1. Wellesley Public Schools
40 Kingsbury Street Superintendent’s Bulletin
Wellesley, Massachusetts 02481
Bella T. Wong Bulletin #28
Superintendent of Schools April 9, 2010
The Superintendent’s Bulletin is posted weekly on Fridays on our website. It provides timely, relevant
information about meetings, professional development opportunities, curriculum and program development,
grant awards, and school committee news. The bulletin is also the official vehicle for job postings. Please
read the bulletin regularly and use it to inform colleagues of meetings and other school news.
Dear Colleagues, When Steve and I were dating and so young, and we didn't know what this would mean
through the first years of marriage “without kids,” if for him and for us. That winter we put plastic skis on
there was snow in the mountains, almost every the boys' feet. Logan felt his feet slip, sat down on his
weekend we would head north to ski. When spring skis and absolutely refused to get up again.
and mud season came, I would adjust to the change Conversely, Jacob tried to keep his balance by
and welcome summer, though if I was in the scrambling in his skis as if he were trying to keep up
mountains I would find myself already yearning for the with himself until he fell. Every time we picked him up
next ski season. Heading into the winter when I was he would do the same. So we had one boy who
pregnant with my sons, I actually assumed I would still refused to move his feet and the other who wouldn't
ski some of that season. Fortunately, I came to stop. And that's how we began.
realize that I could not trust myself to safely navigate In the next two winters the boys skied between our
my shifting twin centers of gravity down a ski slope. legs or on the end of a harness, always one adult to
But I also didn't know then how having children was one child. It was fun, but progress was slow. Logan
going to impact this part of my life. would tell us he wanted to ski, but only between our
When the boys were infants and toddlers, working legs. We used a harness with Jacob because he
skiing into our lives was a chore. We thought it would didn't understand he needed to turn to control his
be a temporary chore until the boys got older. Then, speed and would just head straight down the
at age two, Jacob was diagnosed with autism. He was mountain. Every time we stopped, he would urge us,
2. “more, more.” When the boys were five, we put Logan when we would stop to rest and Jacob would decide
in a class and Jacob with an adaptive ski instructor. he didn't need the rest and keep going. Again, we
After a few days we were thrilled that Logan was easily would race down after him to get in front of him.
managing snowplows and turns. But the adaptive ski Jacob didn't know the difference between green, blue
instructor told us we were pushing Jacob too hard and or black diamond trails.
should allow him to just enjoy and play in the snow. Last year Jacob did not once bolt on us going
We were stunned. We had hoped we would learn down the mountain. Steve, encouraged by this
some strategies from the instructor but instead she improvement, took Jacob on harder and harder
was telling us Jacob was not teachable. slopes. A positive development was that Jacob had
We had always let the boys set the pace for us. It clearly become a more careful skier. But occasionally,
was more important that they enjoy what they were when a slope looked too steep to Jacob he would tell
doing rather than worry about how fast they were us this by stopping, looking down the slope, and then
progressing. We were always encouraged by the fun sitting on his skis. This would require one of us to
they had and Jacob's urging us for “more.” But we hike up to Jacob to coax or physically pull him to his
were concerned that Jacob would soon be too big to feet, whichever worked, to get him going again. This
manage on a harness. He was already too heavy for process could take up to a half hour with Jacob sitting
me. And a harness didn't allow for us to teach him right back down after skiing a few feet, and it would
how to manage his speed. Given what we had just usually then become the last run of the day.
been told by this instructor we were not hopeful but This year Jacob's skiing and behavior on the slopes
kept trying because skiing was something that we as a has continued to improve. There has been no bolting
family really enjoyed. Since Jacob has very limited and only the very occasional sitting. It has been
verbal capabilities it is important for us to find helpful that for most of the season we have been
meaningful non-verbal activities we can do as a family. fortunate to have very good snow conditions. We
We thought we'd enjoy it while we could until we have graduated from the beginner greens and ski
couldn't manage it anymore. mostly intermediate blues. Jacob has even skied
A year later Logan began to ski easily without our many times over in and around a tree grove, slowing
assistance, and that prompted a breakthrough for down just in time to duck under a fallen tree. We are
Jacob. It allowed Steve and me to double-team now skiing from the top of the mountain instead of
Jacob. We would ski on each side of him, coaxing him from just the lower half.
