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Chestnut will help Ratner School branch out
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By Arlene Fine
Senior Staff Reporter
Watching Sam Chestnut stroll comfortably through the circular halls of The Lillian and Betty Ratner School, it’s hard to be sure if he is an administrator, parent, teacher or booster.
Actually, he’s all four.
Chestnut, 37, Ratner’s new head of school, is the parent of three children, two of whom attend Ratner School. He teaches a math class, and he wears his love for the school on his sleeve.
“Five years ago when I joined this progressive day school as assistant director, I felt immediately at home,” says Chestnut. “What constantly impresses me about Ratner School is the freedom to empower our diverse community of students and educators to realize their full potential.”
Last spring, Chestnut’s roots to the school were firmly entrenched when he was officially named head of school. He succeeded Barbara Rudolph, who served as the school’s
director for 20 years.
During his “honeymoon year,” Chestnut promises it will be business pretty much as usual for the 223 students in preschool to eighth grade currently enrolled in the school. However, “the education process must remain fluid, not stagnant, and my goal is to continue to make our academic programs sharper, crisper and more effective,” he says.
Chestnut is also on a personal mission to educate the general community about the unique aspects of the renovated Pepper Pike school, housed in the former Park Synagogue East building.
Ratner School caters to students from average to gifted to those with learning challenges. Its educational model is not found in other secular or Jewish day schools, assures Chestnut. The preschool program follows a progressive Montessori model, and day-school students are placed in blended groups of first and second; third and fourth; fifth and sixth; and seventh and eighth grades.
“We look at students as unique individuals and challenge them to realize their own talents and strengths,” says Chestnut. “This takes very careful work. One size does not fit all when it comes to children’s learning styles. When a third-grader is reading at a fourth grade level but doing third grade math, this can seamlessly be accommodated through our classroom groupings. And, depending on their comfort level, students can learn independently or have a more structured learning experience.”
The Seattle-born educator’s teaching experience at the Jerome Lippman Jewish Day School in Akron and participation in the executive educator program at Siegal College help inform the school’s Judaic studies program.
“Although half of our students represent all streams of Judaism, the rest of the school population is comprised of different ethnic and religious groups,” Chestnut explains. “We encourage students to examine themselves and other cultures, religions and ethnic groups through a Jewish perspective and to look for common points of comparison.”
To that end, Ratner students might participate in a Succot celebration, go on a field trip to a mosque, and learn Indian dances.
Like other independent schools, Ratner is concerned about the economic downturn. “Many schools like ours are feeling the pinch, and ultimately we know this may have an effect on future enrollment and our fundraising efforts,” Chestnut explains. “Although our day school enrollment remains strong, we are already experiencing a decline in our toddler enrollment because parents are choosing to wait a year as they consider their discretionary spending options.”
Despite the challenging times, the determined head of school says he faces the future with confidence because of his school’s most valuable resource – the Ratner community. “Students, parents, administrators, teachers and donors provide priceless support,” he says. “One look around me and I know that our greatest treasures are right at our door.”
afine@cjn.org
Actually, he’s all four.
Chestnut, 37, Ratner’s new head of school, is the parent of three children, two of whom attend Ratner School. He teaches a math class, and he wears his love for the school on his sleeve.
“Five years ago when I joined this progressive day school as assistant director, I felt immediately at home,” says Chestnut. “What constantly impresses me about Ratner School is the freedom to empower our diverse community of students and educators to realize their full potential.”
Last spring, Chestnut’s roots to the school were firmly entrenched when he was officially named head of school. He succeeded Barbara Rudolph, who served as the school’s
director for 20 years.
During his “honeymoon year,” Chestnut promises it will be business pretty much as usual for the 223 students in preschool to eighth grade currently enrolled in the school. However, “the education process must remain fluid, not stagnant, and my goal is to continue to make our academic programs sharper, crisper and more effective,” he says.
Chestnut is also on a personal mission to educate the general community about the unique aspects of the renovated Pepper Pike school, housed in the former Park Synagogue East building.
Ratner School caters to students from average to gifted to those with learning challenges. Its educational model is not found in other secular or Jewish day schools, assures Chestnut. The preschool program follows a progressive Montessori model, and day-school students are placed in blended groups of first and second; third and fourth; fifth and sixth; and seventh and eighth grades.
“We look at students as unique individuals and challenge them to realize their own talents and strengths,” says Chestnut. “This takes very careful work. One size does not fit all when it comes to children’s learning styles. When a third-grader is reading at a fourth grade level but doing third grade math, this can seamlessly be accommodated through our classroom groupings. And, depending on their comfort level, students can learn independently or have a more structured learning experience.”
“One size does not fit all when it comes to children’s learning styles.”
Sam Chestnut, Ratner School
Chestnut is also keenly aware that today’s children are living in a more complicated world than previous generations. “Because of the bombardment of information, the complexity of the world, and the availability of high-tech media, we must make every effort to help students navigate and process all this information,” he says. “Importantly, as citizens of a global world, they must also learn how to make good decisions based on that information.”Sam Chestnut, Ratner School
The Seattle-born educator’s teaching experience at the Jerome Lippman Jewish Day School in Akron and participation in the executive educator program at Siegal College help inform the school’s Judaic studies program.
“Although half of our students represent all streams of Judaism, the rest of the school population is comprised of different ethnic and religious groups,” Chestnut explains. “We encourage students to examine themselves and other cultures, religions and ethnic groups through a Jewish perspective and to look for common points of comparison.”
To that end, Ratner students might participate in a Succot celebration, go on a field trip to a mosque, and learn Indian dances.
Like other independent schools, Ratner is concerned about the economic downturn. “Many schools like ours are feeling the pinch, and ultimately we know this may have an effect on future enrollment and our fundraising efforts,” Chestnut explains. “Although our day school enrollment remains strong, we are already experiencing a decline in our toddler enrollment because parents are choosing to wait a year as they consider their discretionary spending options.”
Despite the challenging times, the determined head of school says he faces the future with confidence because of his school’s most valuable resource – the Ratner community. “Students, parents, administrators, teachers and donors provide priceless support,” he says. “One look around me and I know that our greatest treasures are right at our door.”
afine@cjn.org
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