Student-Athlete Signing Day Talk

[Below the photographs I am reposting a Signing Day talk from a couple of years ago and from my tenure at a different school because I find on the Friday after National Signing Day that it is relevant to St. George’s Independent School and its student-athletes as well. We have a large and impressive group of college bound student-athletes this year, and we have celebrated them individually in signing ceremonies throughout the year. This week I looked on from within a big crowd to applaud and to witness the signing ceremony of four fantastic young football players–Chase Hayden (Arkansas), Cory Jones (Murray State), Ben Glass (Naval Academy), and Noah Pope (Yale)–who have contributed much to our community and leave a legacy of both individual and team success. Our other signings this year are: Avery Whitehead (Furman University-Lacrosse),  Abbigayle Roberts (Fresno State University-Lacrosse), Sarah Thompson (University of Missouri-Swimming), Marshall Shanks (Fisk University-Track and Field), John Carter Hawkins (Rhodes College-Lacrosse)]

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Avery Whitehead
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Abbigayle Roberts

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John Carter Hawkins

From February 2014…

Welcome.

There are certain truths that athletic competition is brutally willing to reveal to us. Such competition at some point reveals our weaknesses, our doubts, and our hesitations. It points out to us, no matter how our teachers and parents and friends might try to shelter us from the news, that we have a long way to go and that there is work yet to be done.

In order to reach the point we celebrate today, our signees today have not only confronted the honesty of competition but they have risen above it. When they received news that improvement was needed, they realized hard work was necessary.

I love this moment for our signees. I love it when there is a tangible result for hard work and deep, sustained commitment. This is a moment when competition in its honesty shows its other side—the side that reveals what we are capable of, what we can achieve, and what is possible.

All over the country today there are high school athletes busy in ceremonies such as this one, signing their names in order to commit to the college or university of their choice.  They are putting on new hats and jerseys. They are accepting the congratulations of coaches, teachers, peers, family, and friends.

I worry at times about how prepared this national group is for the pressures, challenges, and temptations that lie ahead. I worry about the cultural priorities we have attached to college athletics and how this generation of student-athletes will rise to its challenges or be buried beneath them. I wonder how this group will maintain their values and their sense of what is really important. I know these challenges are often far more difficult than the ones athletes face on the mat, or field, or court, or river, or pool, or track.

Importantly, for this group signing today, I worry less about you.  I am confident in not only what you do as a student athlete but also who you are when you do it. My confidence and faith in you is born of my knowledge of where you have been. You have had the coaches I would wish for my own child. These people are not simply present today—they are sharing this moment with you.

You also have families who have driven endlessly to get you to games, camps, and coaches. These same families have picked you up when you have fallen. By the way the origins of the sports odyssey that lands you here today may seem long ago to you, but it likely feels like yesterday to them. They have loved you and sacrificed for you. Thank them—in fact let us thank all of the coaches and family members here today with applause.

Before I finish and hand off to Coach Drake, I would like share a wish I have for you…

My daughter and I throw the lacrosse ball a lot. She is in fourth grade, and she could tell you  every name on the Varsity Girls Roster. She loves the game. There is joy in her play. She would sleep with her stick and cleats if we let her.  She comes to mind for me today perhaps because of this truth: you don’t get to take everything you have now with you to college—your friends don’t all go with you, your coaches and parents don’t go with you.  One thing that does get to go with you is that joy of playing the sport you love.  Keep that safe.  Maintain it. Take care of it.

Thank you for this opportunity to speak and congratulations to each of you…

Ross All Over the Map

(I spoke at the Student AthleteSigning Day event on Wednesday at The Westminster Schools in Atlanta where 20 students or roughly ten percent of our Senior class signed on to participate in college athletics. I drifted a bit from the words I had written down in advance, but what I include here is for the most part faithful to what I said.)

Welcome.

There are certain truths that athletic competition is brutally willing to reveal to us. Such competition at some point reveals our weaknesses, our doubts, and our hesitations. It points out to us, no matter how our teachers and parents and friends might try to shelter us from the news, that we have a long way to go and that there is work yet to be done.

In order to reach the point we celebrate today, our signees today have not only confronted the honesty of competition but…

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Response to Questions from the MEMPHIS BUSINESS JOURNAL

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“THE SPEED AT WHICH THE WORLD IS CHANGING SHOULD CALL US TO GRADUATE STUDENTS WHO KNOW THINGS, YES, ABSOLUTELY, BUT THEY SHOULD ALSO KNOW HOW TO MAKE MEANING FROM KNOWLEDGE AND UNDERSTAND HOW TO WORK WITH OTHERS TO MAKE SOMETHING VALUABLE OUT OF THAT KNOWLEDGE.”