alternatively to ski to Mommy and then back to Daddy Finally, two weekends ago when we went up north
and then back again. Logan would follow along by to ski for the last time this year, it was another pivotal
our side. We were thrilled that Jacob would finally experience. The days before had been very warm,
manage his speed in this way rather than with one of but the night we went north the temperature dipped
us holding him on a harness, braking behind him. to zero degrees. This meant ice conditions the next
From time to time Jacob would get distracted by the day. When we woke up there was a slight dusting of
clouds, the chair lift, or a pile of snow, and we would snow. It was the last weekend of the season for us
have to shout in earnest to have him turn in time and so we decided to try it. Both boys were amazing.
before he might go off trail. Additionally, every now Logan zipped along as he does, looking for all the
and then Jacob would decide he was done traversing, tricks on the edges. Sensing the slickness of the
turn his skis and head straight down the mountain. surface, I watched Jacob deliberately tuck his poles
Needless to say, these were quite exciting moments as under his arms, bend over slightly and do beautiful
we raced to get ahead of him. perfect wide even traverses back and forth across the
After almost a whole season of double-teaming him, icy slope over and over again all on his own. I don't
he surprised us by traversing on his own a few turns. know what not to expect of him anymore. We have
We thought it was a fluke, but then he did it again. come so far from that day we were admonished for
The next winter Jacob would follow one of us in a trying to teach him to ski. I am proud that my sons,
traversing pattern the whole season. But occasionally, both of them, are not just skiers, but they are New
Wednesday 04/14 Meet the Artists Reception, Wellesley Free Library, 5:00 pm
Friday 04/16 Primary Source Registration Deadline
April 19 - 24 April Vacation Week
Tuesday 04/27 EMI Registration Deadline
Thursday 04/30 C&I Proposal Deadline
May 1 - 21 Open Enrollment Period for Employee Benefits
Wednesday 05/05 Annual Health Fair, Town Hall, 1:00 - 4:00 pm
...2... Thursday 05/06 Summer Professional Development Registration Deadline
3. EDCO Collaborative SPRING 2010 Professional Development Programs
EDCO Collaborative invites you to participate in:
Making the Connection:
English Language Learners
and Subject Matter Texts
Category 4 of the Recommended Professional Development for Secondary Teachers of ELL students
May 10 and 19, 2010
June 4, 2010
8:00 am - 1:30 pm
EDCO SEEFURTH CENTER, WALTHAM
Trainers from MATSOL
This workshop is sponsored by the Departmentof Elementary
and Secondary Education
T his training was developed through a collaboration between the Massachusetts Department and
Elementary Education and the New English Equity Assistance Center, part of the Education Alliance
at Brown University. It is intended for secondary content teachers who have ELLs in their
classrooms and must therefore shelter their instruction. This curriculum focuses on the challenge of
making textbooks more accessible to ELLs, and using writing activities to promote content learning.
This is a 15-hour training with an assignment in between each training day.
Presenters: Trainers from MATSOL
Presenters are Category IV approved trainers by the Dept of Elementary and Secondary
Audience: Content teachers in grades 6 - 12 - Participants are encouraged to enroll of teams of 3 - 5
Registration: Through the office of Curriculum and Instruction in your school district
Location: EDCO Seefurth Education Center, Waltham
Fee: No cost to EDCO members / $20 for non-EDCO members - workshop is supported with funding
from the Department of Elementary and Secondary Education
Register by: May 3, 2010. Priority seating will be given to those who register by the deadline. Registrations
received beyond the deadline will be accepted according to seat availability.
Questions? Please call the EDCO Seefurth Center at (781) 259-3445.
4. Professional Development Primary Source Summer Institutes 2010
As members of Primary Source, we have the opportunity
to participate in a variety of summer institutes that are
described below. We are guaranteed ten reserved seats
in the institutes. This means ten total seats, NOT ten
seats for each institute. If you are interested in attending
an institute, please contact Janice Gross indicating which institute you are interested in attending. Spaces will
be filled on a first come, first served basis. The registration deadline is April 16, but earlier is always better. Full
course descriptions and pertinent information were published in Bulletins 23, 24, and 25 (March 5, 12, 19).
Course titles appear below.
