Over the years, I have had many conversations with parents and students about the key differences between a small school like Colorado Academy and a larger (usually public) school. The Denver metro area is fortunate to have several excellent public schools — Denver East, Cherry Creek, Lakewood, Littleton, just to name a few. All of these institutions offer excellent academics in a much larger setting. Still, I assume that anyone reading this article is, like me, a proponent of a smaller school. Toward that end, I was reminded of an article that has inspired me over the years. In “Small Schools Are Not Miniature Large Schools,” educator and author Nancy Mohr discusses many of the signature features of small schools and also puts forward a few pieces of advice for those schools. “Small schools will not be better just because of their size,” Mohr notes; rather “they will be better if they are purposefully designed to be different.” So other than the obvious differences in student numbers, how exactly are we unique from large schools?

 

Obviously, the personalized attention we can provide to all students is the hallmark of our mission. The smaller teacher-student ratio (nearly half the class size of larger schools) means that every student can receive plenty of attention from teachers and other adults in the community.

 

We can also tailor programs to fit the needs of the students we teach; sometimes this takes the form of differentiated instruction in a more traditional setting, or sometimes it may be an independent study drawn up by the student. (And this year’s new REDI-Lab program will provide juniors with a school-within-a-school model that will allow for maximum individualization.)  For a small school we offer a wide range of choices in academics, arts, athletics, service, or other extra-curriculars, so that each child may carve out a unique pathway through our school; we not only support that, we celebrate it.

 

Multiple safety nets for students. 
Part of the personalization mentioned above also means we a multitude of ways to help students meet their full potential and, if necessary, to catch them when they fall. Every student is assigned to an advisor who remains the primary faculty advocate and parent liaison for four years. (Students also forge connections with the other students in their advisory group.) There is also a specific grade-level dean assigned to each class, not to mention the incredible academic and emotional support offered by our counselor, Liza Skipwith.

 

Additionally, we have built-in help time in our school day so that students can work one-on-one with their teachers, as needed, as well as an academic coach, Gabe Bernstein, who helps students with time management and organization. That adds up to many adults looking out for the needs of every student. Obviously, there are limitations to the supports we can provide, given our challenging academic program, but again the level of attention at a small school is very high.

Strong and meaningful involvement from parents. 
Upper School parents are far more involved and invested than is typically true at a larger school, and the parent community itself is a rich resource with a deep sense of camaraderie. This allows for a greater sense of community as a whole where parents and kids alike reinforce each other and, at its best, share a common sense of what makes the school strong.

 

One of the wonderful CA traditions is the volunteer luncheon at the end of the year, in which the Parent Association recognizes the many hours of service from its parent volunteers.  Those parents who are “graduating” (i.e., their last student is graduating in June) are given special notice. I am amazed at the level to which many of our parents have committed their time and energy to making the school better. Truly, this involvement is central to helping a small school thrive.
 

Administrators teach. 
Head of School Dr. Mike Davis and I look forward to every third period, when we get to step into our classrooms and interact with our students in the ways that only a teacher and students can. In turn, we firmly believe we build credibility with both faculty and students because we remain, for at least part of the day, “in the trenches,” working directly with students on academic matters. (I am also impressed and a little envious that Middle School principal Bill Wolf-Tinsman does his teaching on the athletic fields, as one of the coaches.) No large school would or could allow its school administrators to be in the classroom to this same extent.

 

Unlike larger schools that are typically encumbered by school districts or other centrally controlled entities, a small school like CA can be extremely adaptive and nimble. Whether bringing in new technology, incorporating a fresh approach like design thinking, or introducing a new set of humanities electives, the Upper School can thoughtfully and quickly move from good idea to pilot program to full implementation. I am grateful that we are not “ocean liners” — Nancy Mohr’s term for a larger school — and can more easily chart a new course when we know it is in the best interest of children to do so.

 

As Mohr cautions, no one should make the mistake of thinking small schools are “easier” than large schools. Indeed, “building a culture that supports social justice and a belief in the worth of each member of the school community requires constant vigilance and attention to the details.” Creating a highly intentional culture is not at all easy and requires us to “lean into discomfort,” as we frequently say. Yet, the rewards are many. Our students have many adults looking out for them at multiple levels, getting to know them well in the process. Peers can learn from each other in multiple contexts over multiple years. Finally, we have the ability to adapt to and embrace important changes in educational pedagogy as needed.