Effective communication with children requires patience and the right approach. Educators often use simple but powerful phrases to guide students, and many of these strategies can be equally helpful at home. Here are seven phrases that encourage positive behavior and foster meaningful conversations with children:
1. “If you do / If you don’t…”
For clarifying choices and consequences Guiding children toward making good choices is more effective than attempting to forcing compliance. This phrase helps them understand what’s expected and what the outcomes will be based on their actions.
“Put your papers and lunchbox in your bag now. If you don’t, you won’t have them for school.”
“Clean your play area in the next 10 minutes. If you do, we’ll have time for a bike ride.”
2. “Help me understand.”
For encouraging thoughtful responses This phrase shows a willingness to listen and helps shift children from an emotional reaction to a more rational mindset. It’s also a useful way to develop communication skills by having them explain their perspective.
“I hear you’re upset with your sister. Help me understand what’s going on.”
3. “Answer in your head.”
For keeping responses in check If a child tends to shout answers before a question is finished, this phrase can help. It encourages them to think before responding aloud, which is especially useful with multiple children.
“Before you tell me what you think, answer in your head, and then let’s talk.”
4. “It seems like you’re feeling _______.”
For helping identify emotions Sometimes a child’s emotional reaction becomes the central issue. By naming their feelings—whether it’s frustration, disappointment, or anger—they can begin to calm down and focus on resolving the problem.
“It looks like you’re feeling disappointed that your friend couldn’t come over.”
5. “What would make you feel better?”
For fostering problem-solving skills When emotions run high, this question guides children to think about solutions. This empowers them to manage their emotions and take the next step. Younger children often benefit from a few suggestions like an offer for a hug or brainstorming solutions.
“I know you’re sad that the game is over. What do you think would help you feel better?”
6.“It looks like you need help with _______.”
For when they need to do it now.
This is especially effective for tasks your child can do 100% independently. Children like you to know they can “do it by themselves.” But there’s a big difference between can and will. This phrase can trigger them into action to show you they don’t need your help. The key here is to physically move to help them as you say this and show you mean business.
“It seems like you’re struggling with your jacket zipper. I’ll help you start it.”
7. “I’ll come back when…”
For taking a break when emotions run high When emotions escalate, it’s important to model a healthy response. Let children know how you’re feeling, take a break, and give them a clear task to focus on while you regroup.
“I’m frustrated right now. I’ll come back when I’m calmer. In the meantime, please start putting away your books.”
Every child is unique, so it’s important to experiment with these phrases to see which ones resonate best.
At BASIS Independent Manhattan, we believe that strong parent-teacher partnerships are essential to student success. Our dedicated teachers are passionate about providing a nurturing and supportive learning environment and are committed to open communication and collaboration with parents.
In this blog post, our teachers offer experiential advice on how to start the school year off right. Building lasting relationships is possible with these top three tips for parents of students at any age:
Attend events
Reach out
Meet in person
Tips for Parents: Start Strong with Effective Communication from Day One
Attend back-to-school events to establish initial connections with teachers.
At the start of the year, we emphasize relationship-building within our Wildcat community! In addition to Meet the Teacher nights, we also have welcome-back carnivals at both the Upper and Lower Schools for socializing in a relaxed atmosphere.
Attending parent events has been a game-changer for me. It’s great to get to know parents and build a personal connection. This has really strengthened my relationships with families and helped me better support their children.
Mr. Smith Visual Arts SET, Upper School
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Proactively reach out to teachers with questions or concerns, especially at the beginning of the year. You can share your child’s strengths, interests, and any challenges they may be facing, but be prepared to work in partnership with the teacher. Math Subject Expert Teacher, Ms. Perez remembers when a parent reached out to share that their upper school student struggles with math even though they put in a lot of effort. Establishing that connection early opened up so many options for support.
This insight helped me better prepare for supporting the student, ensuring I worked with the parent to address difficulties before they became overwhelming. It also allowed me to be more understanding and patient with the challenges the student faced.
Ms. Perez Math SET, Upper School
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Our Learning and Subject Expert Teachers subscribe to this trust-building type of collaboration that requires impactful two-way communication. In our experience, a strong teacher-parent partnership addresses specific student needs, increases learning, and benefits the child’s well-being.
