I cannot recall a moment over the past five years when there has not been the background noise of construction on Proctor’s campus. The beeping of excavators in reverse, air compressors turning on and off as nail guns adhere new siding to buildings, dump trucks driving in and out of campus. This constant state of construction, while inconvenient at times, illustrates our community’s deep belief in our mission and willingness to invest in Proctor’s future through The Campaign for Proctor. However, visits to classes this week reminded us it is not just our campus that is under constant construction, but our students brains are works in progress as well.
Early in his career former Proctor Academy Head of School Lyle Farrell (1952-1971) worked alongside Dr. Samuel T. Orton to pioneer the psychometrics and pedagogy of reading disabilities. Farrell would take what he learned from Orton and establish the nation's leading tutorial support system for college-bound, dyslexic students in the early 1950s at Proctor. Through intentional programming aimed at helping young dyslexic boys, the predecessor to Proctor’s Learning Skills program changed countless young people’s lives.
I’m a planner; always have been, and despite the constant encouragement of colleagues to embrace spontaneity, probably always will be. I like to know ahead of time what is on the day’s agenda (and may or may not have a compulsion to lay my clothes out for the following day each night before falling asleep). It’s, as chemistry teacher Ian Hamlet says, “Just how my operating system works.” As such, Sunday evenings are spent looking at the week ahead and planning what Proctor narratives will emerge given scheduled events. Off-campus program blogs, Mike’s Notes, Team Spotlights, guest posts by faculty or staff all laid out in a nice orderly fashion so our team can see what gaps may exist as we try to help share the Proctor story with others.
When I saw the image below (thanks Lindsey for another awesome set of photos this week!), I immediately shared on social media and fell in love with the visual of these pigeons carefully putting one foot in front of the other, hoping to not fall through the freshly formed ice on the Proctor Pond. After admiring the photo further, so much of the emotional journey we’ve been on over the past week came into focus.
As we approach the end of September, students have navigated their first major assessments in their classes and have settled into a rhythm at Proctor. This week and into next, parents, advisors, dorm parents, coaches, and students will begin to receive the first Official Notes from classroom teachers reflecting on these first few weeks of class. The short, informative comments included in these notes provide insights to each student’s recent performance in class, but more importantly, serve as the foundation of an on-going narrative we use to engage students in reflection upon their own growth.
About a week from now, the 2017 Proctor Magazine will be arriving in mailboxes around the country. A theme woven throughout this year’s magazine centers on the necessity of building a strong foundation for each of our students. Understanding the complex lives of adolescents, the often conflicting priorities they feel (which is more important: sleep or studying?), and our role as adults helping them navigate the daily decisions they make are all critical to nurturing a vibrant learning community.
After nearly two weeks of unofficial starts to the school year, the first day of classes has finally arrived. All 371 students are in classes (except Ocean Classroom students who depart a week from Friday), we’ve had our first assembly of the year, have met with advisories, held our first dorm meetings, and gathered with our athletics/afternoon activity groups for the first time. As we begin to settle into a rhythm this fall, we recognize the opportunity a new year provides to define ourselves both as individuals and as a community.
Dominique Jordan Turner explores poverty as a superpower in her TedX Talk recorded earlier this summer (see video below). Her insights into the skills and strengths obtained by young people growing up in poverty not only prove valuable to us as educators of a diverse student body, but her underlying message applies to all of our students. We all share an understanding that young people need to experience an intersection of belief in their lives in order for learning to take place; belief in themselves, others believing in them, and belief in something bigger than themselves.