During Monday’s assembly, five new members of the Class of 2023 were inducted into the Allan S. Bursaw Chapter of the National Honor Society. Recognized for their scholarship, character, service, and citizenship, these twelve students (Grace, Kally, Emma, Eliza, Ella, Grace, Sophie, Samantha, Ingrid, Phoenix, Henry, and Jonathan) include some of the highest academic achievers in the senior class, but perhaps more importantly represent the variety of experiences that makeup the Proctor journey. 

Within this group of National Honor Society inductees are students who have studied off-campus (and are currently off-campus!), elite level skiers, varsity soccer, hockey, lacrosse, and mountain bikers, student club leaders, school leaders, musicians, dancers, and more. In their pursuit of academic excellence, they have prioritized growth, and through their journey have come to appreciate the whole of the Proctor experience. 

Advisories spent time during advisory today scheduling for the Winter Term. Unlike most schools, the complexity of Proctor’s off-campus programs and a twice-a-year transition of more than 10% of the student body studying off-campus necessitates the term-by-term scheduling for academic classes. As advisors and students looked at the course offerings grid and mapped their Winter Term classes, both the breadth and depth of Proctor’s academic model were on display. Students can pursue honors and AP courses in each academic department, while simultaneously taking visual or performing arts classes, AND taking part in Proctor’s integrated academic support program, Learning Skills. 

It is this confluence of academic opportunities that allow each Proctor student, not just those recognized for academic excellence by the National Honor Society, to pursue their own Proctor journey within the context of the Proctor experience. Each journey is wholly unique, but rooted in an academic model centered on student connection, accountability, and growth. 

At Proctor, we know cultural immersion is far and away the best method for teaching language acquisition and global citizenship and, therefore, more than 70% of students study on one of Proctor’s five term-long off-campus programs during their time at Proctor. We know learning comes through experiences, not from a textbook and, therefore, encourage each of our teachers to get proximate to their learning by welcoming outside experts to the classroom or getting out into Proctor’s 2,500 acre laboratory. We know balancing academic rigor with integrated support enhances learning for all students, and, therefore, share a deep cultural understanding of the value of a truly neurodiverse community. We know authentic relationships between faculty and students are the foundation for confidence and trust, and, therefore, put relationships at the forefront of our academic model. We know self-advocacy skills are one of the greatest gifts we can give our students as they prepare for college and life after Proctor, and, therefore, help students take ownership of their educational journey. 

When an internal alignment of a school’s educational model exists, educators are able to focus on implementation of mission rather than definition of mission. We get to spend time doing the real work of education by inspiring and walking alongside students through life as an adolescent. Our goal is simple: give students the tools and experiences they need, regardless of their individual journey, to step confidently into a complex world.