[Last week the Memphis Business Journal published an article about Memphis Independent Schools. In advance of that article, they sent me a fairly long list of questions. As is the case with most pieces of journalism, the final piece only reflects a very small percentage of the information they collected, so I am posting here the entirety of my responses (minus some basic questions abut my professional life before I came to St. George’s Independent School.]

What has been to this point your most influential year of your educational career and why?

My second year as Upper School Director at Hawken School in Cleveland, Ohio. Having arrived at the school early in the tenure of a new school head, I saw the benefit of what a strong partnership between school leadership and board leadership could do. As a result of a deeply ambitious strategic plan, as well as extraordinarily bold leadership of the Head of School and Board Chair, Hawken was able to take giant steps forward. During that year and the couple to follow, Hawken founded an urban extension campus, reinvented the use of time in the school, and moved toward curriculum far better suited to what we now know about the environments within which students learn best. It was an exciting time and not only did it change the game for independent schools in the Cleveland area, but it also had an impact on the national conversation about how independent schools could not simply sit still as the world changed around us. That year in particular led me to seek out the opportunity within each challenge.

Why did you accept your current position? What attracted you to Memphis and to this particular school?

The three-campus model of St. George’s Independent School is unique in the country, and fascinatingly, it is in many ways more well-known nationally than locally for the remarkable work it has done to knit itself into the full richness of the Memphis community.  Drawing students and families from over fifty zip codes, I was drawn to the current ambitiousness of the school, as well as its history of boldness to do what is best for students. At times schools can—even with the best of intentions–lose sight of what is most important (student learning and experience) and drift toward a conversation that is centered in what best serves adults—not so at St. George’s. While fiercely protective of what is most important in the school and thus should never change, it was also a place with its eyes firmly focused forward. When I first visited, I was impressed with its strong sense of its Episcopal mission and most critically, I was impressed with how that sense of itself was intertwined with everything from long term strategic discussions in Board Committees to daily interactions with students in the hallways. St. George’s became a compelling choice for me and for my family even though we would be making the move from Atlanta and from a school that we loved [The Westminster Schools]. Interestingly, what cemented the choice for me was seeing how students were so intimately involved in the search process. I have found that only in the very best schools—the ones most comfortable in their own skin—are students brought so close to the critical decisions of the institution.

What are the challenges your school faces today and what do you see as the challenges for your school in 5 years and even 20 years from now?

Our critical challenge is to make sure the story of our school finds the ears of all the students and families for whom we would be the best fit. Having years of success under our belts as a strong college preparatory school and having sent graduates to the very best colleges and universities, we need to be very good at telling our story, so that all those kids who would be best served here find us and choose us.

Another challenge is to continue to refine and deepen our work to create the engaging learning experiences for our students. Without student engagement, academic experiences are only that–academic. Without engagement, classroom experiences are empty calories, a virtual skimming across the surface of learning. Most dangerously, such experiences can become cynical exercises in jumping through hoops for academic rewards. At St. George’s we seek something more meaningful and relevant for all the students who populate our classrooms, hallways, athletic fields, and stages.

As for challenges five and twenty years down the road, I believe schools must demonstrate far more flexibility and finesse to be prepared to move toward what we continue to learn about how students learn best both in the context of traditional academic learning and in the context of character education. Schools can become simply repositories for the way things used to be done, and while we should be careful not to throw out the “tried and true”, we must also be willing to clear new paths. The speed at which the world is changing should call us to graduate students who know things, yes, absolutely, but they should also know how to make meaning from knowledge and understand how to work with others to make something valuable out of that knowledge. At St. George’s we want our students not simply to know how to live in the world as adults, but we want them to strive to make the world better. This will be the long-term challenge of our work.

Another five and twenty-year challenge is sustainability. In order to find equilibrium in this area, we focus on changing the question from “how will we be sustainable?” to “WHY should we be sustainable?” If we make it our long-term goal to be forever ready with great answers to that question, I believe the HOW will largely take care of itself.

Give us a window into the typical day as of the head of your school. What does that look like as far as responsibilities, interaction with staff, etc.?

Given the nature of leading a three-campus school (not including the St. George’s Bunkhouse), there are very few typical days. However, my days include the likelihood of spending some time on at least two of the three campuses, as well as a great deal of interaction with both students and faculty. My overall job is to oversee the day to day operation of a complex school, thus many of my meetings are with members of my leadership team to ensure I am able to give them the support they need to do their work. Another aspect of my work is Board stewardship, meaning that I spend a substantial amount of time in conversation with my Board Chair and with Board members and committees who are charged with providing strategic guidance. On my very best days, I get to see our prefects. I serve as the advisor to this exceptional group of Class of ’17 leaders. The prefects and I spend our time discussing the same strategic topics I discuss with the Board and with the faculty, and I have often relied on their counsel.

