Welcome From Head of School

Dear All,

 

Welcome to The Hamlin School website, and thank you for taking time to explore our magnificent school for girls. We have been on the same mission since 1896, when our courageous founder Sarah Dix Hamlin created a school where girls and young women would be “educated to meet the challenges of their time.” Indeed, the challenges of the 21st century are numerous and immense, and I am passionate in my commitment to ensuring that Hamlin girls and graduates step forward as courageous citizens and compassionate leaders. Hamlin girls know that finding solutions to the world’s problems is a “must-do.”

 

Sarah Dix Hamlin’s pioneering spirit continues to infuse the school today as our girls are taught to voice their ideas, questions, and opinions and to use their critical and creative thinking skills to transform their communities. Frequent opportunities for leadership and public speaking, competitive athletics and physical education, service learning, outdoor adventures, and the teaching of ethics and core values are integral to our program and complement the rigorous study of literature, history, mathematics, science, world languages, and the arts. Hamlin girls love to learn, they take pride in their many accomplishments, they are taught to be kind to themselves and others, and they feel confident and fully prepared when they move on to high school. We are a school that celebrates the value of both work and play, so that even as we prepare the girls for their bright futures, we also appreciate childhood and adolescence as special moments which should not be rushed.

 

As I begin my 14th year as head of school, I am particularly proud of the girls’ close connections to each other as well as their ability to act as confident individuals. Simply put, Hamlin girls know how to stand together and how to stand on their own. We expect our girls to recognize and treasure their interdependence while celebrating their individuality, and we encourage them to keep the school’s creed at the heart of their behavior and decision-making: Compassion, Courage, Honesty, Respect, and Responsibility. Dedicated and talented members of the faculty and staff arrive to work each day to ensure that Hamlin girls grow up to be kind and smart.

 

It is my pleasure and privilege to represent the Hamlin community and to lead it forward, and I look forward to sharing my vision for the school’s future with you. I extend a warm invitation to you to explore our website and/or to visit our beautiful, newly transformed urban campus in person. I look forward to welcoming you!

 

Warmly,

Wanda M. Holland Greene 
Head of School

 

 

 

As a culminating class project, Grade 8 students collaborate creatively on a scripted or devised performing arts production to perform for the Hamlin community in June before their graduation. This musical production offers students an opportunity to develop and share their skills in music, dance, acting, and visual design (with set, props, costumes, and lighting) while bonding together as a class. Students work on their performing arts project over the course of the spring semester. These annual Grade 8 musical productions are based on meaningful content aligned with Hamlin’s mission and Creed and have been a favorite school tradition.

 

Rise to the Challenge (RTC) is our Grade 7 capstone project that encourages students to think deeply about and explore solutions to the challenges of their time. As part of this project, they take service learning field trips throughout the year to volunteer and learn more about the issues facing our local community and our world, and work in small teams to identify, research, and propose solutions to a specific challenge that they are passionate about.

 

Grade 6 ends the school year with an interdisciplinary project focused on presentation skills, team building, and self-reflection, where students create a range of pieces to share their learnings and educate the community on social issues through research, presentations, and art. The project, typically called the Symposium, shifts its format and focus from year to year, but it will remain a multi-disciplinary research and performance project that builds on and extends the skills learned throughout the year, concluding with various performances on historical and current topics to deepen students’ understanding of the challenges in the world and encourage them to be agents of change, as they take action to improve their community.

 

The U.S. Magazine Research Exhibition is Grade 5’s project-based culminating venture, which demonstrates the depth and range of skills and knowledge students have acquired during the school year. Each student writes a unique article about some aspect of their group’s region of the United States, with a variety of focal points including the sciences, arts, history, economics, athletics, and more. By creating and publishing a magazine together, students integrate research, writing, collaborative teamwork, creative risk-taking, and academic skills. Finally, Grade 5 students proudly display their public speaking skills in the projects’ exhibition to the community.

 

 

 

 

The Jan Micha Influential Women in History Program is a way for Grade 4 students to learn about women who have made significant, positive, and often overlooked contributions that have changed the course of American herstory. Research, public speaking skills, and learning about different experiences through influential women’s stories are core principles of this project. Originally called the Famous American Women Program, it was renamed in 2015 to honor one of the program’s founders and beloved member of Hamlin’s faculty for over 30 years, Jan Micha.

 

 

View the Influential Women in History website our students put together!

In Social Studies, Grade 3 students spend the year focused on California: its people, its geography, and the events that have shaped it. Students study the state’s geography by looking at different regions and resources, as well as the often untold stories of California’s Indigenous People both past and present. They end the year by analyzing the movement of people throughout California and reading books about immigration.

 

Grade 2 students see a mini golf course through from ideation to completion. As part of this project, students work in teams to design a golf hole - they name it, make it challenging using angles, ramps, and obstacles, and even pick its par before creating a presentation for classmates using photos and videos about their design. They also visit local mini golf courses to practice their putting and learn more about the craft. Finally, students bring their visions to life and then invite parents and other grades to come try out their mini golf course! Through this project, students are able to get active while developing skills in math, robotics, creating and delivering presentations, and teamwork!

 

Grade 1 spends the year studying community and neighborhoods. Students ask themselves essential questions such as: What is my role as a community member? How can I help my community or neighborhood? What are my responsibilities as an individual and group member? What does safety within a community look, feel, and sound like? The study culminates with a hands-on project in which students build a model of the surrounding neighborhood, interview community members that contribute to the greater whole (i.e. librarians, mail person), and integrate the interviews directly onto the model using QR codes. Through this project, students learn about the physical aspects of neighborhoods, cardinal directions, community jobs, and developing interview skills.

 

Every spring, our Kindergarten classes begin their Emergent Units. The themes of these units are completely student driven, different between the classes, and vary every year. Themes are based on class discussions around interests and curiosities. Once the theme is determined, homeroom teachers get to work connecting with outside specialists and our in-house specialist teachers to integrate local and diverse activities and guest leaders to heighten the learning experience. The culminating project is then shared with the larger community through performances, public speaking, and interactive, hands on opportunities.

 

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