Dawson's Education Blog

List of 1 news stories.

  • The Pandemic Opens the Door for Reimagined Learning

    Situated at the edge of the Spring Mountains and the Red Rock National Conservation Area, our 33-acre Dawson home of flexible space and modern learning abruptly shut down in March. We left our classrooms filled with tangible remnants of the Dawson Bears spirit and headed into an indefinite distance learning reality. Hard questions emerged about how we might maintain who we are as a school while managing a crisis that was beleaguering our community. We grappled with so many uncertainties: What’s a Google Meet? How will we persevere? How do we still continue to provide safe spaces for our students? How can we build connections, provide a climate of care, and allow equitable access to educational experiences through devices? Will we be able to recreate what is unique about our Dawson community, virtually? 
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List of 10 news stories.

  • The Pandemic Opens the Door for Reimagined Learning

    By Meg Aumann, Kelisha Everage & Beth Vineyard
    Situated at the edge of the Spring Mountains and the Red Rock National Conservation Area, our 33-acre Dawson home of flexible space and modern learning abruptly shut down in March. We left our classrooms filled with tangible remnants of the Dawson Bears spirit and headed into an indefinite distance learning reality. Hard questions emerged about how we might maintain who we are as a school while managing a crisis that was beleaguering our community. We grappled with so many uncertainties: What’s a Google Meet? How will we persevere? How do we still continue to provide safe spaces for our students? How can we build connections, provide a climate of care, and allow equitable access to educational experiences through devices? Will we be able to recreate what is unique about our Dawson community, virtually? 
    Read More
  • Authenticity and Collaboration in an Online Setting

    Chris Estrella, Director of K-8
    Dawson’s pivot to distance learning is a differentiator. From planning to execution to content, our faculty is leading the way in how to design a program that is best for kids. In our latest Zoomcast episode on distance learning, we hear from Assistant Head of School Roxanne Stansbury, Assistant Head of School for Advancement Andrew Bishop, and incredible faculty members Matt Reynolds, Nikki Baker, Hung Le, and Simon Hunt on how Dawson maintains authenticity and collaboration in an online setting. This blog post will complement that discussion and include key examples and links.
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  • Introducing Dr. Brandon Wiley, Dawson's New Director of Teaching & Learning

    Roxanne Stansbury, Assistant Head of School for Teaching & Learning
    After an extensive and thorough nation-wide search of several prestigious candidates, The Alexander Dawson School is pleased to announce the hiring of a new director of teaching and learning as a member of our leadership team.
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  • The Importance of Wellness

    Meg Aumann, Director of Student Life & Diversity
    Cognitive excess. Digital overload. Grief and rebirth. Connection and isolation. The COVID-19 global pandemic has closed the curtain on life as we once knew it, and everyone is talking about the latest article, blog, or website that addresses our new reality. 

    The National Association for Independent Schools (NAIS) recently hosted a webinar in which experts predicted one of the biggest secondary public health consequences from COVID-19: mental health issues. The coronavirus pandemic has caused extreme anxiety by adding stress on families, particularly financially and emotionally, and has forced us to ask ourselves what an authentic, virtual relationship looks like. 
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  • Distance Learning: A Journey of Discovery

    Amanda Murray-Musgrave, Director of Early Childhood
    In the early twentieth century, American philosopher and scholar John Dewey said, “If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.” Perhaps, as our country embarks upon a virtual education journey due to the COVID-19 pandemic, this statement is even more relevant now than it was at the time. Schools across the country have been forced to quickly pivot their educational plans without notice, and administrators are challenged with determining if curriculum should be synchronous (students engaging in real-time lessons) or asynchronous (students completing lessons independently).
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  • Supporting Students at Home During a Pandemic

