Kieve-Wavus Blog

Lincoln Academy EIRs 2019

Lincoln Academy’s Educators in Residence: Matt and Aubrie

The Lincoln Academy EIR position is a unique experience that allows us to work in-and-out of the classroom. One focus we have during our ten week residency is running programming with the roughly 70 residential students that attend Lincoln Academy. Each Wednesday we spend time after school with the students running an activity, eating dinner and attending the residential community meeting. We also help plan and host larger events such as the Lunar New Year week-long celebrations earlier in February. Below is an account of one of our highlights at Lincoln Academy so far, participating with students in the 2019 U.S. National Toboggan Championships in Camden ME.

On Saturday, February 9, six teams consisting of residential students from Lincoln Academy competed in the 2019 U.S. National Toboggan Championship at the Camden Snowbowl. There were 425 teams racing in traditional wooden toboggans down the 440-foot-long chute. Despite frigid temperatures and gusty winds spirits were high among the LA Participants, who hoped to place in the top 25.

The students competed in teams of two and three and some joined in the festive nature of the event by wearing costumes. Each team walked up to the top of the chute, and when their turn came they sat in position on the toboggan, pushed to the start gate, and then were dropped into the chute. The students sped down the chute at approximately 35 miles per hour out onto and across Hosmer Pond. Due to the glassy-nature of the pond this year teams went further than they have in past competitions. Once the toboggan stopped teams made the blustery walk back to the line to take another run. Each team had the opportunity to make two runs.

The three-person teams from Lincoln Academy were: Chas Van Damme (from the US and Bolivia) Jorge Pulido-Fernandez and Edu Martin-Chico (both from Spain) on team “Los Pollos Hermanos”; Alexandr Bedarev from Kazakhstan, Peter Nguyen from Vietnam, and William Doan from Vietnam on team “WOW”; Shihua Chen, Fiona Liang, and Selena Lin, all from China, on team “We Need Healing.” The two person teams were: Lorenzo Parages de Silva from Spain and Bao Chi Dang from Vietnam on team “Two Guys”; Troy Nguyen from Vietnam and Filip Diakonowicz from Poland on team “Keep the Slide Alive” and Arnauld Hirwa from Rwanda joined Nelson Bandy, a local Kieve-Wavus Educator-in-Residence at Nobleboro Central School, on team “Ross Richardson.”

“It was the first time for me to play this kind of snow game,” said Selina Lin, a ninth grader from China. “It was a unique experience for me. I wore my thickest clothes but I still felt my hands and face were frozen, I could not feel them at that time…, but finally when we were lying on the toboggan every feeling of irritability and cold disappeared. I like tobogganing!”

Arnauld Hirwa is a LA junior from Rwanda who experienced winter for the first time when he arrived at LA last year as a sophomore. “Coming from a country were we only receive two weather seasons, which are rainy and dry season, experiencing winter is a remarkable experience…. There was some doubt in me really asking myself if I should really do this, if it’s really worth it, because as we were waiting in line for our turn to go down the chute you could see people going down at high speeds and going over frozen water. It was the first time I ever saw people go over frozen ice, and I was afraid it would break on us….Even though I was scared at first, the feeling of doing it was marvelous and worth doing.”

“This event was so much fun because the people were friendly. The funniest thing to me was how the people all the way from those warm states like California and Texas came all the way to the cold just for this amazing event. The high crowds and diversity of people there really showed you how valuable and remarkable this event is!”

Chas Van Damme, a senior domestic boarding student who grew up in many countries around the world, said “as we made our way down the chute, our screams were echoed by a diverse crowd riddled with costumes ranging from space suits to ice creams. 10.21 seconds later, we passed the finish line with a respectable but definitely not record-breaking score. It was amazing to see how happy people were in the face of the freezing cold weather and just how contagious people’s’ smiles could be. It’s genuinely tough to keep a straight face when you’ve got grown men dressed as grapes speeding down a hill. All in all, the U.S. National Toboggan Championship was an honor to be a part of and I hope to be back next year!”


Posted in: News |

Loranger and St. George EIRs 2019

Loranger’s Educator in Residence: Sam M.