BASIS Independent Manhattan has a unique system that replaces traditional parent-teacher conferences, typically hosted twice for only 15-20 minutes, with weekly parent hours. Teachers are accessible to parents to discuss their child’s progress, set goals, and identify a support plan if needed.
Our teachers have found that it is best when parents come prepared to ask specific questions and follow up on any action items discussed during these meetings. Mr. Smith also notes, “Parents play a huge role in keeping students accountable outside the classroom, which ensures that when they are at school, we are able to be as productive as possible.”
By fostering a team sensibility, we create a supportive and collaborative learning environment that benefits our students. Remember, open communication, mutual respect, and a shared commitment to your child’s success are key to building lasting relationships.
Thank you to our amazing teachers for their dedication and passion. We are grateful for your commitment to our students and our school community.
If you are interested in this kind of parent-teacher relationship or would like to meet our incredible teachers, please attend one of our Fall Open Houses.
Each new school year starts full of excitement, and we make it a point to salute our seniors at BASIS Independent Brooklyn standing on the cusp of the next phase of their academic journey. Our Head of School address is one annual tradition to recognize and inspire our senior class. Earlier this month, Mr. Harmon dropped by Mr. Brauch’s college counseling session to welcome our Class of 2025 and help orient the year.
Below are selections from Mr. Harmon’s address:
You are the last class on this campus I had the honor to teach before moving into school administration. I remember working to make a Latin class engaging and relevant to you. It is bittersweet for me now to realize you are seniors about to leave our school. You will always be a special class to me, and you will always have a home here.
It is a great time to be a senior at our school. We just finished our 10th school year, and our campus is established and strong. All our teachers and administrators are here to support you. We are all here to make your final year a success. I just ask for three things in return:
Be a leader on campus. Other students look up to you and will follow you.
Make decisions that benefit you and your families.
Set the tone for the years to come and finish the year strong.
Have fun. Enjoy your senior year. You have worked hard and we are so proud of you.
In senior year, our students take college-level seminar courses called Capstones. These are teacher-created, post-AP courses. While AP courses typically cover a breadth of content, Capstones allow students to explore a topic’s depth. Our teachers’ talents shine as they develop these college-level original courses tied to their academic passions. This year the Capstone classes at BASIS Independent Brooklyn are:
Chinese Literature & Culture
Differential Equations
Economics of Water Resources
French Cinema
Latin Composition
Monsters in the Mirror – Literature
Multivariable Calculus
Neuroscience
Organic Chemistry/Biochemistry
U.S. and Mid-Eastern History
In the third and final trimester of senior year, our seniors embark on their Senior Projects. The Senior Project is an independent, student-led culmination of our high school experience. After three years of academic preparation, our seniors are ready to spend the last trimester of their high school careers applying the skills and knowledge they have gained to develop a project that is insightful, academically rigorous, and professional in nature.
Once we know what questions our seniors will set out to answer with their Senior Projects, we will share with our community in the hopes of parents and guardians helping connect our Class of 2025 with leaders in the field who can provide perspective and expert commentary to benefit their research.
Class of 2025: We could not be prouder of you. We will be rooting for you this year and in all the years to come. GO BEARS!
BASIS Independent Brooklyn is a PreK– Grade 12 private school, providing students with an internationally benchmarked liberal arts and sciences curriculum, with advanced STEM offerings. Considering joining the Bears community? To join our interest list for the next school year and receive admissions updates and more,please click here.
BASIS Independent Bellevue is committed to nurturing our hard-working students using our internationally benchmarked curriculum. While academic success is a cornerstone of our institution, students also need to gain a sense of wellness that is crucial to their current and future success. With holistic wellness in mind, self-care practices are essential for scholastic excellence.
BASIS Independent Bellevue’s new counselor places a strong emphasis on self-care as vital for the well-being of students. Our School Counselor, Ms.Olivia Bryant,is a useful resource for students and can help them on their self-care journey. She states, “Learning how to cultivate resilience and manage the bumps in the road of life is one of the most foundational gifts we can give young people. That is why self-care is so important.”
But what does self-care look like for today’s students?
Our new School Counselor, Ms. Olivia, is a valuable asset to the students and our overall learning community.
Understanding Self-Care
Self-care encompasses various aspects of a student’s life, including physical, emotional, and mental well-being. Nurturing oneself in these areas takes time but helps young people achieve a balanced and healthy lifestyle.
