Campus Voices
All School
As some of you may know, before assuming the position as Assistant Head of School for Academic Affairs this academic year, I spent most of my professional career in public education. (I did spend my high school years, however, at Westtown School, a Quaker boarding school outside of Philadelphia.) I taught Biology and Anatomy and Physiology for more than a decade before becoming a middle school and then high school principal.
These classroom and administrative experiences have hopefully prepared me for the work ahead at BB&N at all three campuses. I strongly believe that one of the most intriguing and exciting aspects of this position will be the ability to interact with the staff and view firsthand the exemplary teaching occurring within classrooms, as well as in the outside activities of each school. It has been my experience that getting into classrooms is a valuable way to witness the vitality and transformative power of a school. My intention, then, is to spend time watching our teachers practice the art of teaching, in addition to observing and participating in after school activities, athletic events, or any other venues that include interaction with students.
I am truly interested in how BB&N makes academics come alive, and what we value as we go about doing the real work of schools. As my colleagues in education, Jon Saphier, Matt King, and John D’Auria, have stated, “Nothing is as important for student learning as the individual teacher and what that person knows, believes, and can do.” I eagerly anticipate continuing these conversations about teaching and learning at BB&N.
Given my professional background, one question that many have asked me concerns the differences I see between public and private school education. Beyond the more obvious differences such as smaller class sizes, fewer mandates by federal and state authorities, and greater sources of funding, I honestly believe that the differences are far more subtle. My initial impression, although informed by just a few months, is that building and establishing a positive community to meet the needs of BB&N’s students is a high priority here, one that frames most of what takes place in our schools. I suspect there is parity in educational and social goals; yet in conversations with many of the teachers, it is clear they are especially committed to breathing life into these ideals. My sense is that their beliefs in our mission statement and motto of honor, scholarship, and kindness are not simply words – they appear to be the engine that drives the high quality of teaching. I am incredibly excited to become part of a school moving into the future with such positive energy. This energy does, indeed, set this school apart.
One wonderful aspect of this new position is traveling among the three campuses and both observing and participating in the daily activities that define the exemplary nature of this school. These “small” moments, both inside and outside the classroom, may go unnoticed, but to my new eyes they signify the energy and vitality that permeates teaching and learning here. These moments include:
- standing with a parent at Head of the Charles at the BB&N boathouse as our stellar crew team rowed by, and listening to her description of how well-prepared her daughter was for the rigors of college upon graduating;
- attending a middle school faculty meeting after school, where the entire agenda was devoted to examining and discussing the educational needs of individual children; each staff member participated in problem-solving to support every child’s academic and social development;
- watching and listening to the fifth and sixth grade student cluster assembly as they were led through a 100-person exercise to help expand understanding of their place in our global community; the assembly ended with a group rendition of We Are the World, a song that resonates remarkably with younger students despite being performed 22 years ago.
These “small” moments, in fact, add a great deal to my initial impressions that BB&N is a school that has much to celebrate. I feel most fortunate to be included in the lives of students and teachers here as they grow and learn together. My role is to assist teachers and administrators in continuing to support and improve the quality of the academic program. Given my initial observations, I both embrace and look forward to the challenge.
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