper appreciation of the need for everyone to give to the greater community. Community service at Kent Place is voluntary. In a typical year, more than 90 percent of Upper School students devote more than 7,000 hours to community service.

The Primary School works to instill a sense of social and community responsibility in our students. Several division-wide community service projects are sponsored throughout the year.

In the Middle School, throughout each year, students make a difference for people through community service opportunities. They work at food banks, send care packages to military personnel serving in the Middle East and find ways to cheer up children in hospitals.

The Community Service Committee oversees the Upper School community service program and plans school-sponsored participation in special events and drives. The committee works to promote a greater understanding and deeper appreciation of the need for everyone to give to the greater community. Community service at Kent Place is voluntary. In a typical year, more than 90 percent of Upper School students devote more than 7,000 hours to community service.

The Primary School works to instill a sense of social and community responsibility in our students. Several division-wide community service projects are sponsored throughout the year.

In the Middle School, throughout each year, students make a difference for people through community service opportunities. They work at food banks, send care packages to military personnel serving in the Middle East and find ways to cheer up children in hospitals.

The Community Service Committee oversees the Upper School community service program and plans school-sponsored participation in special events and drives. The committee works to promote a greater understanding and deeper appreciation of the need for everyone to give to the greater community. Community service at Kent Place is voluntary. In a typical year, more than 90 percent of Upper School students devote more than 7,000 hours to community service.

The Primary School works to instill a sense of social and community responsibility in our students. Several division-wide community service projects are sponsored throughout the year.

In the Middle School, throughout each year, students make a difference for people through community service opportunities. They work at food banks, send care packages to military personnel serving in the Middle East and find ways to cheer up children in hospitals.

The Community Service Committee oversees the Upper School community service program and plans school-sponsored participation in special events and drives. The committee works to promote a greater understanding and deeper appreciation of the need for everyone to give to the greater community. Community service at Kent Place is voluntary. In a typical year, more than 90 percent of Upper School students devote more than 7,000 hours to community service.

The Primary School works to instill a sense of social and community responsibility in our students. Several division-wide community service projects are sponsored throughout the year.

In the Middle School, throughout each year, students make a difference for people through community service opportunities. They work at food banks, send care packages to military personnel serving in the Middle East and find ways to cheer up children in hospitals.

The Community Service Committee oversees the Upper School community service program and plans school-sponsored participation in special events and drives. The committee works to promote a greater understanding and deeper appreciation of the need for everyone to give to the greater community. Community service at Kent Place is voluntary. In a typical year, more than 90 percent of Upper School students devote more than 7,000 hours to community service.

The Primary School works to instill a sense of social and community responsibility in our students. Several division-wide community service projects are sponsored throughout the year.

In the Middle School, throughout each year, students make a difference for people through community service opportunities. They work at food banks, send care packages to military personnel serving in the Middle East and find ways to cheer up children in hospitals.

The Community Service Committee oversees the Upper School community service program and plans school-sponsored participation in special events and drives. The committee works to promote a greater understanding and deeper appreciation of the need for everyone to give to the greater community. Community service at Kent Place is voluntary. In a typical year, more than 90 percent of Upper School students devote more than 7,000 hours to community service.

The Primary School works to instill a sense of social and community responsibility in our students. Several division-wide community service projects are sponsored throughout the year.

In the Middle School, throughout each year, students make a difference for people through community service opportunities. They work at food banks, send care packages to military personnel serving in the Middle East and find ways to cheer up children in hospitals.

The Community Service Committee oversees the Upper School community service program and plans school-sponsored participation in special events and drives. The committee works to promote a greater understanding and deeper appreciation of the need for everyone to give to the greater community. Community service at Kent Place is voluntary. In a typical year, more than 90 percent of Upper School students devote more than 7,000 hours to community service.

The Primary School works to instill a sense of social and community responsibility in our students. Several division-wide community service projects are sponsored throughout the year.