We’re just over halfway through one of my favorite times of the year, the Educator in Residence Program. This is my third winter at Loranger Memorial School in Old Orchard Beach, and I truly can feel difference between  my first year to now. I feel like a celebrity when I walk through the halls. Eighth graders stop to check in, sixth graders ask if they can go back to TLS, and fifth graders tell me “[I] make Mondays better.” Talk about a compliment! It’s these interactions that have shown me the positive impact that I’ve made  in these children’s’ lives, and it’s one of the most rewarding things I have ever done. What’s even more rewarding, however, is the difference these students and teachers have made to me.

My first winter at Loranger was anything but smooth. I walked in the day after winter break, and it felt like everyone was moving 100 miles a minute. There were lots of ideas for what I could do based on what past EIRs had accomplished. For the most part, however, I was encouraged to pursue my own interests. My site mentor, Matt Michaud, the school social worker, is incredibly busy, so I was given a lot of freedom to get to know the school and create my own schedule. That first winter, I spent most of my time playing games with students during non-academic periods like recess or learning lab, and helping with classwork comprehension. As I got a better sense for the school climate, I realized that I wanted more time and more valuable connections with kids.

With my first year behind me, I pitched the idea of teaching some of the core classes for the sixth grade team my second winter. I’m not entirely sure why, but they agreed to let me teach one day of math, science, and language arts each week. Just like that, it was time to get to work. Through my experience at TLS, I’ve learned that kids typically moan and groan about school. They’re quick to give up, often without trying, possibly because the system is no longer working for them. I was determined to make learning as fun for them as I think it is. Knowing that the students at Loranger love KW and all of our activities, I decided to combine their classroom lessons with our curriculum to make learning more active and experiential.

After that winter, in April of 2018, Jess Anderson and I ran a workshop at the Northeast Regional Conference for the Association of Experiential Education. The EIR program is unique when it comes to bringing experiential and social-emotional learning into schools, and with our combined experience, we had a lot to share. In our workshop, we explained the EIR model and presented some activities I had run that winter. We received a lot of positive feedback and interest in our program and curriculum from the participants.

Now, in my third year of creating my own curriculum and collaborating with teachers to meet standards, I find that the sixth grade students and teachers look forward to having me in their classrooms. Students are excited for my teaching days, saying things like, “whenever Sam is here, math is fun!” Similarly, teachers are asking me to share my lessons with them, so they can use them in the future if I’m not around. I am proud of what I’ve accomplished in my past three years at Loranger. I think the teachers and administrators have a better idea now of the capability of an EIR.

Beyond  the work I’ve done,  the school has made a remarkable impact on me. When I graduated from Hamilton in 2016 I was sure I’d go on to get a doctoral degree in ecology and hopefully teach at a college similar to my alma mater. My advisor, who had a background in outdoor and experiential education, recommended I try teaching first. Fast forward three years, and I’m looking to pursue a masters in education and teaching certification in Maine, so that I can serve students similar to the youth I work with at Loranger. If it wasn’t for my experience as an EIR, I might never have found my passion for education.


St. George’s Educator in Residence: Ryan

Nestled in the heart of Tenants Harbor on the Midcoast of Maine sits St. George Municipal School Unit, a K-8 school, that serves the community on the St. George Peninsula. At the core, St. George is a school that is a valued and contributing part of the community that not only provides a supportive learning climate rooted in the expeditionary learning style but also focuses heavily on developing their students into thoughtful, productive members of society. As St. George’s first Educator in Residence, I feel extremely lucky to be in a school that values social emotional learning and supports me in all my endeavors to provide guidance to the students.

As an expeditionary learning school, each homeroom has “crew” time in which they meet to monitor academic progress, work on relationship building, and participate in character development activities. Crew is the time in which the some 200 students of St. George receive social, emotional, and academic help. In my role, this is the time that I primarily meet with the students in the 4th through 8th grade. I also have the opportunity to work with small groups in the 4th and 5th grade, as well as run an after school program for 3rd to 5th graders. The after school program, The St. George Forest School, focuses on bringing joy through environmental stewardship for all of the participants as well as encouraging creativity in a safe forum as we strive to have a lasting impact on St. George. Being able to run activities in the classroom setting allows for some really meaningful discussion in a controlled atmosphere. However, I find that I get the most joy out of developing relationships with the students during the passing times in the hallways and eating with them everyday at lunch.

