As I looked around the room recently at a meeting comprised of the three divisional principals, the athletic director, the fine arts director and Mike Davis, something interesting dawned on me: going into my thirteenth year on the job, I am now the most veteran administrator in the group! How did that happen all of a sudden? In all seriousness, I am honored to be part of such a dedicated team and look forward to a strong year ahead.

 

As the new “old guy” I will take the opportunity throughout this year to dispense some wisdom and offer reflection, doing my best to look forward and backward at the same time.

 

I should note one other event that caused me to be reflective in August. I happily attended the wedding of a former student from the class of ‘06. Touching base with her and her many classmates who were there, I was struck by the notion of how well these Colorado Academy graduates had turned out. All had advanced degrees (two doctorates) and were gainfully employed--not bad for a group of much-maligned millennials! While interacting with them and many of their parents, I was asked to describe what was new at CA. After mentioning the obvious and most exciting new feature — our incredible new building — I could also speak to the many exciting developments we have put into motion since they walked across the stage on Welborn lawn. Forward thinking and willingness to try new things helps our school culture tremendously.

 

We have consistently remained poised on the leading edge (not the bleeding edge, as one administrator has pointed out) in educational practice. Over the last decade plus, I have seen the rise of design thinking, the ubiquitous and appropriate use of technology, the promotion of project-based learning, more truly innovative classes, a greater emphasis on STEAM (Science-Technology-Engineering-Arts-Mathematics), and more experientially-based learning both in and out of classrooms. These bold practices have all contributed to that “dynamic liberal arts and sciences program” we tout in our mission statement.

 

Teacher culture is also a fascinating topic to consider. When I am mingling with other school administrators from other public and private schools, I am impressed by one major fact: Colorado Academy is extremely healthy in this regard and, in my opinion, has only gotten stronger. The willingness and professionalism demonstrated by our teachers who are working hard, creating new initiatives, staying abreast with technology, venturing out in professional development and, above all, remaining student-centered, truly sets us apart. Moreover, I have seen an increased desire to collaborate and create meaningful interdisciplinary opportunities in our school; the “silo” approach, in which every department thought of itself as a separate entity, has faded tremendously. This year we have more than ten offerings in our curriculum that are officially interdisciplinary and/or co-taught, not to mention the numerous other times when teachers are working together on a particular unit or project. For me, as a long-time proponent of collaborative teaching and interdisciplinary academics, this is one of the most exciting trends in the Upper School.

 

At the same time as our teachers have been thriving professionally, I have been saddened to see that so many public school teachers are frustrated and disillusioned with what is happening in their school systems. Too great an emphasis on state-mandated testing is but one of many issues confronting these educators. Schools like Colorado Academy benefit in some ways from these feelings of dissatisfaction, as families and teachers alike may be looking at independent schools more than before. (Indeed, unlike when I started here, the majority of our current teachers have experience in public schools, and we do appreciate the valuable perspective that brings.) But no one should want to see public schools struggling; there is too much at stake for US society at large.

 

What else has changed? Certainly, there is more emphasis on marketing the school in the multiple ways that must be done. While this newsletter has remained a constant, so many other forms of communication and promotion have proliferated, spurred on by the explosion of social media that now dominates our lives.

 

When I started here in 2003, I could have never predicted I would be regularly “tweeting” about school events, nor be thinking so regularly about the school’s branding. Connected to that development is the rise of what is collectively called “risk management.” As a school we are constantly analyzing the potential dangers inherent in any endeavor we undertake, even as we have expanded our local and global experiences. We are not unique. Every major entity now must look out for their vulnerabilities, both in terms of personal safety and financial health. These are just the realities of most organizations, including schools, in the second decade of the 21st century, and while it definitely can make any situation that much more complicated or multi-faceted, I would not return to the “old days” in schools when some decisions were made without sufficiently thinking through all the “what if” questions.

 

So far I have not focused too much on how students have changed, or stayed the same, over the years. Like so many people who write for the popular and educational press, I have much to say in this regard. I am very optimistic about the students we currently see. I’ll share what I see “trending” among students in next month’s newsletter article.