In the Middle School, throughout each year, students make a difference for people through community service opportunities. They work at food banks, send care packages to military personnel serving in the Middle East and find ways to cheer up children in hospitals.

The Community Service Committee oversees the Upper School community service program and plans school-sponsored participation in special events and drives. The committee works to promote a greater understanding and deeper appreciation of the need for everyone to give to the greater community. Community service at Kent Place is voluntary. In a typical year, more than 90 percent of Upper School students devote more than 7,000 hours to community service.

The Primary School works to instill a sense of social and community responsibility in our students. Several division-wide community service projects are sponsored throughout the year.

In the Middle School, throughout each year, students make a difference for people through community service opportunities. They work at food banks, send care packages to military personnel serving in the Middle East and find ways to cheer up children in hospitals.

The Community Service Committee oversees the Upper School community service program and plans school-sponsored participation in special events and drives. The committee works to promote a greater understanding and deeper appreciation of the need for everyone to give to the greater community. Community service at Kent Place is voluntary. In a typical year, more than 90 percent of Upper School students devote more than 7,000 hours to community service.

The Summit-based non-profit organization, BRIDGES Outreach Inc., began in 1988 with just one suburban couple. Today, Bridges’ outreach includes over 1,500 kind and caring volunteers delivering over 100,000 bagged brown lunches, 40,000 breakfast bags, literally tons of clothing and toiletries and other necessities each year. Since 1988, Bridges has not missed a weekly Run into New York City. Recognizing the need closer to home, Bridges expanded its operations in 1996 to Newark and in 2002 to Irvington.

At KPS, Middle School Students spend several Friday afternoons sorting meals which the Upper School Students then take into the cities on “Bridges’ Runs.”  In November 2011, KPS hosted Bridges’ “Teens Tackle Homelessness” conference.

The Kent Place School Diversity Council annually hosts students from St. Benedict’s Preparatory School, an all-boys Catholic school located in Newark for the American Conference on Diversity’s “School Swap.” The swap is a unique opportunity that offers Kent Place students the chance to have thought provoking discussions with their peers and students from a different school. In 2012, the conversation was centered on privilege, power and allyship.

Kent Place students host the visitors from St. Benedict’s throughout the day, attending classes, meetings and clubs. The boys experience a typical day at an all-girls school. Then, the following week, the same Kent Place students “swap” and spend a day-in-the-life of students at St. Benedict's. The group continues the discussion in a completely different environment.

Manytown Human Relations Forum, American Conference on Diversity

Annually in March, selected students and faculty attend a one day human relations forum for high school students from different regions of New Jersey to discuss issues of diversity and identity. Students share their experiences and learn from the perspectives of students from area schools with vastly different experiences.

http://www.americanconferenceondiversity.org/index.html

Princeton Prize Symposium on Race Relations

Each year, students and faculty attend a one day symposium in Princeton, NJ, to promote harmony, understanding, and respect among people of different races by identifying and recognizing high school age students whose efforts have had a significant, positive effect on race relations in their schools or communities.

KPS Upper School History Teacher, Reba Petraitis, selected along with a small group of other teachers and administrators from across New Jersey, formed a committee to develop a Terrorism and 9/11 curriculum for K–12. Sponsors of this course of study included the Families and Friends of 9/11, the Holocaust Commission and the Liberty Science Center. The committee sought to raise awareness of the relationship between the nature, causes and history of terrorism and the events, effects and remembrances of 9/11. The goal of the curriculum is to inspire students to take action at local, state or national levels in order to promote world harmony.

KPS Upper School History Teacher, Reba Petraitis, selected along with a small group of other teachers and administrators from across New Jersey, formed a committee to develop a Terrorism and 9/11 curriculum for K–12. Sponsors of this course of study included the Families and Friends of 9/11, the Holocaust Commission and the Liberty Science Center. The committee sought to raise awareness of the relationship between the nature, causes and history of terrorism and the events, effects and remembrances of 9/11. The goal of the curriculum is to inspire students to take action at local, state or national levels in order to promote world harmony.