Each day at St. George brings an exciting new dynamic as I am constantly rotating between different age groups. I recently had the opportunity to work with the kindergarten where we learned about winter ecology and made peanut butter and pinecone bird feeders to hang outside for the local birds. During crew in the 4th and 5th grades, we have been working on building empathy for classmates, practicing communication skills, and working together to complete tasks in groups. In 6th and 7th grade crews, we have been working more on communicating in a larger group as well as team activities that require a higher level of collaboration. Just this week, I had a conversation with the 7th grade crew after an activity they had just completed. I wondered aloud if they thought that at the start of the year, they could have completed the activity I had just given them. What followed was a resounding no and then a realization of how much they really have grown as a team in the past five weeks. The 8th grade crew continues their work from their week at Kieve in the fall and enjoys every moment they get together before spreading out to different high schools next year. Observing the different challenges that are unique to each grade level has allowed me to enjoy so much of what it means to be a kid in Maine.

Having gotten my start with Kieve through summer camp, I have always enjoyed the special feeling that one gets from being in New England during the warmer months of the year. Whether it be exploring the rivers, lakes, woods, mountains, or rocky coasts, Maine has always held a special place in my heart full of fond memories. This winter, even though the days are much shorter and air is much colder, I have found myself enjoying so much more of what Maine has to offer and the St. George community is a huge reason for that. As much as I like to think I am instilling all of this profound wisdom upon my students, their consistent desire to participate and be heard, along with their welcoming spirits on a daily basis has taught me so much more about myself then they could ever learn from me. For this, I am grateful for my opportunity to be an Educator in Residence for not only the St. George Municipal School Unit but the St. George community as a whole.

Posted in: Leadership School, News |

A Conversation with Ned Almy

Edward “Ned” P. Almy
Kieve 1942-46; Kieve Parent 1967-68;
Kieve Wavus Grandparent 1993-94 & 1996-2015

I first heard about Kieve from a neighbor, Bobby Nichols. Bobby Nichols, Ben Chapman and I were cabinmates and we kept in touch all our lives.

To get to camp, I took a train from Boston, MA to Portland, ME in 90F degree heat and no AC. I changed trains again in Portland and arrived closer to camp. You knew you were “there” when the train stopped at a crossroads. We were picked up there by car and driven the rest of the way to camp. Back then we spent eight weeks at Kieve and we didn’t do laundry! Most of the time we swam sans swimsuit, unless Aunt Harriet or other mothers were around on pick up day. It was a different time.

I learned quickly to bring a mosquito net to camp. There weren’t any screens on bunk windows and we needed the windows open at night because it was so hot. I was eaten alive without mosquito netting. I didn’t forget it the next year. One of my favorite things about camp was the obstacle course: we’d swim out to the floats and back and the last part of the race was to whistle a tune after eating a cracker. It’s hard to whistle with a mouth full of crumbs! My other favorites were riflery, baseball, swimming and capture the flag. We also used to race from the bottom of the hill to the Top of the Hill and down to the waterfront. You’d never seen so many skinned knees. One summer, I got mild chicken pox while I was at camp. The only time I used to get homesick was when we sent a post card home that first day after we’d arrived at camp safe and sound.

In 1946 our trip was to Canada. We spent 3 of the 8 weeks out in the wilderness paddling the rivers and lakes. We took a train from Portland, ME to St. Johnsbury, VT. A train from St. Johnsbury, VT to Montreal, QC. A train from Montreal to Mont Laurier and from Mont Laurier we hired a truck (but not on Sunday) into to the wilderness. We’d rent canoes from an outfitter. Canoes were 135lbs! We’d used a tump strap (tump line—before yokes) to carry the canoe. The stern paddler portaged the canoe, solo. You would look for a tree with low branches for a rest—you did not want to set that down and pick it up again!

The first night one of our cabinmates had trouble with immigration so we spent the night in an old barn. We got everything squared away the next morning and we were off on a grand adventure. We’d fish a lot for our meals. That summer we caught wall-eyed pikes, bass; we caught one Great Northern Pike – 38 inches! We ate beans, potatoes, the fish that we caught, toast and jam. We picked berries—the raspberries that summer were amazing. We made our first bannock (baked dough in a reflector oven) with the berries. We had lots of fun shooting the rapids. That was the best. Lots of portages and lots of blown out tires getting back to the train station. But it was all worthwhile, even in the heat because we got ice cream and went for a swim.

