Milton Magazine - Milton Academy

Mark StanekMiddle School Principal from 2005 to 2008 is appointedHead of School at Ethical Culture Fieldston SchoolDottie PittJoined thefaculty in 1989When Mark Stanek came toMilton five years ago tolead the Middle School, he facedhis share of challenges—someexpected, some unexpected. Heapproached them with energy,good humor, and the will to succeed.During those years, in collaborationwith enthusiastic andtalented faculty, Mark establishedan innovative Middle Schoolprogram that engages studentsin challenging academics, developmentallyappropriate learningactivities, and a warm, supportivecommunity culture.In the unexpected category,Mark’s crucial assistant, JanetGardiner, suffered a brain aneurysmjust as Mark was gatheringthe reins of his new role. Markcut his vacation short, wiledhis way into the hospital’s ICUto visit Janet, and then saw herthrough the long recovery, managingthe flow, somehow, untilher return.Undaunted, Mark began chippingaway at a long list of significantchanges: identifying adedicated Middle School faculty;establishing a schedule andprogram suited to the learningneeds of preadolescents as wellas to rigorous preparation forthe Upper School; defining thephysical spaces for the workof the Middle School; movingparents toward being an enthusiasticand informed community.Then came the treats, relativelyspeaking: working on a sense ofteam among his faculty; offeringnew activities for students;implementing exciting newfocus days on the media, community-building,Earth Day, andthe Congress.Under Mark’s leadership thechanges continued. In 2004, incollaboration with Middle Schoolfaculty and Grade 6 teachers,Mark led the development of asixth-grade program at the middleschool level that honored traditionand childhood, and at thesame time transitioned childrento the new opportunities andresponsibilities of being middleschoolers.Mark gets everyone involved atfaculty meetings, using chartsor games, deftly modeling bestpractices for teaching middleschoolers, and reminding teachersthat having fun is an essentialpart of learning. One teacherremembers Mark moving everyoneat morning assembly out oftheir seats to demonstrate howthe Iowa caucuses worked. Ineverything he did, he remindedteachers to put students first,to include everyone, and mostimportant, to listen.A man of many talents, he wastapped by Robin to lead theDiversity Committee at a crucialtime, when a mission statementand strategic plan were the nextsteps on Milton’s trajectory. Hejoined the orchestra’s trumpetsection on many occasions andeven marked one Milton-NoblesDay with a special performance.He has continued to pursue hisfavorite pastime—surfing inCalifornia—and perhaps that isthe linchpin of his success. It’s abit closer from New York City toSan Diego than from Boston.Mark’s ready sense of humorcame to his aid often; he smileseven in difficult situations—perhapsespecially then. He modelskindness, offering warm supportto all, and the willingnessto work hard but also have fun.He’s an expert listener to bothstudents and adults. He alwaysremembers to thank studentsas well as teachers for whateverthey did for the group, whether itwas a morning talk, a well-deliveredlesson, or for simply beingthemselves.Although we will miss him, wewish Mark all the best at EthicalCulture Fieldston School. Markleaves a legacy of thoughtfulleadership, concern for others,and can-do optimism that hisstudents and colleagues willcarry with them for years tocome.Rick HardyInterim Head of SchoolDottie came to Milton in1989 to teach third gradeafter 13 years in the publicschools. Since then, she hasfilled numerous roles in theLower School. Awarded theTalbot Baker Prize in 1996,Dottie was recognized as a teacher“who thinks clearly, expressesherself articulately, and listensopenly.” She is both knowledgeableand spontaneous. Mostimportant, as one colleague putit simply, “Dottie gets kids.”While her particular interest andtraining are in language arts,she is skilled in other subjectsand is generous about sharingwhat she knows. One of herfellow teachers recalls when,in 1999, he began exploringthe teaching of mathematics tosecond-grade children and foundhimself working with Dottie.After years playing with secondgraders in after-school programs,he thought he knew plenty ofmathematics. “How hard couldit be?” he asked himself. Hequickly realized he had a lot tolearn about how second graderslearn—particularly how theylearn mathematics—and Dottiewas a gracious and wise mentor.She understood how to pace alesson to give all students theoptimal experience.Her training in reading andspecial education, as well as inadministering and interpretingstandardized tests, has servedthe Lower School well. Withinthe past few years, she hastaken workshops in “Attuning aStudent,” applying this diagnosticlens to develop plans for childrenwith learning challenges,and has served as a member ofthe Child Study Team since itsinception.Her dedication and resourcefulnessare well known amongher Lower School colleagues.Mark StanekMilton Magazine 79