CrefeldSchoolthe

Because Not all Great MiNds thiNk alike

“The Crefeld School gave me the creative

and analytical tools that would enable

me to construct my own reality as an

author, filmmaker, and professor. My

experience in an independent school

empowered me, above all, to be an

independent thinker rather than a

servant to the status quo. It provided

an unshakable academic and artistic

foundation that allowed me to thrive

in college, graduate school, and in the

fields of literature, film, and academia.”

MK Asante Award-winning Author, Filmmaker, Professor Crefeld Class of 2000

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T he Crefeld School is an independent, coeducational day school serving

grades seven through twelve. We are accredited by the Pennsylvania

Association of Independent Schools and the Middle States Association of

Colleges and Schools. As a progressive school, we prepare all of our grad-

uates for continuing education, citizenship in a democracy, and productive lives.

We embrace a diverse community in which all members are safe, respected, and

valued; and we believe that in actively promoting this type of learning environment,

we are fostering intellectual, social, and emotional growth for all. We celebrate

the varied appearances, abilities, perspectives, and values that characterize our

community.

The Crefeld School provides an educational setting that fosters academic success,

strong personal relationships, and social skills. Through direct and sustained

involvement, dialogue between students and teachers is kept vital and personal.

The school’s total enrollment is approximately 100 students, with class sizes

ranging from seven to fifteen. Crefeld stresses values of respect, trust, and

decency. The atmosphere is supportive, nurturing, and intellectually stimulating.

The Crefeld School was established in 1970 and is located on four acres in the

Chestnut Hill section of Philadelphia. The campus includes the main school building,

a playing field, a gymnasium, a theater for drama and dance, and art studios with

facilities for fine art, and glassblowing. A member of the faculty lives in a house

on the school grounds.

Some key aspects of Crefeld’s program:Graduation by exhibition: students complete a portfolio of work during their

junior and senior years to prove that they are ready for college • Heterogeneous

classes without tracking or competitive evaluation • A variety of electives with

an emphasis on the arts • A strong Advisory program • A weekly community

service program • Pedagogy which emphasizes hands-on learning and student

engagement

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Progressive education has a long and

rich history. Late 19th century educator,

Francis Parker, is considered one of the

first practitioners. His work was carried on

and refined during the early 20th century

by philosopher, John Dewey. Today,

progressive education continues to evolve

through the work of many educators,

including, most notably, Alfie Kohn.

At Crefeld, our goal is to develop critically

engaged citizens, through a learner-

friendly curriculum, within a community

of individuals. A progressive education

aids in developing thoughtful, effective

citizens. Crefeld’s hands-on and experiential

approach to learning, both in the classroom

and in the community, are key components

of progressive education and its core values.

3

• Progressive Education at Crefeld

Critically Engaged Citizens

Developing critically

engaged citizens is

essential in cultivating

the habits of mind needed to

participate in today’s global

society. Progressive education’s

philosophy encourages schools

to teach students to ask

questions that solidify their

understanding of particular

issues; questions that not

only clarify the issue, but also

manifest what role they have

played and can continue to play

in seeking positive change.

One avenue that schools can

use to develop critically en-

gaged citizens is to incorpo-

rate principles of progressive

education such as creating

opportunities for students to

live democratically in their

everyday school lives. At

Crefeld, students actively

serve on Discipline Advisory

Boards and facilitate Town Hall

Meetings, giving the students

insight into how a democracy

runs. John Dewey, in the first

half of the twentieth century,

pioneered the notion that

schools had an obligation to

teach students how to effec-

tively engage in the democratic

process. His core beliefs are

very much present in progres-

sive schools, like Crefeld, today.

Learner-Friendly CurriculumCrefeld’s learner-friendly

curriculum is student-centered

and meets the needs of all

learners. Curriculum is differ-

entiated based on learning

profile, interest, and readiness.

The focus is on depth rather

than breadth. This approach

promotes student success and

helps each individual discover

and develop his or her passion.

Simultaneously, it can be both

rigorous and supportive.

Through a learner-friendly

curriculum, students develop

intrinsic motivation and take

ownership of their education.

A strengths-based approach

allows schools to celebrate what

students do well, while helping

them develop compensation

strategies for their challenges.

A Community of IndividualsLearning communities that

are safe, both physically

and emotionally, create

classrooms where students

are encouraged to take risks.