Kieve taught me valuable life lessons. One of them was from Don Kennedy, whom I respected a great deal. He taught me to listen. We used to talk with our counselors in the afternoons. They’d pick a topic and we’d just talk. Those boys were everything—I’ve never forgotten about my time at Kieve or the people. Even though I am 86 going on 87, my memories always come back. That time in my life was darned great! – Ned Almy, August 2018

Posted in: Alumni Stories & History, Camper Stories, Kieve Camp for Boys, News |

OUT and South Bristol EIRs 2019

OUT Maine’s Educator in Residence: Jess

I’m three weeks into EIR, and what a great three weeks it’s been. My EIR placement is slightly unusual. Rather than teaching at a school, I’m spending ten weeks working on a project in conjunction with OUT Maine. By the end of the season, I’ll have written a “best-practices guide” to accommodating LGBTQ youth in residential education/camp programs. This type of guide is needed because so many residential programs such as TLS or summer camp take place in historically binary spaces, which can deter LGBTQ youth from participating. By writing a concise and straightforward guidebook that addresses this issue, we hope that institutions and individual staff can confidently take steps, however small or large, to make their residential programming more inclusive.

Despite spending my third week of EIR away from OUT in order to run vets camp at Kieve, I feel that I’m in a good place with my project. With the help of Jess Anderson and my site mentors (Sue Campbell and Jeanne Dooley), I’ve come up with a fairly concrete outline for the best practices guide itself. I’m hoping to have the majority of the guide written by the third week of February, which will leave a few weeks at the end of EIR for editing.

In addition to this major project, I’ve also been working with Lane Sturtevant, OUT’s youth engagement coordinator. Lane works with school GSTA (gay/straight/trans alliance) groups throughout the midcoast and I’ve been able to tag along with them a few times. I attended an exciting gathering at Mt. View last Friday, during which the Mt. View GSTA hosted a party with the Troy Howard GSTA. Overall, there were around 20 kids! We ran a few icebreakers with the group, including “Commonalities,” and also helped facilitate a discussion with their teachers about how each school can move their GSTA forward.

I also spent this past Monday visiting Harpswell Coastal Academy with Lane to meet with their newly-formed SAGA (Sexuality And Gender Acceptance) group. We had a lunchtime meeting with about 10 middle school kids and the two teachers advising the group, during which I lead an LGBTQ version of “Community Maps.” After an introductory discussion on what community means and where it can exist, I asked the group to draw a map of the LGBTQ community. They handled the challenge very well, considering the conceptual nature of the task and the fact that most of the students were 6th graders. The end result was slightly disheartening, as the majority of their map consisted of threats faced by the community (albeit with large “X”s crossing them all out), which surrounded a small globe representing peace, safety, and rainbows. However, the activity sparked an insightful discussion about how to protect the community from negative influences and keep its members safe. I’d like to repeat this activity with other groups and create a small portfolio of TLS activities adapted for LGBTQ students.

Additionally, I’ve been spending time at OUT’s youth group. Every Wednesday from 3-5pm, 8-10 “regulars” from the area drop in and hang out. The time is somewhat informal and relaxed, but Lane often structures the hang-outs with activities that teach LGBTQ history or help the group plan future events. I will be attending and helping to facilitate a youth group overnight in February, as well as probably hosting a drag show or two in the near future. I love connecting with the youth group because almost all the participants are kids that I’ve known or met through the many Youth Leadership Retreats I’ve been part of over the years at Kieve. Two of the current high schoolers were even part of one of my TLS classes three years ago, and it’s great to have seen their growth over the course of that many years.


South Bristol’s Educator in Residence: Cam

When I first came back to The Leadership School in the fall of 2018, I was looking forward to working with an Educator in Residence school. Being one of the original 7 EIR’s in 2013 it has been amazing to see how far this program has come, and how the schools have embraced the message of Kieve-Wavus Education.

Being partnered with South Bristol School was a welcoming experience from the beginning. The teachers and staff have made me feel right at home and have supported me with their students goals. From working on communication skills to creating new games, I am never bored at South Bristol School.

Wednesdays and Thursdays are when I am at South Bristol School. In those two days I see every class at least twice. Wednesday starts with the 7th and 8th grade class, we are developing a new game that I can take back to The Leadership School to play. From there I jump into the lower grades and get to work on our communication skills and what it means to be a part of a team. The 5th and 6th grade wrap my Wednesdays up by helping with their Tech block.