The Enduring Legacy of Ancient China Open to all K-12 educators
Latin American Rhythms: History, Culture, and Politics Especially for educators in grades 6-12
East Asian Stories and Places: China, Japan, and Korea Especially for educators in grades K-7
Teaching for Global Understanding in the 21st Century Open to all K-12 educators
Democratic Vistas: Civic Life, History, and American Art
Inquiring Minds Project 2010
For K-8 Teachers: Two four-credit graduate courses through the Boston University School of Education.
Coursees are intended to improve participants’ science content knowledge, provide a model for how to use
inquiry-based methods for instruction, and help build participants’ confidence in their ability to teach science.
SC 533: Immersion in Green Energy SC 534: Immersion in Global Energy Distribution
Pre-immersion sessions Fridays, 4:30-7:30 pm Pre-Immersion sessions Mondays, 4:30 - 7:30 pm
May 14, 21, and June 11, 18, 25 May 17, 24, and June 7, 14, 21
Immersion session: Immersion Session:
July 12-23, 9:00 am - 4:00 pm July 12-23, 9:00 am - 4:00 pm
Call back sessions (2 fall; 2 spring) Call back sessions (2 fall; 2 spring)
Course meetings held at Boston University. Except for registration fee, tuition is funded (from a Massachusetts
State STEM initiative) and a stipend provided. This is a collaborative project between Boston University,
Northeastern University, and Wheelock College. For more information, contact Peter Garick (617/353-4735)
email@example.com or Diana Cheng, firstname.lastname@example.org
Spring Social Studies Seminar Series 1 Inservice Credit or 15 PDPs
Seminars designed to enrich content understanding and model use of thematic approaches to social studies.
Teachers will participate in post-seminar discussions to utilize content and pedagogy in preparation for the
system-wide curriculum review. Final seminar: Please note Date Change
Thursday, April 29, 2010 Editor, American Protest Literature Zoe Trodd
3:00 pm UNC/Harvard
Each three-hour seminar will be held in the Wellesley High School library -- followed by discussion for an
additional 45 - 60 minutes.
Teachers may choose how they will earn 1 in-service credit or 15 PDPs:
• Pathway 1 = attend three (3) seminars and discussion, complete homework assignments and create a
project or lesson plan utilizing the materials or information presented during the seminar.
• Pathway 2 = attend all four (4) seminars and discussion, and complete homework readings.
To Register for each seminar, please contact Janice_Gross@wellesley.k12.ma.us.
5. Additional Teaching With Technology Series Offerings
The SMART Board interactive whiteboard is a touch-sensitive display that connects to your computer and digital
projector. Using a finger, you can control computer applications, write notes, search the Internet, and annotate
and save your work. The SMART Notebook software is an application that lets you add interactivity to lessons
through an array of powerful education tools and resources. Attend this three-hour workshop to learn the basics
of how to use the SMART Board and the Notebook software in your classroom to engage students in hands-on
interactive learning. This is an Intro Workshop.
Beginning SMART Board Training Beginning SMART Board Training
for Elementary Teachers for Middle School and High School Teachers
May 5, 2010, 3:30 - 6:30 pm April 14, 2010, 3:30 - 6:30 pm
Middle School Mac Lab 300 Middle School Mac Lab 300
Instructor: Jackie Hoglund Instructor: Sondra Hamilton
Prerequisite: Previous hands-on training using basic SMART Board tools and Notebook software. Attend this
three-hour workshop to learn advanced skills and online resources for using the SMART Board toolbar and for
creating SMART Notebooks incorporating media, graphics, links, etc., to enhance a lesson or unit of study.
Advanced SMART Board Training Advanced SMART Board Training
for Elementary Teachers for Middle School and High School Teachers
May 12, 2010, 3:30 - 6:30 pm May 19, 2010, 3:30 - 6:30 pm
Middle School Mac Lab 300 Middle School Mac Lab 300
Instructor: Brian Allieri Instructor: Ranjani Sriram
Summer 2010 Professional Development
Our full catalog of Professional Development Courses offered during Summer 2010
is posted as a downloadable pdf from the Professional Development section of
the Wellesley Public Schools website.
Registration Deadline: May 6, 2010
The full catalog of 2010-2011 courses for fall, winter and spring will be posted
separately before the end of this school year.
Requesting C&I Proposals
Proposals for C&I projects are currently being accepted. There are two funding sources
available, one that requires projects to be completed by June 30, 2010 and the other
that will fund projects that take place beginning July 1, 2010 - June 30, 2011.
C&I compensation is granted for curriculum development projects or task force members
to work on building based or system-wide initiatives. Priority will be given to proposals
designed to meet system goals.