Physical Self-Care
Physical self-care involves maintaining health through regular exercise, a balanced diet, and adequate sleep.
Exercise Regularly: Engage in physical activities like sports, yoga, or even a brisk walk. Staying physically active helps reduce stress and improve mood. Make sure to check out the sports and other Enrichment Opportunities we are offering this year.
Healthy Diet: Eat a balanced diet rich in fruits, vegetables, and whole grains. Try to avoid excessive caffeine and sugary snacks.
Sleep: Ensure you get 8-10 hours of sleep per night. Establish a consistent sleep schedule to help your body regulate its internal clock.
Emotional Self-Care
Managing emotions is crucial for overall well-being. Ms. Olivia recommends:
Stress Management: Practice stress-relief techniques such as deep breathing, journaling, or listening to music.
Ms. Olivia having fun with students at our recent celebration of Hispanic/LatinX Heritage Month. Getting outside, enjoying arts and crafts, and having fun with friends are all great ways to manage stress and practice self-care.
Emotional Awareness: Recognize and express your emotions. We want our students to know it is okay to seek help if you’re feeling overwhelmed.
Mindfulness and Meditation: Incorporate mindfulness exercises or meditation into your daily routine to stay grounded and present.
Practicing Gratitude: One strategy to improve happiness and combat stress is through consistently highlighting the things that bring us gratitude each day. Daily gratitude journaling is proven to improve well-being.
Caring for Mental Health
Ms. Olivia wants to remind our learning community that “Mental health is health. Just as we prioritize going to the doctor for check-ups and physicals, it’s important to tend to our mental well-being too.” She encourages seeking mental health support in both the large and small stressors of life because it can be transformative to simply have a supportive person to talk to. It is a sign of strength to be able to ask for help, and Ms. Olivia encourages our families to reach out to her if your student is struggling. Together, she hopes that our students receive the support they need at school and at home to manage feelings of stress.
Parents also play a crucial role in supporting their children’s holistic well-being:
Supportive Environment: Create a supportive home environment where self-care is encouraged and practiced. Allow your student time to take brain breaks and find ways to help your student live a balanced life.
Open Communication: Maintain open lines of communication with your children about their feelings and challenges. Taking the time to simply listen to their perspective and validate their feelings can make all the difference.
Practical Resources at School
At BASIS Independent Bellevue, we offer various resources to support our students’ well-being:
Counseling Services: Our school counselor is available to provide guidance to students through individual school counseling meetings. During this time, Mountaineers are provided a safe and supportive space to express feelings, problem-solve, and work towards individualized goals.
Small Groups: In addition, Ms. Olivia offers small group meetings with students aimed at fostering a sense of belonging in our community while learning practical skills to enhance their overall social and emotional well-being.
Character Themes of the Month: As a school community, we are also focusing on investing in students through monthly character education lessons. Each month, students will have opportunities to discuss and reflect on topics related to growth mindset, respect, gratitude, empathy, and more. Every Mountaineer Monday, students build these skills through classroom discussion and reflection. Additionally, our school counselor will be offering cookies and guided activities related to each theme of the month in her monthly event, Cookies with the Counselor.
Self-care is essential for students to thrive both academically and personally. At BASIS Independent Bellevue, we are dedicated to supporting our students’ well-being. We encourage students to prioritize their self-care and reach out for support when needed. Our school counselor, Ms. Olivia, is here to partner with parents to provide students with support when facing both successes and challenges. Our school community wants to make sure students connect with our counselor and engage with topics like self-care during their educational journey. Ultimately, directing energy toward self-care as a school community helps our Mountaineers find balance, strength, and acceptance in their daily lives.
Since our inaugural year in Fall 2022, our campus has grown in tremendous ways. One of our points of pride has always been our exceptional faculty. They are dedicated educators who are passionate about the holistic growth of our students. From championing academic successes to running after-school clubs, our teachers are on the front lines of all our students’ achievements. This year, we are thrilled to announce 12 new additions to our school community.
With this growth, a question we frequently receive is “What does the hiring process for teachers look like?” We are proud to have a robust and rigorous process for vetting our teachers well as ongoing professional development opportunities to help new and returning faculty feel confident and prepared for day one in the classroom.