Thursdays I have an opportunity to float and observe a bit more. I mainly stay engaged in PE and Art, able to jump in with a quick Experiential Education activity or draw my dream house with the 3rd and 4th grade.

I love coming to school and being greeted by everyone. I can’t wait to see South Bristol at The Leadership School this spring to show them how everything we will work on this winter will come in handy more than just in their classrooms.

Posted in: News |

Nobleboro EIRs 2019

Nobleboro’s Educators in Residence: Noah and Nelson

This winter marks Noah’s third year at Nobleboro Central School and Nelson’s second year at the school.  The staff and students of Nobleboro have been so incredibly welcoming to both of us since our return, and it is those positive responses that really make the EIR program such a wonderful experience.

Nobleboro Central School is a very small school, with approximately 150 students in grades K-8, but that seems to bring the school closer together, creating a supportive and community based environment for the students to learn in and the teachers to work in.  It is this environment that has enabled the EIR program to operate so successfully at Nobleboro; by attending basketball games and working to include ourselves in the community of Nobleboro we have been able to create deeper connections with the staff and students.

On a day to day basis, we sit in on classes in the Center for Alternative Learning (CAL), in the middle school wing of the building, and with the other classes, trying (and sometimes failing) to minimize the size of the distraction we create. Beyond the afterschool program that we run, we are always in the cafeteria for lunch, helping out by opening milk cartons, persuading the kindergartens to eat their food, and talking to the middle schoolers about their favorite fruits, vegetables, or type of precipitation.

Every day tons of students come up to us to tell us how unbelievably excited they are to come to the afterschool program that we run. Each day we have a couple grades after school for about an hour of eating healthy snacks, playing outside, and conversation. This program has exploded this year with approximately 15 students attending every day.


This year promises to once again be a blast, especially with the boys’ and girls’ basketball teams fresh off their back-to-back victories against Bristol and Wiscasset.  We are excited to keep expanding the popularity of our afterschool program and to dig even deeper into the community here at the Nobleboro Central School.


Posted in: News |

Woodland and Bristol EIRs 2019

Woodland’s Educator in Residence: Neil

I have been looking forward to continuing my EIR experience at Woodland Junior High school this winter. The past two years doing EIR in the Searsport School District have produced some amazing memories for sure. Moving on from Searsport was pretty difficult but the down east community of Woodland, Maine has already welcomed me with open arms. The Leadership School has done countless outreaches to Woodland in the past couple of years which has made the faculty very trusting of my day to day programming.

Woodland Junior High S chool is a very small school community. They have one lunch period that fits every student in the school into the cafeteria at once. This makes it very fun and easy for me to walk around and chat with students while they eat. I work with every grade with a focus on 7th and 8th grade. These 7th and 8th graders are in a very critical position in terms of the necessity to improve their kindness and respect for others and communication with their teachers and peers. The gym teacher has also welcomed me into his class whenever I can make it. This week we are teaching the 7th grade boys and girls the fundamentals of football. This was a great opportunity to reinforce kindness and respect as well as sportsmanship while learning a a new sport.

This week I have also linked up with a 10th grade teacher and her class to help them be more confident in public speaking and conducting interviews. They are going to be interviewing veterans from around the area. My goal for these older students (9th-12th) is to use Leadership School curriculum that emphasizes real life situations that they will encounter post high school. It has been a blast working with these older students because it has forced me to make some of our classic TLS curriculum more advanced to meet this demographic. My processing time is very hands off due to the students knowing how to brainstorm effectively.

My favorite part about working in the Woodland school district is the hometown feel you get while walking in the hallways. Teachers know family members of students, the basketball games are packed with people from the surrounding areas, and their is little disrespect (if any) towards teachers. I am looking forward to the next 7 weeks in down east Maine!


Bristol’s Educator in Residence: Kelsey

Working at Bristol Consolidated School these last two winters has been the most meaningful part of my KW experience and I’m profoundly grateful to be back for a third. Students I’ve known for years have grown into more thoughtful, considerate young people, teachers openly offer for me to jump into their classrooms and every day I’ve found new creative ways to contribute to this community. I can’t imagine that most people my age get to feel so connected and proud of the communities they live in right after college.

