Normally my winters are spent in the gym coaching one of Proctor’s basketball teams or one of my three kid’s local rec teams. But with youth basketball programs on hiatus until later this winter due to COVID-19 and Proctor on an extended break, I decided this winter would be a great time to dust off the Nordic skis that usually get one or two uses a year.
Despite over 135 course offerings, individual classes do not differentiate Proctor from other independent schools. Instead, the entirety of the Proctor experience, and the collective opportunities available to students, set us apart. In order to help students synthesize their varying experiences, on campus and off, Proctor introduced the Academic Concentrations Program in 2015.
In between meetings and a seemingly endless to-do list, I sat in one of the green Adirondack chairs scattered about campus. I closed my eyes and let the September sun warm my face. For the briefest of moments, I was transported back to a pre-Covid fall.
Central to Proctor’s mission and Profile of a Proctor Graduate is the belief that collaboration sits at the core of all we do. Knowing how to work alongside peers, to share expertise, to work toward a common goal, these skills will serve our students well beyond their high school years.
July has arrived, and while campus remains quiet, planning for our return to school in September is in full swing. We know questions abound as the academic year approaches. In order to provide an open forum for these questions, we invite you to join the following faculty and administrators during our Summer Office Hours Series (all times listed are Eastern Standard Time). Each of these office hours sessions will be held via WebEx (parents and students should check email for additional links to each event), and will serve as true “office hours” where families can jump on for a few minutes or the entire time.
Proximate learning does not occur without risk, but it is in those moments where students are living their education alongside the issues they are studying where world views are transformed. Tomorrow at noon, more than a third of Proctor's student body will submit applications to study abroad on one of our five term-long off-campus programs next year. Many will apply to study off-campus for the first time, while others will look to cap their Proctor experience with a second or third trimester abroad. So why is it that more than 80% of our students choose to study off-campus?
I am traveling this week, criss-crossing the country from Atlanta to San Francisco, which is where I am today near Union Square. I can’t help but wander over to the Apple Store at times, venturing in to ogle the newest products. How could I not? There, on the front of the store, a huge photograph advertises the AirPod noise cancelling headphones, the newest iteration of a wildly popular little knobby white knuckles people are popping in their ears all over the world to listen to music and podcasts and to talk on the phone. I had to try them out, and I have to admit to being impressed. But this got me thinking about whether education is simply a product that goes through iterative phases. It made me a little uneasy.
Crafting a mission statement is an impossible task. How, in a paragraph or two, can you capture the entirety of a complex learning community like Proctor? How can you concisely provide the north star toward which your school constantly works? We talk about our core values and key programs, but one short phrase in the middle of our mission statement cuts to the very heart of our beliefs about education: We recognize the potential of each member of the community to stretch beyond what had been thought possible.