    K-8 Director Chris Estrella, Assistant Head of School Roxanne Stansbury, and Marketing Communications and Events Manager Shea Phillips
    As schools around the world close as a result of the coronavirus pandemic, families face the challenging task of transitioning to at-home learning for an estimated or indefinite period of time. Some schools are quickly pivoting to a distance learning module, as we have done at The Alexander Dawson School, while many are still figuring out how to continue educating and feeding our youth in the midst of so much uncertainty. Whether a school has the ability to provide at-home learning or not, we know our children’s routines and expectations and family life as we know it are significantly disrupted. Although some situations may present challenging behaviors, it’s important to remember all emotions are OK. Parents can incorporate the common language used in school, including Social Thinking vocabulary and the Zones of Regulation, to support children during this time.
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  • Keep Social Media In Check By Creating Balance

    Rachael Lachhwani, K-8 Program Manager
    Social media. Just the mere mention of it can elicit a collective groan from all within earshot. It’s the thing almost everyone hates to love, yet the thing in which almost everyone loves to partake. From pictures of our daily meals to throwbacks of our most embarrassing photos, it’s easy to fall down the rabbit hole when perusing your newsfeed or dreamily reliving some of your most favorite memories. Even as adults, it’s difficult to draw the line; I myself must admit that I am guilty of experiencing FOMO (or, anxiety and apprehension caused by the “Fear of Missing Out” for those of you who don’t know) when I see others having what I perceive to be fun in their online posts. Yet, because I am an adult, I also have the knowhow to realize when it’s time to put myself on hiatus and take a break. But are kids capable of this same self-awareness and understanding? Through the many ages and stages of adolescence, children and teens vacillate from adult-like independence to awkward self-consciousness, from curiosity about the vast world around them to introvertly locking themselves away in their rooms, from enthusiasm over family dinner to only seeking the approval of their peers. So how can we, as the adults in their lives, help kids strike a healthy balance? Enter Rosalind Wiseman.
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  • Let Kids Sleep In

    Chris Estrella, Director of K-8
    Dawson commits a lot of time and resources toward examining the student experience; every evaluation and decision begins with our students in mind. Whether it’s the class schedule, guest speakers, service-learning programs, facilities updates, recess, lunch menus, athletics, or homework loads, we constantly look for ways to improve and meet our students’ needs by asking, “How can we encourage  our students to build self-efficacy and support their wellbeing while also showing parents the value of a Dawson education?”
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  • Setting a Nightly Homework Routine that Works for Any Child

    Nissa Pearson, Coordinator of Student Services
    My favorite of the questions we pose to applicants during their admissions interview is: What do you want to know about Dawson? I’ve heard some pretty great answers throughout the years, such as, “How would you describe the teachers here?” Others’ answers have made me laugh: “How did they get the bear to leave those footprints on the sidewalk?” And one, from a child who had spent the previous weekend house-shopping with his parents, stumped me entirely: “How many square feet is the Dining Hall?” But after meeting dozens of applicants, by far the most popular question is: “How much homework will I have to do?”
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  • What Our Kids are Missing While They Stare at Their Screens

    Nissa Pearson, Coordinator of Student Services
    There are pros and cons to growing up as the daughter of two clinical psychologists. Pro: Listening to them dissect the behavior of people around me made me an emotionally attuned, empathetic person. Con: No video games.

    “Atari turns your brain to mush.” That’s what they told me and my little brother, the lone kids on the block who couldn’t hold our own during Ms. Pac-Man tournaments in our friends’ basements, joysticks slipping around in our unpracticed hands like sticks of butter. It wasn’t until recently, as I began reading the emerging body of research regarding the effects of screen time on the young brain, that I realized my parents had given me a gift. 
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Mission Statement

The Alexander Dawson School at Rainbow Mountain is a nurturing learning community for boys and girls in preschool through grade eight that challenges students to achieve excellence in mind, body and character.  

The Alexander Dawson School

The Alexander Dawson School at Rainbow Mountain, an independent school located on 33-acres in the community of Summerlin, is Nevada’s first Stanford University Challenge Success partner school for students in early childhood through grade eight. Utilizing the unique Challenge Success framework, Dawson uses research-based strategies and programs that emphasize student wellbeing and a healthy school-life balance to create more engaged, motivated, and resilient learners. 
Students achieve their individual potential while savoring life and meeting the challenges of the world.