The Hiring Process
A pillar of our model is to ensure that we have high standards for both our Learning Expert Teachers and Subject Expert Teachers. Achieving this means we must have an exhaustive hiring process where teachers can show us what makes them top-tier educators. Our approach includes several stages;
Candidate Sourcing: An advantage of our extensive network of schools is the ability to fill many of our roles with internal candidates. Positions are typically offered in-house first, allowing us to consider candidates with established successes within our network. When internal applicants are not available, we turn to our Talent Acquisition team, who leverage various platforms to identify and recruit premiere educators
Initial Screening: Once identified, candidates are invited to begin the initial interview and screening phase. In this stage, we are looking to see that the candidate holds exceptional credentials for their teaching role and can share with us a proven record of success in prior positions.
In-Person Interview: Qualified applicants that do make it past the first round of initial interviews then move on to an in-person interview with our Head of School, Dr. Thies. During this stage, Dr. Thies methodically evaluates a candidate’s teaching philosophy, classroom management techniques, and their fit within our campus community. She looks for teachers that demonstrate a high level of content knowledge along with a true passion for teaching that will keep students actively engaged in the learning process.
Demo Lesson: In the final stage, most candidates are asked to present a demo lesson for current students, Dr. Thies and other staff members. Oftentimes, this includes existing teachers working within the candidate’s subject area. This is a crucial stage where the hiring team is evaluating content knowledge, teaching strategies and lesson plans. We are looking for teachers that emulate the exceptional qualities of an educator at a BASIS Independent School.
Background and Reference Check: The safety and wellbeing of our students is of utmost importance. Before making any final offers to candidates, we are sure to conduct thorough background and reference checks. It is crucial that others can vouch for the same superb qualities we see during our interviews.
The Training Process
Our meticulous efforts do not end once the hiring process is complete! On the contrary, when offers are made and our new faculty are ready to join our community, we get to work onboarding them with all the tools and skills they need to deliver our internationally benchmarked curriculum at each grade level.
Summer Onboarding
Every new teacher is required to participate in a week-long onboarding process. During this week, our Head of School, and the Directors from each department in our Administration Team partner together to accomplish the following goals;
Introduce our school culture, policies, and general expectations of a BASIS Independent Bellevue staff member
Team building and making connections
Provide targeted workshops for both curriculum and instruction
Outline our SET/LET model
Allocate time for lesson planning and syllabus creation
As this week wraps up, our new teachers have begun to understand our model and campus expectations. This sets the stage for them to roll into the next week of training, where our veteran teachers join us for our In-Service, full staff training!
In-Service Training
After enjoying summer break, all faculty return to campus the week before school starts for In-Service training. Each member of our Administration Team works to prepare training courses for staff that focus on various needs within the school. These programs include comprehensive workshops on instructional techniques, best practices in classroom management, social-emotional learning and so much more!
Crucially, this week also provides our faculty with the opportunity to collaborate. Teacher collaboration is essential to creating a dynamic and effective learning environment and our school leadership prioritizes these staff partnerships during In-Service week to set the standard for the coming year. During this week together, teachers coordinate assessment schedules, share resources, and begin their lesson plans together.
This week of training reaffirms our school’s commitment to excellence and sets the stage for our teachers to continue their professional growth that we will foster throughout the school year.
Ongoing Development
Learning is a life-long process and to be a successful teacher, one must have a commitment to the on-going advancement of best practices in the classroom. This is why our professional development opportunities do not end after summer In-Service training.
Throughout each school year, our teachers have regular access to our Subject Expert Advisors (SADs) who serve as network-wide mentors for Subject Expert Teachers on campus. SADs are both experienced teachers and experts in their field and can offer teachers valuable feedback about content and instruction. In the 2023-2024 school year, our campus was proud to have Mr. Grant Norcross win Subject Expert of the Year within our network!
Our teachers also have on-campus guidance by way of our teacher mentors and our Student Affairs Team. New teachers are automatically assigned an on-campus teacher mentor who observes and guides new staff as they adjust to teaching within our program. Veteran teachers also receive regular feedback from mentor teachers who often observe and participate in classrooms. Having a frequent and positive administrative presence in the classroom helps to prepare teachers for their formal observations with our Head of School, Dr. Thies.