KPS Upper School History Teacher, Reba Petraitis, selected along with a small group of other teachers and administrators from across New Jersey, formed a committee to develop a Terrorism and 9/11 curriculum for K–12. Sponsors of this course of study included the Families and Friends of 9/11, the Holocaust Commission and the Liberty Science Center. The committee sought to raise awareness of the relationship between the nature, causes and history of terrorism and the events, effects and remembrances of 9/11. The goal of the curriculum is to inspire students to take action at local, state or national levels in order to promote world harmony.

KPS Upper School History Teacher, Reba Petraitis, selected along with a small group of other teachers and administrators from across New Jersey, formed a committee to develop a Terrorism and 9/11 curriculum for K–12. Sponsors of this course of study included the Families and Friends of 9/11, the Holocaust Commission and the Liberty Science Center. The committee sought to raise awareness of the relationship between the nature, causes and history of terrorism and the events, effects and remembrances of 9/11. The goal of the curriculum is to inspire students to take action at local, state or national levels in order to promote world harmony.

KPS Upper School History Teacher, Reba Petraitis, selected along with a small group of other teachers and administrators from across New Jersey, formed a committee to develop a Terrorism and 9/11 curriculum for K–12. Sponsors of this course of study included the Families and Friends of 9/11, the Holocaust Commission and the Liberty Science Center. The committee sought to raise awareness of the relationship between the nature, causes and history of terrorism and the events, effects and remembrances of 9/11. The goal of the curriculum is to inspire students to take action at local, state or national levels in order to promote world harmony.

KPS Upper School History Teacher, Reba Petraitis, selected along with a small group of other teachers and administrators from across New Jersey, formed a committee to develop a Terrorism and 9/11 curriculum for K–12. Sponsors of this course of study included the Families and Friends of 9/11, the Holocaust Commission and the Liberty Science Center. The committee sought to raise awareness of the relationship between the nature, causes and history of terrorism and the events, effects and remembrances of 9/11. The goal of the curriculum is to inspire students to take action at local, state or national levels in order to promote world harmony.

The Ethics Institute at Kent Place School and the Hastings Center, a nonpartisan bioethics research institute with offices in Garrison, NY and Washington, D.C. have partnered to offer the inaugural Bioethics Project in 2012: “The Medically Modified Human.“  The Bioethics Project strives to provide an opportunity for advanced high school students to become genuine scholars in an area of bioethics through intensive study and practicing a model of research which prioritizes critical investigation of ethical issues and advancing community understanding through dialogue.

In addition to providing an intellectually rich and stimulating learning experience for the group of Kent Place student-leaders, the project will explore how The Hastings Center’s methodology can be applied more generally as an educational tool in high schools. Using what they learn in this pilot project, Hastings and The Ethics Institute aim to create resources that would allow teachers and students in the United States and elsewhere to use this methodology to investigate a series of bioethics issues.  Visit The Hastings Center online at www.thehastingscenter.org.

Student Diversity Leadership Conference (SDLC)

SDLC is a multiracial, multicultural gathering of upper school student leaders (Grades 9-12) from across the SDLC focuses on self-reflecting, forming allies, and building community. Led by a diverse team of trained adult and peer facilitators, participants will develop effective crosscultural communication skills, better understand the nature and development of effective strategies for social justice, practice expression through the arts, and learn networking principles and strategies. In addition to large group sessions, SDLC "family groups" and "home groups" allow for intense dialogue and sharing. SDLC and PoCC (People of Color Conference for adult educators) participants also interact in regional and intergenerational dialogue sessions.

Being part of a global community means building connections both local and international. Middle School eighth grade Spanish students have partnered with Greens Farms Academy, a K-12 school located in Westport, CT. The students use Skype as a way to communicate with one another.