Being an EIR at BCS means being willing to say “yes”, supporting teachers with large class sizes, being a role model to all students, and serving as an ambassador of Kieve Wavus Education. From the moment I walked through the front doors this winter, I have been carefully bombarded with different ideas and suggestions by various teachers, some who I’ve worked with before but also many who I only peripherally interacted with in other years. In addition to organizing TLS activities with each class, I’ve been pulled into doing more specialized mentoring, individual one on one support for my buddy in kindergarten and in informal group lunch settings with the eighth graders I’ve worked closely with the
last two years. As the resident “Kieve person”, the students ask me about Kieve all the time; while the younger ones ask about the climbing wall and vacation camps, older students who have participated in Local Schools week and KW leads ask me about their educators from previous visits, still clearly impacted and curious about the KW staff they’ve worked with previously.

Taking advantage of the relationships and trust I have cultivated over the last two winters, I’ve been able to build on my work from previous years and contribute more deeply into this community. The best example of this has been my sporadic but enthusiastic participation with the middle school girls basketball team. For the last two Tuesdays I’ve joined practices, ran drills alongside the girls and enjoyed the opportunity to do a little informal coaching (although when I apologized to Coach Holly for being potentially too chatty and eager in this endeavor, she assured me that I was fine). This week, Bristol
hosted the noblest of the Busline League, the boys and girls teams of Nobleboro on Wednesday night. In preparation for this exciting battle, I summoned the EIRs of South Bristol and Nobleboro to join in the spectating of this clash of titans. Nobleboro took both wins handedly but I made a beautiful sign that said “Go Bristol!” in art class so my students were still happy.

Posted in: News |

King and Hope EIRs 2019

King Middle School’s Educator in Residence: Sam

The Educator in Residence program, in my opinion, is one of the most rewarding parts of working for Kieve-Wavus Education. During the fall and spring seasons at The Leadership School, we have the pleasure of working with middle school students from across the state. Typical programs last up to five days; however, during the winter most educators are at their schools for ten weeks. This is incredibly valuable because it enables us to continue working with students and schools for a longer and more meaningful amount of time. Each educator plays a different role and wears many hats at their schools. But there is one constant: we all have the ability to positively affect middle school students from as far north as Searsport and as far south as Old Orchard.

Will, Noah and I have the unique privilege of piloting an EIR expansion this winter. Instead of being at our schools for ten weeks, we will be staying at our schools for five months! This is an incredible opportunity that will allow us to push ourselves as educators, schools to have an extra set of hands, and KW to give back even more to Maine middle school education. My personal hope is that the organization will be able to offer even more 5-month EIRs next winter and spring.

I am extremely thankful that I was placed at King Middle School my first winter at TLS. Over the past four winters, I have spent a collective 12 months working at King through the EIR program. Each year, I have been able to work with more and more students and expand what I can offer to the school. Over the course of the next five months, my goal is to teach social emotional learning to all 500 students. There are endless benefits from returning to your EIR school. I am working with the 6th graders for the first time this winter, 7th graders for the second time, and 8th graders for the third time. I also hope to offer climbing during crew and will be coaching track again this winter.

One of my favorite things about working at King is that it is one of the most diverse schools in the state, economically, racially and ethnically. King is also an Expeditionary Learning school, which works hand in hand with the social emotional work I provide in the classroom. I was able to hit the ground running on day one and look forward to packing in as much as possible over the next 5-months. I am so grateful to work with these students and be welcomed into their community. Being able to work with them throughout the entirety of their middle school careers is so rewarding and important. The students at King bring a smile to my face every day and I couldn’t think of a better place to call my winter home for five years now.


Hope Elementary School’s Educator in Residence: Dave

It’s an amazing feeling to be back at a school for a second year. Kids are excited to have me back, and teachers are excited too, though they express it a little differently—fewer high-fives and less yelling “Hi” to me in the hallway. This is my second winter at Hope Elementary School. And even though last year was only for 6 weeks, I felt so welcomed back, and familiar with the school that I was able to jump right in where I left off. I am a familiar face to the whole school community, and just as importantly, I am a known entity for teachers to let into their classrooms to do programming.

Hope Elementary is a PK-8 school, and I work with every grade for at least an hour. My overall goals for the groups conveniently align with the school goals: building a sense of community and self-confidence in students of every grade level. This week, I have worked with every grade except 2nd, and 7th though I do see them out at recess. With PK, K and 1st, I mostly focus on playing simple games that get the students moving, sharing about themselves, thinking about others, and that builds body awareness and control. These activities include very little processing, but usually have a few questions afterward so they can reflect a bit.