Dr. Thies prioritizes her presence in the classroom as early as possible. Teachers know to expect her to conduct observations as early as the first week. While this may seem intimidating to some, she emphasizes that this is a critical part of teacher development, and her priority is to offer support to help teachers grow into the best educators possible. “I am a coach at heart.” she says. “I love the fact that conducting regular observations allows me to not only see the amazing things our teachers are doing firsthand, but it also provides me the opportunity to work with them and help them continue to improve throughout the course of the school year.”
Our school leadership knows that fostering a culture of excellence within our school starts with the top. This is why we invest in the continuous and ongoing development of our top-notch teachers starting with their first week on campus. We are so proud of our faculty for their endless commitment to becoming masters at their craft and experts in our internationally benchmarked curriculum!
Helping students manage their time and schoolwork effectively is core to the BASIS Curriculum. One of our most important tools in developing students with life-long habits of self-direction and disciplined, critical enquiry is the Communication Journal (CJ).
At first glance, it’s an analog daily planner. In practice, it’s the epicenter of our students’ educational experience, a record of their wins, their losses, and most importantly, their areas for improvement. During the school day, we focus on building the student-teacher relationship. The CJ is critical in helping families feel involved in their child’s education at the end of the day. It is the first daily touch-point between teachers and parents and acts as a discussion started at home between students and their families.
The CJ is central to our curricular philosophy not to post homework or grades online, or remove students from conversations about their own education. It is the tool that makes this philosophy a powerful growth opportunity for students to own their own academic and intellectual progress.
Over time, after successful usage of the CJ has been proven, students can expect to have more independent ownership of their CJ, and less and less oversight by their teachers and parents. Our goal is to start strong and while they are building their habits, have consistent daily checks. But as the years move on, we train students to become more independent, and less dependent on others for their own academic responsibilities.
Kindergarten Communication Journal
Even our youngest students have their own CJs to record their work and have their parents sign each evening. Kindergarten students are expected to record their own CJ notes each morning.
Students in Kindergarten recording their CJ notes for the day
Grades 1 – 3 Communication Journal
Unlike students in Kindergarten who primarily stay in their classroom throughout the day, students beginning in Grade 1 travel from classroom to classroom for each subject. The expectation of a CJ note from each Subject Expert Teacher (SET) begins in Grade 1 and continues on through high school. Students in Grades 1 – 3 receive assistance recording their CJ notes from their Learning Expert Teachers (LET) who will often give out stamps or stickers for a job well done!
A Grade 2 student’s CJ notes for the week
Grades 4 – 5 Communication Journal
For students in Grades 4 and 5, the use of the CJ is now a daily habit. Though our Grade 4 students still have their LET to help them, in Grade 5 the responsibility rests solely on the student. Students who have been with us throughout their elementary years know its power in keeping them accountable for their education, and even new students can appreciate this tool for helping them keep their upcoming assignments and assessments organized on a daily basis.
A student in Grade 4 sits right down to record their CJ note for Science even before class begins
Grades 6 – 8 Communication Journal
In middle school, we start to see more and more students not needing their parent signature every night. There are fewer CJ checks happening in the classroom and at home depending on the student. But, at the first sign of disorganization, the first step expressed by their Dean of Students, one of their SETs, or their parents is always the same, “Let’s look at your CJ.”
A Grade 8 student shows off their well-organized CJ with their friend
Grades 9 – 12 Communication Journal
In high school, the CJ is perfected. Not only are students rarely needing their parents to sign their CJ, but they are now using it as their own tool to organize their after-school activities. Many high school students will write reminders for things to print at home, office hours to attend, and even their clubs in their CJ. The goal of being organized, thinking ahead, and ready for each day has been achieved.
Grade 9 students CJ showing its use for not only their classes, but also their after-school enrichment activities
Unsurprisingly, our Alumni often cite the use of the CJ as one of the most helpful habits learned from our program. Many use their own tools of organization with their electronic devices now, but every year we have a few seniors who ask us for an extra CJ before they leave us.
Our educational philosophy is centered around student autonomy and self-advocacy and the Communication Journal is just one tool that helps us achieve that.
We extend heartfelt congratulations to our 2023 – 2024 Subject Advisor (SAD) of the Year, Mr. Grant Norcross, from BASIS Independent Bellevue!