The American educational system is often criticized for falling behind other first-world countries in education, how are you working to improve education at your school in that context?

For us there are two central ways we are working to improve the education we provide: 1) As mentioned before, deepening student engagement, 2) connecting in more and more dynamic ways with the community and with the natural world.

For our students to compete advantageously in a globally competitive workplace, they must be deeply engaged in the work and in the challenges that face them. However, it is not simply the ability to engage a challenge on one’s own that will determine success—it is one’s ability to work with people from different backgrounds to reach common ground and to take thoughtful action informed by a wide range of perspectives. So much of our students’ collaborative work has this end in mind. Engagement in this sense combines the ability to engage material/content and also to engage others in seeking solutions to the problems they will face.

We believe that the best education is not confined to the four walls of the traditional classroom. To improve education in our country, we must help students see the relevance of their learning. Whether it be taking advantage of the St. George’s Bunkhouse to engage the vibrant Memphis community or it be exploring our 200 plus acre Collierville campus wetlands as part of an Environmental Biology course, our students can see the relevance of their learning. For too long in schools we have taught students facts or concepts without the requisite context into which to place that knowledge. At St. George’s we are working diligently to make the relevance of what students do clear to them at each step along the way.


“For too long in schools we have taught students facts or concepts without the requisite context into which to place that knowledge.”

What key things will you carry forward from the previous head of school’s tenure and what key things will you do to put your stamp on the school and the head of school position?

My predecessor, Bill Taylor, shepherded the school through remarkable growth. He had to combine two skills that are rare to find in one person—he had the vision of a great school leader and he had the tenacity and day-to-day finesse to ensure the legacy of the school through a stunning era of change. I believe his greatest gift to the school was his devotion, evident in all he said and did, to the school’s Episcopal identity. I hope I can mirror some similar gifts during my tenure.

I am excited to play a part in helping to guide this school as it matures in its established role as a premier independent school in Memphis and Shelby County. This school has an important role to play. In a city that has at times pulled itself apart on both economic and on racial lines, St. George’s is, and should continue to be, part of the glue that pulls people together.

What is your most innovative idea for your school for the 2016-2017 school year?

 This Fall we moved to a significantly reimagined schedule for grades 6 – 12. Without describing the new schedule in full, its key components include: longer classes (70 minutes) that meet less often and a significantly later start to the school day (8:30 a.m. start Monday, Tuesday, Thursday, Friday and 9:00 a.m. start on Wednesday). Our goals were to unify our Middle and Upper School schedules, to provide opportunities for deeper, more engaged learning, and to improve student life and balance. In order to assess our progress at this stage of implementation, we surveyed students, families, and faculty. When over 90% of each of these constituencies reports that the schedule is an improvement over last year, it becomes resoundingly clear we are on the right track. The data provides tremendous support for the schedule and should provide us with additional momentum.

How the retirement of long-time leadership in private school throughout the city could affect the overall private school landscape?

There is always loss when a long-tenured school leader departs, and my sense is that to the specific school communities most directly affected that sense of loss can be poignant. The stamp of the departing leader—in terms of personnel, facilities, and curriculum—is doubtlessly deep. That said, I believe that such change gives members of the community a change to kick the tire anew, to assess where the particular institution is and perhaps should be. Notwithstanding the loss inherent in change, schools shouldn’t blow past the tremendous opportunity to determine what should never change, as well as what we might reassess. Leadership change is not easy, and the success or failure of this moment will be largely determined in the degree to which the school community is willing to take all the steps necessary to support the new head as he or she settles into the difficulty work ahead. I have been fortunate beyond any expectation I might have had in the support I have been given at St. George’s, and I wish nothing less for my colleagues in similar posts at other schools.


“Notwithstanding the loss inherent in change, schools shouldn’t blow past the tremendous opportunity to determine what should never change, as well as what we might reassess.”

In 20 years, what is your legacy at your school?

I hope that my legacy includes that St. George’s continues to graduate students prepared to take on positions of leadership in Memphis and beyond and that they play critical roles in making their workplaces and communities better for their presence.

In support of this goal, I am immensely gratified to be involved in the launch of a new facility in Midtown. In partnership with Serve901 and Living Hope Church, St. George’s Independent School opened the St. George’s Bunkhouse on Mclean Boulevard in Memphis, TN in October. The beautifully renovated space can sleep up to over 110 people provides access to the church’s sanctuary spaces. Located between Rhodes College and the Crosstown Concourse, the school will use it for many purposes, largely focused on community engagement. My blog post on this topic provides more detail.