Request proposal form from Janice_Gross@wellesley.k12.ma.us. Due Date: April 30
6. Empowering Multicultural Initiatives (E.M.I.)
Summer 2010 Course Schedule
EMI One: Anti‐Racist Teaching Practices ‐ Talking about Race
This 36 hour ‐ 3 credit graduate course is designed for educators who want to expand their understanding of
how race, ethnicity and other forms of marginalization impact learning and achievement.
Section # A: July 6, 8, 13, 15, 20 and 22, from 8:30 - 3:30 - Course # S10ARTPA
Section # B: July 26 and 28, August 2, 4, 9 and 11, from 8:30 - 3:30 - Course # S10ARTPB
EMI Course for Administrators: Understanding Discrimination and Its Effects on Academic Achievement
This 24 hour ‐ 2 credit course is designed to bring together administrators (new and experienced) to form a
cohort group to share ideas on creating/supporting school environments that support the academic
achievement and engagement of all students.
June 28, June 30, July 7, from 8:30-4:00, and October 6 from 12:00 - 4:00 - Course # S10CA
New 12-hour (1 credit) courses for summer 2010
Anti‐racist/Anti‐bias Curriculum and Conversations
This course is for educators interested in providing a course, a mini unit and/or a concentrated
examination of anti‐racism/anti bias for their students.
July 20 and 22 from 8:30 - 3:30 - Course # S10ARABC
Difficult Conversations: Talking About Race and Racism with Students, Colleagues, and Parents/Guardians
This course designed to help educators develop a better understanding of ways to address and respond to
issues of race and racism on a personal and professional level.
July 6 and 9 from 8:30 - 3:30 - Course # S10DC
Understanding Self‐Efficacy: Helping Students Do Their Best Work
This course will provide participants with an opportunity to explore concepts such as praise, feedback,
effective effort and self‐confidence with particular attention to the impact on students of color.
July 12 and 15 from 8:30 - 3:30 - Course # S10USE
Using Multicultural Literature and Media to Affirm Identity
This course is designed to encourage K‐12 educators to recognize the connection between a positive sense
of self and academic achievement.
July 6 and 8 from 8:30 - 3:30 - Course # S10UML
These courses will equip participants with resources and skills that will increase their ability to engage with
students, parents, other educators and administrators around topics related to race and academic
To register, please contact Janice Gross. Registration deadline is April 27.
Optional graduate credits are available from Framingham State College for $65 per credit.
A course may be canceled due to low enrollment. For additional information contact Elli Stern at
7. Graduate Course Reimbursement
Course reimbursement funding of $22,500 is available to distribute in FY11 among qualified teachers for
graduate course work which is done as part of a master's degree program to fulfill that teacher's obligations for
the Massachusetts educators professional license and for course work required to achieve the next stage of
licensure culminating in a professional license. To apply for this course reimbursement, please send--by June 1,
2010--the following to Valerie Spruill:
•your name •evidence of your enrollment in an applicable master/doctoral degree program •name and
description of the course •evidence of cost of the course •proof of payment (VISA/MC) •transcript. You will be
notified of the amount awarded to you by July 1, 2010.
Apply Now to Enroll Children of teachers or nurses residing outside Wellesley shall be entitled to
Children of Non attend Wellesley Public Schools without charge for tuition on a space
available basis. (Article 12, WTA Unit A Contract).
Resident WTA Members If you are interested in this benefit in the 2010-11 school year, please
in Wellesley Schools contact Valerie_Spruill@wellesley.k12.ma.us. Include your child/ren’s name,
birth date, and current grade level.
Deadline: May 1, 2010
Looking Ahead to 2010-11 Are you Interested in a Job Share? a Transfer? Teachers
with PTS who would like to request a job share position or a transfer in the 2010-2011 school year must notify
Carol Gregory (email@example.com) in writing by May 1.
Saturday, May 8, 2010, 9:00 am - 5:00 pm
An all-day, comprehensive retirement planning program,
Massachusetts Teachers The Next Chapter is designed for MTRS members who
Retirement System are planning to retire in the next 5 to 15 years, but is open
to all interested members. Expert speakers will address
Spring Information Seminars retirement issues, including financial and estate planning,
Social Security and Medicare, your MTRS benefits.