Congratulations, too, to our runners-up, Ms. Laura Butchy (Performing Arts SAD) and Ms. Sarah Morehouse (Kindergarten Civics, History & Science and Mathematics SAD)!
The SAD of the Year is a celebration and greater recognition of all the work our Subject Advisors (SADs) do, including providing template syllabi for teachers, creating assessments, collaborating with SETs across the BASIS Independent School network, and working incredibly hard to build subject mastery for each of our students.
“Subject Advisors are wonderful at what they do,” expressed Ms. Linda Louis, Senior Director of the BASIS Curriculum. “It is important to acknowledge the myriad ways they impact our network and to give teachers the opportunity to reflect on how much their work has been positively shaped by their SADs.”
The role of a Subject Advisor (SAD): curriculum and community BASIS Curriculum Schools have a Subject Advisor for each required course and some electives, all the way from STEM Discovery in PreK to Capstone courses for seniors. A SAD is first and foremost a classroom teacher; experienced BASIS Curriculum Schools teachers apply to take on the SAD role and become extensions of the BASIS Curriculum Team. SADs are responsible for updating the curriculum and refining vertical alignment annually, this task involves looking beyond their classroom experiences, seeking input from teachers across the network of BASIS Independent and International Schools, incorporating insights from assessment data, and considering ongoing conversations in their fields.
The power of a network, leveraged by Subject Advisors Throughout the year, SADs prompt discussion among teachers of their course(s) and provide valuable guidance to teachers in monthly forums. Teachers can share advice on pedagogy, assessments, and classroom activities, and request resources or assistance. SADs also host network-wide meetings over Zoom throughout the year to cultivate a community of colleagues. Their role in shaping learning outcomes and facilitating opportunities for professional growth and development ensures continuous improvement in the educational experience provided to students.
How SADs are nominated Teachers across our network were asked to nominate their SAD in an anonymous, voluntary survey. The BASIS Curriculum Team reviewed all entries, carefully considering responses on several critical topics from academic support to community-building and more. Testimonials from advisees about how enthusiastic, helpful, and knowledgeable their SADs are made the decision to choose the winners extremely difficult!
Writes one of Mr. Norcross’s advisees: “I am nominating Grant Norcross because I believe that his approach to teaching math is exceptional, and he has done an amazing job working with us to help us understand our goals while still recognizing the rigor associated with the curriculum.”
Says another advisee: “As a new teacher at BASIS Curriculum Schools, Grant’s resources were very helpful to get started, to have an in-depth idea of the curriculum and possible approaches. He communicated with us often and was very quick to respond after any questions or issues. I felt I had someone who I could reach out to at any point, and I found his comments on my syllabus and other resources useful.”
We are incredibly grateful to our exceptional Subject Advisors for their hard work and dedication. Congratulations on the completion of another school year!
SAD Celebration To celebrate Mr. Norcross and his achievements the BASIS Curriculum Team supplied a staff breakfast for his campus. BASIS Independent Bellevue Head of School, Dr. Elizabeth Thies, commented, “He is not only an exceptional teacher to the students at our campus, but a stand-out teacher mentor across our network!”
We extend heartfelt congratulations to our 2023 – 2024 Subject Advisor (SAD) of the Year, Mr. Grant Norcross, from BASIS Independent Bellevue!
Congratulations, too, to our runners-up, Ms. Laura Butchy (Performing Arts SAD) and Ms. Sarah Morehouse (Kindergarten Civics, History & Science and Mathematics SAD)!
The SAD of the Year is a celebration and greater recognition of all the work our Subject Advisors (SADs) do, including providing template syllabi for teachers, creating assessments, collaborating with SETs across the BASIS Independent School network, and working incredibly hard to build subject mastery for each of our students.
“Subject Advisors are wonderful at what they do,” expressed Ms. Linda Louis, Senior Director of the BASIS Curriculum. “It is important to acknowledge the myriad ways they impact our network and to give teachers the opportunity to reflect on how much their work has been positively shaped by their SADs.”
The role of a Subject Advisor (SAD): curriculum and community BASIS Curriculum Schools have a Subject Advisor for each required course and some electives, all the way from STEM Discovery in PreK to Capstone courses for seniors. A SAD is first and foremost a classroom teacher; experienced BASIS Curriculum Schools teachers apply to take on the SAD role and become extensions of the BASIS Curriculum Team. SADs are responsible for updating the curriculum and refining vertical alignment annually, this task involves looking beyond their classroom experiences, seeking input from teachers across the network of BASIS Independent and International Schools, incorporating insights from assessment data, and considering ongoing conversations in their fields.