Crefeld’s positive school culture

is crucial to making students

feel appreciated, valued, and

understood. It is through

personal relationships that

students engage in ongoing

dialogue about their needs and

desires. Progressive education

at Crefeld promotes this

philosophy, which meets the

core needs of students.

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“Crefeld is in a class of its own. No other school combines

the focus on academics with a value system that embraces

the best attributes of each student. Within this caring

community, our daughter’s challenges are addressed in

the context of her strengths and who she can become.”

Malinda BerardinoCrefeld Parent and Board Member

Crefeld’s academic program

is centered on three core

values: offering a learner-

friendly curriculum, developing

a critically-engaged citizenry,

and identifying as a community

of individuals. Academic

departments include English,

history, science, mathematics,

Spanish, visual and performing

arts, and physical education.

Grade level teams thematically

integrate the curriculum across

disciplines. Vertical grouping of

grades allows students to stay

with the same teachers for two

years. Collaborating with peers,

both younger and older, gives

students the opportunity to

both lead and be mentored by

other students. Student learning

is differentiated through varied

course offerings and individ-

ualized attention within the

classroom. Students have the

option of taking Intensive

courses that move at a faster

pace and go more in depth

than a regular course. The

academic program then cul-

minates in the unique system

of graduation by exhibition.

Graduation by ExhibitionTo graduate, students must

fulfill state requirements for a

diploma, and they must pass all

of their junior and senior classes

with a C- or better. In addition,

they are required to complete

a senior portfolio comprised of

fourteen graduation exhibitions.

Each exhibition is guided by

a description and rubrics, and

students must achieve mastery

to pass their exhibitions. Most

exhibitions are evaluated by

at least two faculty members.

The exhibitions include

the following:

Formal Writing

• Literary Analysis Essay

• Timed Persuasive Essay

Transition

• Personal Transition Plan

Mathematics

• Math Competency Exams or

Math Project

Research and Understanding

• History Oral Exams

• Research Paper

• Science Project

• Technology Project

Self-Reflection

• Personal Learning Reflection

• Creative Expression

• Public Presentation

• Leadership Project

Citizenship

• Civics Exam

• Fairness and Equity Project

• Features of the Program

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The graduation by exhibition

program is an essential learning

experience for seniors. While

working on each exhibition,

they are learning important

skills such as self-advocacy,

time management, long term

planning, self-reflection, and

acceptance and response to

feedback. All of these skills

serve them well in college,

and beyond.

AdvisoryAt The Crefeld School, each

full-time teacher acts as an

Advisor to a small group of

students. Each Crefeld student

is assigned to an Advisory group

upon entering the school, and

will remain with this group

throughout his/her time at

Crefeld. We take great care

in choosing the best possible

Advisory placement for each

student. An Advisor’s goal

is to get to know all relevant

aspects of the student’s life

as well as possible, and to

guide his/her Advisee toward

successful academic and per-

sonal growth. Advisories meet

as a group twice daily, for a

total of 25 minutes. During

this time, students work with

their Advisors to set and meet

academic and personal goals,

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and check in with each other

frequently to mark progress.

An Advisory serves as a home

base for students, giving them

a place where they are always

comfortable, and a person who

can serve as an advocate.

Community Service Learning We believe that schools must

prepare youth to fulfill their

responsibilities as citizens;

thus, we make citizenship dev-

elopment an integral part of a

student’s learning experience.

We commit the entire

school community - Middle

School, Upper School, and

faculty and staff - to this goal

through a weekly course called

Community Service Learning

(CSL). It focuses on pressing

local, national, and global

issues. The individual CSLs

concentrate on many issues,

including: elder services, urban

education, preserving the

natural environment, animal

rights, global warming, and

hunger. The action that each

group decides to take may

include direct service to the

community, writing to and

lobbying elected officials,

persuading Crefeld families

to become more conscious of

issues, or petitioning the school

administration to alter programs

or practices. In addition to the

CSL groups run by Crefeld

faculty and staff, we also allow

students to explore other

issues through Independent

Community Service. These

students work with a faculty

member to guide their choice

and make sure that they are

getting the most out of their

outside placement. Our goal is

that students will graduate from

The Crefeld School informed

about local, national and global

issues, able to discuss different

points of view on the issues,

and be ready to contribute to

the common good.

Recent CSLsFriends of the Wissahickon;

Woodmere Art Museum;

Jenks Elementary School;

and Cradles to Crayons.

The ArtsThe art department provides

a wide range of artistic

experiences that encourage

students to explore and

expand their abilities, while

also expressing themselves.

