As late August arrives, a complete faculty and staff meeting in the Wilkins Meeting House officially kicks off the coming school year. Given the complexity of our respective schedules, rarely are all of the adults in the community in the same room, but this start of year meeting halts all other responsibilities on campus as we gather together to recenter ourselves on Proctor's educational mission and the individual roles we play as we seek to fulfill that mission. During this morning’s meeting, we recognized faculty and staff who have surpassed the 5, 10, 15, 20, 25, and 30 year milestones working at Proctor and celebrated the retirement of two iconic members of Proctor Family who have been the ultimate stewards of community over the past four decades: Edna Peters and JoAnn Hicks.
Proctor is fortunate to have incredibly low faculty turnover each year, but with bittersweet retirements (we will miss you Brenda, Laurie, Phil, and Susan!) and shifting roles within the school, we are excited to welcome nine new faculty to the community for the 2017-2018 school year. Over the past few days, this group of dynamic, energized educators has enjoyed (we think!) a thorough orientation to all aspects of life at Proctor. With students arriving in just over a week, we asked each of our new faculty to share a few fun facts about themselves. Enjoy!
Comprehending the complexity of the role the advisor plays within Proctor’s educational model can only be fully understood once a family has experienced the relationship first hand. We fully recognize this is not the cliche` pitch of "You have to see it to believe it!" prospective families want to hear, but we feel strongly the only way to fully appreciate the role of the Proctor advisor in your life is to live it yourself. In the meantime, here is an open letter to incoming families from a Proctor advisor.
Earlier this week, we published the 2017-2018 Greenbook (Proctor’s Student Handbook) and sent a series of permission forms to parents to complete in advance of the upcoming school year. This process takes place each summer, both for returning and new families, and serves as an important acknowledgement of the rules, expectations, and boundaries essential to sustaining the Proctor community. The temptation for some might be to glance over the forms, identify where to sign or initial, and click submit. To check the box and move on with summer plans. Our hope is this process is a bit more intentional because we recognize joining a community, especially a community like Proctor, is not something you should take lightly.
Each year, the Proctor community bids farewell to retiring faculty and staff. On June 30, Susan Currier will answer her final phone calls and emails from those of us needing technology or database assistance, while Brenda Godwin, Laurie Zimmerman, and Phil Goodnow each taught their final classes, coached their final games, and said a final goodbye to their advisees in May. Combined, these four individuals have given Proctor 112 years of service to Proctor’s students. While the 2017 edition of the Proctor Magazine (published in September) will have a full feature highlighting the impact of Susan, Brenda, Laurie, and Phil’s time at Proctor, here are few highlights from their respective careers.
This past weekend, Proctor hosted its annual Alumni Reunion weekend as alumni from around the globe returned to campus to reconnect with their Proctor experience. For many of our older alumni, including the remarkable 22 members of the Class of 1967 who returned for their 50th reunion, campus looks much different than it did during their time on campus. Not only have Proctor’s physical footprint and programs evolved considerably since 1957, but so has enrollment from roughly 100 students (all boys) in 1957 to 370 students (boys and girls) from around the globe today.
I used to walk down the halls of my large public high school and hide. I was terrified of having a discussion with a teacher or administrator. I had always been a fairly shy person, but school had exacerbated this trait to a new level. As I got older, it began to influence my performance in school. I did not allow myself to have conversations about assignments, or ask questions about material covered in class.