The power of a network, leveraged by Subject Advisors Throughout the year, SADs prompt discussion among teachers of their course(s) and provide valuable guidance to teachers in monthly forums. Teachers can share advice on pedagogy, assessments, and classroom activities, and request resources or assistance. SADs also host network-wide meetings over Zoom throughout the year to cultivate a community of colleagues. Their role in shaping learning outcomes and facilitating opportunities for professional growth and development ensures continuous improvement in the educational experience provided to students.
How SADs are nominated Teachers across our network were asked to nominate their SAD in an anonymous, voluntary survey. The BASIS Curriculum Team reviewed all entries, carefully considering responses on several critical topics from academic support to community-building and more. Testimonials from advisees about how enthusiastic, helpful, and knowledgeable their SADs are made the decision to choose the winners extremely difficult!
Writes one of Mr. Norcross’s advisees: “I am nominating Grant Norcross because I believe that his approach to teaching math is exceptional, and he has done an amazing job working with us to help us understand our goals while still recognizing the rigor associated with the curriculum.”
Says another advisee: “As a new teacher at BASIS Curriculum Schools, Grant’s resources were very helpful to get started, to have an in-depth idea of the curriculum and possible approaches. He communicated with us often and was very quick to respond after any questions or issues. I felt I had someone who I could reach out to at any point, and I found his comments on my syllabus and other resources useful.”
We are incredibly grateful to our exceptional Subject Advisors for their hard work and dedication. Congratulations on the completion of another school year!
SAD Celebration To celebrate Mr. Norcross and his achievements the BASIS Curriculum Team supplied a staff breakfast for his campus. BASIS Independent Bellevue Head of School, Dr. Elizabeth Thies, commented, “He is not only an exceptional teacher to the students at our campus, but a stand-out teacher mentor across our network!”
We extend heartfelt congratulations to our 2023 – 2024 Subject Advisor (SAD) of the Year, Mr. Grant Norcross, from BASIS Independent Bellevue!
Congratulations, too, to our runners-up, Ms. Laura Butchy (Performing Arts SAD) and Ms. Sarah Morehouse (Kindergarten Civics, History & Science and Mathematics SAD)!
The SAD of the Year is a celebration and greater recognition of all the work our Subject Advisors (SADs) do, including providing template syllabi for teachers, creating assessments, collaborating with SETs across the BASIS Independent School network, and working incredibly hard to build subject mastery for each of our students.
“Subject Advisors are wonderful at what they do,” expressed Ms. Linda Louis, Senior Director of the BASIS Curriculum. “It is important to acknowledge the myriad ways they impact our network and to give teachers the opportunity to reflect on how much their work has been positively shaped by their SADs.”
The role of a Subject Advisor (SAD): curriculum and community BASIS Curriculum Schools have a Subject Advisor for each required course and some electives, all the way from STEM Discovery in PreK to Capstone courses for seniors. A SAD is first and foremost a classroom teacher; experienced BASIS Curriculum Schools teachers apply to take on the SAD role and become extensions of the BASIS Curriculum Team. SADs are responsible for updating the curriculum and refining vertical alignment annually, this task involves looking beyond their classroom experiences, seeking input from teachers across the network of BASIS Independent and International Schools, incorporating insights from assessment data, and considering ongoing conversations in their fields.
The power of a network, leveraged by Subject Advisors Throughout the year, SADs prompt discussion among teachers of their course(s) and provide valuable guidance to teachers in monthly forums. Teachers can share advice on pedagogy, assessments, and classroom activities, and request resources or assistance. SADs also host network-wide meetings over Zoom throughout the year to cultivate a community of colleagues. Their role in shaping learning outcomes and facilitating opportunities for professional growth and development ensures continuous improvement in the educational experience provided to students.
How SADs are nominated Teachers across our network were asked to nominate their SAD in an anonymous, voluntary survey. The BASIS Curriculum Team reviewed all entries, carefully considering responses on several critical topics from academic support to community-building and more. Testimonials from advisees about how enthusiastic, helpful, and knowledgeable their SADs are made the decision to choose the winners extremely difficult!