This is achieved primarily by

emphasizing the creative

process as well as the finished

product. Students are provided

with a safe and collaborative

environment in which to ex-

press themselves creatively

in a number of artistic arenas.

The art department includes

two full time visual art teachers,

one theater and dance teacher,

and two part–time music teachers.

Crefeld offers two and three-

dimensional art, glass, theater,

dance, and instrumental music.

There are four dedicated studios:

visual art; glassblowing/glass

casting, and lampworking;

theater and dance; and music.

Most classes are open to all

students, without consideration

for experience, ability, or

grade level.

The art department often

collaborates on special projects

with teachers in its own depart-

ment as well as with teachers

in other disciplines. Through

making art, creating music, and

performing, the art program

helps students apply problem

solving skills to their academics

and other aspects of life.

Spring MinicoursesTo further reinforce experiential

learning, each year, during

the month of May, all Crefeld

students participate in a week-

long Spring Minicourse of their

choosing. Choices include local

and out-of-state courses, some

of which require overnight stays.

These courses are designed to

build community and to foster

success in a setting outside of

school, through experiential

learning.

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“Since coming to the

school, I’ve developed

a huge interest and

appreciation of all

forms of art and I’m

learning how to be

creative through

multiple media. This

school has transformed

how I look at school

and learning in so

many ways. Now I go

to school because I

want to, not because I

feel forced to. I feel like

I have rediscovered my

sixth grade self who had

a passion for learning,

and I’m looking forward

to my future.” Mark HoffmanCrefeld Class of 2012

8

Curious

We look for students of average

to superior cognitive ability who

are curious about the world

around them. Students who ask

lots of questions, who are willing

to take risks, and who have a

wide range of interests do well

at Crefeld.

Collaborative

Generally, Crefeld students

prefer collaboration to com-

petition in the classroom. They

benefit from having strong

relationships with their teachers

and want to be part of decision-

making in the classroom and

in the school. Often these are

students who will do well in

school when they like and

admire their teacher, and who

will “shut down” when they

have a teacher with whom

they don’t connect.

Creative

Many Crefeld students are

creative. They are divergent

thinkers, creative problem-

solvers, and/or have a strong

interest in the arts. Crefeld

appreciates these students,

and our program supports

such thinking and interests.

Sensitive

Some Crefeld students are

particularly sensitive and can

be hit hard by personal or

family issues. Some students

have struggled with feelings

of sadness or worry that are

related to school. Crefeld is a

nurturingenvironment in which

students can make connections,

both with other students and

with their teachers.

Self-Aware

We look for students who have

the potential to have some in-

sight into their own thoughts

and actions. It is also important

that students have some under-

standing of their own strengths

and challenges and be willing

to accept help.

Compassionate

Crefeld is a diverse community,

and a safe community for all

kinds of people. Crefeld students

must demonstrate tolerance,

acceptance, and compassion for

people who are different from

them. Successful students can

put themselves in the shoes of

others and see situations from

more than one viewpoint.

Diverse Learners The Crefeld School operates on

the assumption that students

have different learning styles

and abilities, whether they have

previously been identified as

gifted, learning disabled, or

typical students. Therefore,

we try to help all students

understand their own learning

styles, build on their strengths,

and develop appropriate

compensation strategies for

their weaknesses. We take the

position that most students will

profit immensely from smaller

classes, with opportunities for

personal attention, from faculty

who are well informed about

their students’ learning styles,

and from a program which is

flexible enough to respond to

the real needs of individuals.

Committed to CrefeldIn order to be successful at

Crefeld, it is essential that the

student want to be here. Each

student needs to feel that this

is the right school for him/

her, and that he/she can have

trusting, productive relation-

ships with the adults and other

students in the community.

The admissions process is

designed to give the applicant

enough experience with the

school to make that decision.

The Crefeld School will not

consider students with the

following characteristics:

below average cognitive

ability, testing below grade-

level functioning in more than

two subject areas, dishonesty,

current involvement with

alcohol or drugs, bullying

and/or abusive behavior.

• Who Are Crefeld Students?