I hope that my legacy includes a school community that continues to be both humane and demanding, one that finds the perfect balance in the education that it provides between a) very high expectations for student achievement and character and b) the nurture necessary to support students reaching those elevated bars.

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An SGIS Faculty Meeting: Engaging, Listening, and Choosing the School

SGIS PORTRAIT OF A GRADUATE
SGIS PORTRAIT OF A GRADUATE

[In today’s post I am sharing some highlights from of a faculty meeting we had at St. George’s Independent School in November of 2016. I led the meeting twice–once for our Collierville campus faculty and staff and once for our Memphis and Germantown campuses faculty and staff. It was an important meeting. Perhaps most significant, in addition to the discussion of how to create deep student engagement, was the section for faculty members at the end called, “Choosing the School.”]

Key Notes from the SGIS Faculty Meeting November 2016

Creating TRUSTING RELATIONSHIPS leads to DEEP ENGAGEMENT; DEEP ENGAGEMENT leads to QUALITY LEARNING.

ENGAGEMENT begins with teachers building trusting relationships with students. In order for students to lean into the discomfort of great learning, there must be faith in the adult creating the context and driving assessment–both formative and summative.

  • Students will not be ENGAGED in the intended learning if the teacher is not.
  • Deep ENGAGEMENT is not comfortable. It is the result of the moment when curiosity and a need to know more outweighs the desire to stay comfortable in pre-existing knowledge or belief.
  • ENGAGEMENT is a gateway to vital components such as collaboration and critical thinking. Once a student feels a need to know and to understand, the necessity of reaching out to others becomes natural. Efforts to create collaborative environments where critical thinking is central hinges on student ENGAGEMENT.
  • Without ENGAGEMENT, academic experiences are only that–academic. Without ENGAGEMENT, classroom experiences are empty calories, a virtual skimming across the surface of learning. Most dangerously, such experiences can become cynical exercises in jumping through hoops for academic rewards.

 The importance of listening to students to create ENGAGEMENT:

  • In education, we have emphasized the importance of students listening to teachers, but we have often missed a key correlation between teachers listening to students and the students’ ENGAGEMENT in and ownership of their learning.
  • Additionally, we have often minimized the correlation between students listening to other students in creating a culture of ENGAGEMENT in our classrooms.
  • As teachers, we can get so caught up in what we need to say that we miss opportunities to hear our students and create ample moments for them to hear each other and collaborate.

Definition of Value = Satisfaction and Perceived Benefits/Actual and Psychological Costs

Centering Our Work:

Whenever we greet them, laugh with them, connect with them, are kind to them, we are affirming their place in the SGIS community. The value of this part of our work cannot be overestimated.

 We must:

  • Deserve the support we seek
  • Have faith in students before they have it in themselves

 Choosing the School:

  • We will be the right school for teachers who strive to put the needs of each student dead center, every day, every class, every interaction.
  • We will be the right school for teachers who want to challenge their own practice whenever there is an opportunity to serve students better.
  • We will be the right school for teachers who, though their participation in departments, grade levels, divisions, etc., model the characteristics of great collaborators and colleagues.
  • We will be the right school for teachers who are ready to be the reason that a student and family should choose our school.
  • We will be the right school for teachers who are deeply aligned with our strategic plan and are earnestly committed to moving it forward.
  • We will be the right school for teachers who reach out not only to the students who make it easy on them, but also to all those who don’t.
  • We will be the right school for teachers who pitch in when they can, however they can.
  • Finally, we will be the right school for teachers who strive to be the sort of people we describe in the Portrait of a Graduate.

Differentiated Assessment of Student Writing in an English Class

I stumbled across this post from 2012 as I was thinking about my school’s discussion regarding differentiated instruction. I am reminded that without approaching differentiated assessment in the conversation about differentiated instruction, we will miss profound opportunities to affect learning.

Ross All Over the Map

[In order to align myself fully with the vision of the school, I will need to improve my ability to differentiate instruction. As part of my self-reflection on this topic, not only am I thinking about areas where my teaching practice may be deficient (or more generously, ready for rethinking), but I am also thinking about areas where I may have done things as a teacher that already represent differentiated instruction well. Responding to the individual needs of students is nothing new to sound teaching practice, but the bar is moving up pertaining the level of attentiveness teachers need to pay to pedagogies incorporating differentiation. I find this exciting.

Successful writing teachers must differentiate based on the needs of individual writers. As this may be an easier concept to understand in teaching writing than it is in other areas of the curriculum, it may provide a good launching pad to…

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