Writes one of Mr. Norcross’s advisees: “I am nominating Grant Norcross because I believe that his approach to teaching math is exceptional, and he has done an amazing job working with us to help us understand our goals while still recognizing the rigor associated with the curriculum.”
Says another advisee: “As a new teacher at BASIS Curriculum Schools, Grant’s resources were very helpful to get started, to have an in-depth idea of the curriculum and possible approaches. He communicated with us often and was very quick to respond after any questions or issues. I felt I had someone who I could reach out to at any point, and I found his comments on my syllabus and other resources useful.”
We are incredibly grateful to our exceptional Subject Advisors for their hard work and dedication. Congratulations on the completion of another school year!
SAD Celebration To celebrate Mr. Norcross and his achievements the BASIS Curriculum Team supplied a staff breakfast for his campus. BASIS Independent Bellevue Head of School, Dr. Elizabeth Thies, commented, “He is not only an exceptional teacher to the students at our campus, but a stand-out teacher mentor across our network!”
We extend heartfelt congratulations to our 2023 – 2024 Subject Advisor (SAD) of the Year, Mr. Grant Norcross, from BASIS Independent Bellevue!
Congratulations, too, to our runners-up, Ms. Laura Butchy (Performing Arts SAD) and Ms. Sarah Morehouse (Kindergarten Civics, History & Science and Mathematics SAD)!
The SAD of the Year is a celebration and greater recognition of all the work our Subject Advisors (SADs) do, including providing template syllabi for teachers, creating assessments, collaborating with SETs across the BASIS Independent School network, and working incredibly hard to build subject mastery for each of our students.
“Subject Advisors are wonderful at what they do,” expressed Ms. Linda Louis, Senior Director of the BASIS Curriculum. “It is important to acknowledge the myriad ways they impact our network and to give teachers the opportunity to reflect on how much their work has been positively shaped by their SADs.”
The role of a Subject Advisor (SAD): curriculum and community BASIS Curriculum Schools have a Subject Advisor for each required course and some electives, all the way from STEM Discovery in PreK to Capstone courses for seniors. A SAD is first and foremost a classroom teacher; experienced BASIS Curriculum Schools teachers apply to take on the SAD role and become extensions of the BASIS Curriculum Team. SADs are responsible for updating the curriculum and refining vertical alignment annually, this task involves looking beyond their classroom experiences, seeking input from teachers across the network of BASIS Independent and International Schools, incorporating insights from assessment data, and considering ongoing conversations in their fields.
The power of a network, leveraged by Subject Advisors Throughout the year, SADs prompt discussion among teachers of their course(s) and provide valuable guidance to teachers in monthly forums. Teachers can share advice on pedagogy, assessments, and classroom activities, and request resources or assistance. SADs also host network-wide meetings over Zoom throughout the year to cultivate a community of colleagues. Their role in shaping learning outcomes and facilitating opportunities for professional growth and development ensures continuous improvement in the educational experience provided to students.
How SADs are nominated Teachers across our network were asked to nominate their SAD in an anonymous, voluntary survey. The BASIS Curriculum Team reviewed all entries, carefully considering responses on several critical topics from academic support to community-building and more. Testimonials from advisees about how enthusiastic, helpful, and knowledgeable their SADs are made the decision to choose the winners extremely difficult!
Writes one of Mr. Norcross’s advisees: “I am nominating Grant Norcross because I believe that his approach to teaching math is exceptional, and he has done an amazing job working with us to help us understand our goals while still recognizing the rigor associated with the curriculum.”
Says another advisee: “As a new teacher at BASIS Curriculum Schools, Grant’s resources were very helpful to get started, to have an in-depth idea of the curriculum and possible approaches. He communicated with us often and was very quick to respond after any questions or issues. I felt I had someone who I could reach out to at any point, and I found his comments on my syllabus and other resources useful.”
We are incredibly grateful to our exceptional Subject Advisors for their hard work and dedication. Congratulations on the completion of another school year!
SAD Celebration To celebrate Mr. Norcross and his achievements the BASIS Curriculum Team supplied a staff breakfast for his campus. BASIS Independent Bellevue Head of School, Dr. Elizabeth Thies, commented, “He is not only an exceptional teacher to the students at our campus, but a stand-out teacher mentor across our network!”