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“To me, Crefeld offers complete

support for everyone because

of their small class sizes and

teaching styles that cater perfectly

to students who have a different

learning style, like me. ” Lizzi Scoles Clark University Class of 2015Crefeld Class of 2011

10

“I can’t tell you how thrilling it is to know that the

school I started over 40 years ago is still going

strong and is still having a major impact on so

many young people. I frequently hear from former

students, many from our crowded first years at

Wayne and Johnson Street. So many tell me how

important the school was in their lives–some say it

saved their lives. I love hearing their fond memories

of teachers and particular courses and experiences

they have never forgotten. Miquon/Crefeld was and

still is liberating for both students and teachers.

It challenges the traditional notion of what a school

is and shows what is possible when students are

respected and challenged with personally

meaningful learning opportunities. More than

ever, the world needs Crefeld Schools. My hope is

that the school continues to challenge, show the

way and impact the lives of young people.

You make me very proud.” Arnold Greenberg Founder and Headmaster 1970-1978

1111

Before a student

submits an

application to the

school, the family can find

out about Crefeld in one or

more of the following ways:

• Visiting the school during

one of our Open Houses

(check www.crefeld.org

for dates).

• Speaking or scheduling

a private appointment

with the Director of

Admissions by calling

the school office at

215–242–5545.

Interview andInformation GatheringOnce an application is

submitted, the Director of

Admissions will schedule

an interview with the

student and at least

one parent or guardian.

Following this interview,

records will be reviewed

by the admissions

committee.

Visiting CrefeldEach applicant will be

invited to spend a day

at Crefeld to get a feel

for what it is like to be

a student at our school.

During this visit, the

applicant will shadow

a current student. The

applicant will participate

as fully as possible in all

of the day’s activities.

Our application process

is designed to help us

determine whether Crefeld

will be the right place for

each child. Sometimes this

takes three to four weeks.

In rare circumstances it

can take longer. We do our

best to make it as easy on

the families as possible.

If you have any questions

about the process, please

do not hesitate to call us.

• Application Process

12

Albright College

Alfred University

Allegheny College

Antonelli Institute

Arcadia University

Art Institute of Philadelphia

Auburn University

Beloit College

Bennington College

Berkeley College

Bloomsburg University

Cabrini College

Castleton State College

Champlain College

Chestnut Hill College

Clark University

Clemson University

Cleveland Institute of Art

Colorado State University

Columbia College,

Chicago

Coppin State University

Delaware College of

Art & Design

Delaware Valley College

DeSales University

DeVry University

Dickinson College

Drexel University

Eastern Michigan University

Eastern University

Eckerd College

Elizabethtown College

Emory University

Eugene Lang College

Fairleigh Dickinson

University

Goucher College

Green Mountain College

Guilford College

Gwynedd Mercy College

Hampshire College

Harcum College

Haverford College

Hofstra University

Hood College

Immaculata University

Indiana University of

Pennsylvania

Johnson & Wales

University

Juniata College

Kings College

Knox College

Kutztown University

La Salle University

Lafayette College

Lander University

Lebanon Valley College

Lehigh University

Long Island University,

CW Post Campus

Manhattanville College

Manor College

Marlboro College

Maryland Institute

College of Art

Massachusetts College

of Art

McDaniel College

Merrimack College

Millersville University

Moore College of Art

Moravian College

Muhlenberg College

Neumann College

New England College

New School for Jazz

& Contemporary Music

Oberlin College

Pace University

Pennsylvania Academy

of Fine Arts

Pennsylvania College

of Art & Design

Penn State University

Philadelphia University

Reed College

Rider University

Rochester Institute

of Technology

Rutgers University

Salisbury University

San Francisco

Academy of Art

Sarah Lawrence College

School of the Museum

of Fine Arts

School of Visual Arts

Shippensburg University

St. Joseph’s University

Stevens Institute

of Technology

Suffolk University

SUNY Fredonia

Susquehanna University

Temple University

Tennessee Tech University

Towson University

Tyler College of Art

University of Arizona

University of Delaware

University of Hartford

University of Kentucky

University of Miami

University of Pittsburgh

University of San Diego

University of Tampa

University of the Arts

University of Vermont

University of Wyoming

Ursinus College

Vassar College

Virginia Commonwealth

University

Wagner College

Warren Wilson College

Washington College

Wesley College

West Chester University

West Virginia University

Widener University

Wittenberg College

Worcester Polytechnic

University

• Crefeld’s impressive college counseling program culminates each year with the announcement of college acceptances for the senior class. Below is the list of colleges and universities to which students have recently been accepted.

8836 Crefeld Street Philadelphia, Pennsylvania 19118 • 215.242.5545 • www.crefeld.org

CrefeldSchoolthe