Congratulations to Nicole Putnam, Technology Curriculum
Specialist at Hardy and Bates upon the birth of Margaret Elizabeth,
March 27, 2010 ... and to Neysa McNamara, Elementary Teacher at
Hardy, on the birth of Charlotte Rose, April 6, 2010
Consider joining the Wellesley Walkers spring program beginning May 3,
2010. The program runs six weeks. It’s free, fun, and filled with benefits.
Kick-off meetings will be held April 27 and 28. Full information is included
on the last page of this bulletin.
8. Positions Available
Guidance Counselor (.4FTE) Wellesley Middle School, for 2010-2011 school year.
LT Substitute (.6FTE) Guidance Counselor Middle School August 30 - late November 2010.
Please send cover letter, resume three letters of reference, transcripts and licensure to: Personnel, Wellesley
Public Schools, 40 Kingsbury Street, Wellesley, MA 02481
Immediate Opening: Preschool Teaching Assistant
Full -Time Teaching Assistant is needed to work in a NAEYC accredited integrated preschool, experience working
with preschool aged children with special needs preferred, documentation of relevant early childhood college level
course work. Please send cover letter, resume, college transcript, and three letters of reference to:
firstname.lastname@example.org or mail to Personnel, Wellesley Public Schools, 40 Kingsbury Street,
Wellesley, MA 02481
Long-Term Substitute Art Teacher Full-time, high school ceramics teacher for maternity leave from Late
Aug to Mid Nov 2010. Duties included teaching ceramic courses; hand building; wheel throwing; and ceramics
Intensive; as well as Introduction to Drawing & Painting, and Creative Journal. Must have experience teaching
ceramics. Send cover letter, resume, college transcript, licensure and three letters of reference to:
Thom_Carter@wellesley.k12.ma.us or mail to Personnel, Wellesley Public Schools, 40 Kingsbury Street,
Wellesley, MA 02481
Special Educator - Summer Position Special Educator with Moderate to Severe Certification to teach in
a six week summer program for a small number of 6th grade students needing academic and functional skills.
Salary is $39.49/hr. The program runs from July 1 to August 6 . Hours are from 9 AM to 3 PM each day. Send
cover letter, resume, college transcript, licensure and three letters of reference to:
Jeff_Williams@wellesley.k12.ma.us or mail to Personnel, Wellesley Public Schools, 40 Kingsbury Street,
Wellesley, MA 02481
Anticipated Openings 2010-11
• Interim (one year) K-12 Director of Libraries (.5FTE)
• Interim (one year) High School Librarian (.5FTE)
• Special Educator/Pre-School Teacher (1.0 FTE) * certification for special education and regular education
• Speech & Language Pathologist (1.0 FTE)
• ELL Teacher (.6FTE)
Please send cover letter, resume three letters of reference, transcripts and licensure by April 30, 2010, to:
Personnel, Wellesley Public Schools, 40 Kingsbury Street, Wellesley, MA 02481
Wellesley Public Schools Actively Seeks to Increase the Diversity of its Workforce
You are invited to join the Wellesley Walkers for our spring walking program
beginning on May 3rd, 2010. Kick off meetings are scheduled for April 27th, 2010
and April 28th, 2010. Tuesday's meetings (4/27) will be held at 3:30pm and
4:00pm and Wednesday's meeting (4/28) will be held at 11:00am in the
Selectman's meeting room in the Wellesley Town Hall. The program will run for six
weeks, is free, fun and filled with benefits. All program participants will receive a
goodie bag at the start of the program and will be eligible for random prize
drawings throughout the program.
Sponsored by the Wellesley Health Department and the Human Resources
Department, the walking program is geared for individuals from all walks of life. If
you are a serious walker, a casual walker or a walker “wanna be”, please consider
joining the Wellesley Walkers for our spring walking program.
Proven benefits of walking include the following:
Weight management by boosting metabolism Lowered stress levels
Blood pressure control Improved sleep
Reduced heart attack risk Improved mood and sense of well-being
Boost of “good” cholesterol Lengthened lifespan
Relief from arthritis and back pain Improved ability to focus, make decisions and solve
If interested in participating but unable to come to either of the kick off meetings,
please let Bahiya Sauer know by Friday, April 23rd, 2010
(email@example.com or (781) 431-1019, ext. 2248).
Your body is the baggage you must carry through life.
The more excess the baggage, the shorter the trip.
-Arnold H. Glasgow