During most professional development days, guest speakers come to campus and present new information for us, as teachers, to then bring back to our classrooms. Today, Proctor’s faculty took a bold step to rethink professional development by turning internally to our own faculty to share the work we are doing in our classrooms.
Professional development is one of the most important things we do as educators. Whether it is a attending a conference, taking courses, or sharing reflections on a recent book we've recently read, we must consistently take time to think intentionally about our craft. This process affirms what we are doing, while at the same time challenges us to grow. Today was a professional development day for faculty at Proctor, and we had an opportunity to do just that: affirm and then grow.
Faculty are engaged in Teacher Learning Groups as an on-going professional development initiative focused on modeling a growth mindset for our students. Small groups of three or four faculty members are observing each other's classes and meeting biweekly to coach each other through those observations. Today, I had the opportunity to sit in on Corby Leith’s A block studio art class.
Jason Day won the PGA Championship Sunday afternoon with a stellar performance, holding off Jordan Speith down the stretch to claim the title. His journey to PGA champion alongside his coach and caddy, Colin Swatton, has been inspirational. Day’s response when asked the greatest impact Swatton has had on him relates directly to each of us as learners. “What’s rubbed off on me the most is that he’s always kind of questioning, okay, is this right? Is this wrong? Asking questions to the right people. To really be able to be open to learning and growing as a player and as a person, if you don’t do that, you stop getting better.”
Each summer, Proctor's faculty shifts gears and spends time enriching their Proctor experience. For most, the summer is spent enjoy the outdoors, hiking, cycling, and spending time with family. This downtime also affords a tremendous opportunity to pursue an avocation alongside their vocation as educators. Here's a quick window into a few summer projects by Proctor's faculty!
One of the aspects of my job I am most thankful for is the excuse to write regularly. I fear I would lose my sense of why I do what I do without a creative outlet that involves writing. While we at Proctor Academy think everyone should read this article, this post is a plea to those directly connected to the Proctor community to take to heart the advice below.
Early in his career, former Proctor Academy Head of School Lyle Farrell (1952-1971), worked alongsideDr. Samuel T. Orton, who pioneered the psychometrics and pedagogy of reading disabilities. Farrell would take what he learned from Orton and establish at Proctor the nation's leading tutorial support system for college-bound, dyslexic students in the early 1950s. Through intentional programming aimed at helping young dyslexic boys, the predecessor to Proctor’s Learning Skills program, changed countless lives, many of whom would become benefactors to Proctor because of their life-altering experience at the school.