With 3rd-5th, the activities usually are a little more complex, but generally work towards developing the same things. The big change is my expectations for the kids and letting them know that I expect them to be more responsible for their actions. Also, my processing questions usually demand a bit more from them in terms of making connections and thinking critically, With the 5th graders, I start to include more conversations about what roles there are in a group, and how that played out in the activity.

By the middle school ages, I am much more hands off with directives about how I expect them to treat each other and act. I show them that they are responsible for their actions by leaving the conversation until after the activity so that they can reflect on how they might have affected other people, rather than getting reprimanded and merely feeling like they got in trouble. Besides looking into how actions affected others, I ask processing questions designed to get them thinking about how the activities relate to their relationships and actions in their everyday life.

My favorite thing about working at this school is the sheer number of age groups I get to work with. I get to meet and hang out with all kinds of different interesting It is fascinating to tinker with activities to meet the needs of the different age groups, and then to see how those groups respond to those activities.


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Educator in Residence 2019

2019 Educators in Residence

2019 is the 7th year for The Leadership School’s Educator-In-Residence (EIR) program. Our 21 educators will be working in 18 different schools throughout the state of Maine.

This year’s EIR schools include:

  • Boothbay Region Elementary School
  • Bristol Consolidated School
  • Damariscotta Montessori School
  • Great Salt Bay School
  • Hope Elementary School
  • Jefferson Village School
  • King Middle School
  • Lincoln Academy
  • Loranger Middle School
  • Medomak Middle School
  • Memorial Middle School
  • Nobleboro Central School
  • OUT Maine
  • Searsport Middle School
  • South Bristol School
  • St. George Elementary School
  • Whitefield Elementary School
  • Woodland Middle School

The program objectives are shaped by the needs of the school community, the goals of the administration and the strengths of the educator. Educators and school mentors develop individualized memorandums of understanding that are diverse and include school specific items such as: support healthy classroom behavior, develop after-school play clubs, provide professional development for staff and help students transition between various life stages. Their work plans share commonalities too:  to promote positive interactions among students, model inclusive behavior for students, model positive language and redirection for teachers, and disseminate TLS messages and language across grade levels.  The EIR program furthers the Kieve-Wavus long range goal of deepening and broadening the impact of our programming.

Over the coming weeks our educators will be sharing their experiences on the blog, keeping us updated what they doing at their different schools.

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With your gift to the Loyalty Fund we are giving kids the tools and the confidence to overcome obstacles and live their fullest lives!


Julia Poggi
Wavus Camper 2016-2019

Posted in: News |

With your gift to the Loyalty Fund we are changing lives, making dreams come true….

November 29, 2018

Happy Holidays!!

Benjamin was all quiet, in a good way, kind of teary-eyed, not the usual Benjamin, not the usual reaction I get when he is excited. I am speaking about his reaction to receiving the letter confirming a scholarship for him this summer. When he knew I was filling out forms that determined his eligibility, there was nervous feeling he was getting, not certain, of course, whether he gets to come back up again this year.

So our take on his reaction was that his most heartfelt feelings were deep down in his soul, ones of relief that he gets to be up there again for another summer. He has entered his freshman year of high school and has taken on greater responsibilities and facing new challenges, so it makes more sense to me that he has a deep feeling of loyalty to Camp Kieve and so badly wants to have some older tradition in his life as he begins to grow out of his more youthful ways and enter into young adulthood. He has been a camper there for a whole bunch of years now, considers it a second home for him, and his identification with it is in his soul as he continues to share with us funny memories and anecdotes that happened to him during cold winter seasonal moments here in North Carolina.  Our Thanksgiving holiday was tough this year for us Meglins’ as we lost Nick Meglin, Ben’s grandfather, back in June, and we loved this holiday with him because it was his favorite, as Nick would always get an earful from Benjamin about his biggest highlights from the year, always talking about summer time experiences at Kieve. It gives Benjamin and his family great pleasure and it’s a great honor to be a recipient of another extremely generous scholarship from Kieve-Wavus donors.  Our lives have dramatically changed for the better due to this amazing opportunity you and these donors have provided us. We are once again counting down the days until we drive up there again in June to continue this priceless journey for our son’s wilderness experience and fulfillment.

With much love and gratitude,

Benjamin, Chris, and Susana

Posted in: Camper Stories, Kieve Camp for Boys |