In the fall of 2011, Israa Saber '13 joined 44 motivated high school juniors from all over the country at the Mountain School in Vershire, Vermont, who came together to live and work on the school’s farm. At the Mountain School, students and faculty build together a semester based on trust and an appreciation of difference, creating an academic and work-based community in which every voice matters. While living with teachers in small houses, students help to make important decisions concerning how we live together. Courses provide a demanding, integrated learning experience that takes advantage of the school's small size and mountain campus. Balancing intellectual inquiry and experiential learning, the curriculum challenges students to think flexibly, speak their minds, and return to their schools equipped for continued academic success. Congratulations to Israa on this exciting endeavor!

In the fall of 2011, Israa Saber '13 joined 44 motivated high school juniors from all over the country at the Mountain School in Vershire, Vermont, who came together to live and work on the school’s farm. At the Mountain School, students and faculty build together a semester based on trust and an appreciation of difference, creating an academic and work-based community in which every voice matters. While living with teachers in small houses, students help to make important decisions concerning how we live together. Courses provide a demanding, integrated learning experience that takes advantage of the school's small size and mountain campus. Balancing intellectual inquiry and experiential learning, the curriculum challenges students to think flexibly, speak their minds, and return to their schools equipped for continued academic success. Congratulations to Israa on this exciting endeavor!

In the fall of 2011, Israa Saber '13 joined 44 motivated high school juniors from all over the country at the Mountain School in Vershire, Vermont, who came together to live and work on the school’s farm. At the Mountain School, students and faculty build together a semester based on trust and an appreciation of difference, creating an academic and work-based community in which every voice matters. While living with teachers in small houses, students help to make important decisions concerning how we live together. Courses provide a demanding, integrated learning experience that takes advantage of the school's small size and mountain campus. Balancing intellectual inquiry and experiential learning, the curriculum challenges students to think flexibly, speak their minds, and return to their schools equipped for continued academic success. Congratulations to Israa on this exciting endeavor!

In the fall of 2011, Israa Saber '13 joined 44 motivated high school juniors from all over the country at the Mountain School in Vershire, Vermont, who came together to live and work on the school’s farm. At the Mountain School, students and faculty build together a semester based on trust and an appreciation of difference, creating an academic and work-based community in which every voice matters. While living with teachers in small houses, students help to make important decisions concerning how we live together. Courses provide a demanding, integrated learning experience that takes advantage of the school's small size and mountain campus. Balancing intellectual inquiry and experiential learning, the curriculum challenges students to think flexibly, speak their minds, and return to their schools equipped for continued academic success. Congratulations to Israa on this exciting endeavor!

In 2010, KPS became a charter affiliate of the Online School for Girls, an accredited online independent school which provides an exceptional all-girls educational experience by connecting girls worldwide through relevant and engaging coursework in a dynamic online learning community. The Online School for Girls follows four guiding principles, guided by current research on how girls learn best, the School believes in and has dedicated itself to:

Connection - Emphasize connection among participants;
Collaboration - Incorporate collaboration into the learning experience;
Creativity - Inspire and reward creativity;
Application - Engage in real-world problems and applications while having students probe the social and ethical dynamics that define and stretch our global society.

www.onlineschoolforgirls.org

Layli Miller-Muro is the Founder and Executive Director of the Tahirih Justice Center, established in Falls Church, Virginia. Prior to joining Tahirih as Executive Director in 2001, Ms. Miller-Muro was an attorney at the law firm of Arnold & Porter where she practiced international litigation and maintained a substantial pro bono practice. Prior to joining Arnold & Porter, Mrs. Miller-Muro was an attorney-advisor at the U.S. Department of Justice, Board of Immigration Appeals. She co-authored the book, Do They Hear You When You Cry (Delacorte Press 1998) with former client, Fauziya Kassindja, which details the story of a young woman's flight from gender-based violence and her historic impact on U.S. law as the first woman to receive asylum on that basis. With her portion of the proceeds from that book, she founded the Tahirih Justice Center in 1997. Layli is the author of numerous articles on gender-based violence, immigration law and human rights abuses against women.