The Head’s Letter is a monthly newsletter largely for heads of independent schools. Published by Educational Directions Incorporated, it focuses on topics of particular importance to school leaders. They were nice enough to ask me to write the piece I copied below as the cover of their December edition.
The topic I discuss in The Head’s Letter should be no surprise to people with whom I have worked or who regularly read the blog: I have been writing about Progress Culture for years now, and I have been highlighting the need to learn from and create partnerships with entities beyond our schools for almost as long. As we look to move our schools’ ability to deepen learning for our students forward, it is imperative that we lean into the learning we can do beyond the confines of our respective campuses and curriculum.
Over the weekend the SGBunkhouse, located in the Historic Vollintine Evergreen neighborhood, served as a great location from which to go cheer on runners in the St. Jude Marathon. SGIS’s relationship with the work of St. Jude Children’s Research Hospital is profoundly close due to two SGIS students–Carson Head, Class of 2024, who passed away in the summer of 2015 as a result of childhood cancer and Adam Cruthirds, Class of 2016 who continues his cancer fight now as a freshman at Rhodes College. (You can read a talk Adam gave exactly one year ago in an Upper School Chapel Service HERE). Supported by faculty and Upper School student volunteers, around sixty members of the SGIS Lower School community, families and students from both our Memphis and Germantown campuses, spent the night in the newly renovated SGBunkhouse space. On Friday night they made posters to cheer on the runners, and they played games, ate pizza, and watched movies. On Saturday morning they ate pancakes before heading out to cheer the runners. Many more members of our school community–students from each campus and division, alumni, parents, and faculty–participated on Saturday as runners, walkers, and cheerers. It is an example of a kind of community engagement we would like to see growing through the SGBunkhouse: an opportunity to connect with each other AND with the community where we live.
The St. George’s Independent School (SGIS) organizational model is unique, and often in my short tenure as Head of School, I have been asked by colleagues around the country about how all the moving parts work together. With that in mind, I think writing the clearest description of the model I can might be helpful to those who seek to challenge the status quo of how independent schools align (or don’t) with the best ambitions of their cities/areas, as well as with like-minded philanthropic resources and community partners.
Almost six years ago when NAIS held its 2011 annual conference in Washington D.C., the theme was “Private Schools with Public Purpose.” Before, and even more after, the conference the theme fascinated me because I had difficulty seeing how our schools would do more than make baby steps in this direction. I sought to find examples of “private schools with public purpose” that were doing more than simply giving a sort of well-meaning lip-service to this idea. At the time I was working at Hawken School in Cleveland, which perhaps as much as any school I could name at the time was leaping in to this space through its commitment to the Gries Center for Service and Experiential Learning, an extension campus in the University Circle Area of Cleveland. Later during my time at The Westminster Schools, I joined a community that had a multi-faceted approach to “public purpose” though the Glenn Institute, as well as the Center for Teaching. Additionally, in reimagining the priorities expressed through our use of time in the school, we not only reinvented how we would use time going forward at Westminster, but we opened the door to stunningly expanded opportunities to partner with the community of which we were a part and to which we strove to contribute.
Grounding all of this work is the idea that our schools have a responsibility to graduate students who are on a trajectory to contribute to the health and ongoing improvement of the communities in which they will work and live. In order to do this best, the characteristics and actions of the school must mirror the characteristics and actions of our ideal graduates. [Please take a look at our “Portrait of a Graduate.”]
The SGIS model: Founded in Germantown in 1959, St. George’s Independent School operated as an elementary school until the late 1990s when the school undertook a capital campaign to develop a beautiful 250 acre campus on the Wolf River in Collierville designed for students in grades 6 – 12. At the same time an anonymous donor group challenged the school to create another pre-K–5th campus in the City of Memphis to serve families who would not otherwise be able to access or afford an independent school education. Today SGIS serves about 1100 students on three campuses–two elementary campuses, one in Germantown and another in Memphis, and a third campus for grades 6 – 12 in Collierville.
Serving 147 students in pre-K–5th grade, the Memphis campus, founded in 2001 is unique in that virtually all of its students receive financial aid based on need, and approximately 60 percent qualify for free or reduced-price breakfast and lunch. To create a sense of community and camaraderie, each year students from both the Memphis and Germantown campuses participate in numerous events together, and they follow the same curriculum. Students from both the Memphis and Germantown campuses benefit from interacting with each other and developing friendships. These relationships promote unity in an area that historically is divided along racial and socioeconomic lines. This is a city that at various times has pulled itself apart, and through our school we are ambitiously trying to be part of the glue that pulls it together. The Memphis campus attracts families from more than 30 ZIP codes. SGIS as a whole draws from over 50 ZIP codes. The first class of students who began their educations on the Memphis campus graduated in May 2016.
Financial Model: To launch the Memphis campus, Holy Trinity Episcopal Church donated the facilities. A group of private donors provided $6 million in seed funds, and they continue to provide ongoing financial support. About 80 percent of SGIS’s operating budget comes from tuition and fees. The second-largest source, at 15 percent, is private gifts. Students at the Memphis campus pay tuition on a sliding scale based on income. The school’s full pay tuition appropriately aligns with, if it is not slightly lower than, the other top independent schools in Memphis.
Sustainability: The campus relies heavily on donations, drawing on an investment from the donor group to fund operations. We are working to increase the corpus of the investment to ensure sustainability in perpetuity. [If you would like to participate in supporting the Memphis campus, please contact our Advancement Office at 901-261-2340 or visit us on-line HERE ]
Staying true to the mission: Opening the Memphis campus was a unique and complicated idea both because of challenging logistics and because of the racial and socioeconomic divides in the Memphis/Shelby County area. It operates on a different business model than the other two campuses, and it requires different staff and strategy. Members of the school community work diligently to build relationships across these socioeconomic and racial differences so that all SGIS students may benefit. Communication, planning, and collaboration are essential components of success.
Frequently Asked Questions:
“Does the tuition from the Germantown and the Collierville campuses support the Memphis campus?” No. Tuition from the Germantown and Collierville campuses does not support the Memphis campus. Germantown and Collierville tuition is used solely at Germantown and Collierville. Gifts from donors, as well as the tuition paid by Memphis campus families, support the Memphis campus. All Memphis campus families pay some portion of tuition, depending upon financial need.
“Did the creation of the Memphis campus divert funds needed at other campuses?” No. Actually, the opposite is true. The Memphis campus has been a fundraising catalyst for the other two campuses because of a system of challenge matches and releases. We have been able to expand our fundraising net to a larger group, resulting in dollars being released from the anonymous donors’ gift to go to the suburban campuses.
“How is the education of the Memphis campus students paid for and how does the scholarship funding work once the Memphis campus students get to the middle and upper school.” Tuition paid by their families and gifts from donors fund the education of the Memphis Campus students. Scholarship assistance for Memphis campus students follows them as they matriculate to middle and upper school.
[To learn more about what is next for SGIS, please read exciting news about our unique partnership with City Leadership and Serve901 through the St. George’s Bunkhouse, a satellite campus in Memphis’s Vollentine-Evergreen neighborhood, READ THIS. With 115 bunks in a beautifully renovated space, the SG Bunkhouse gives SGIS a new opportunity for community engagement.]
Last week I participated in a meeting hosted by Hawken School in Cleveland, Ohio. I worked at Hawken for four years as Upper School Director, and much of what I have learned about change management comes directly from that experience. The TWO, FIVE, TEN approach I describe below is something I developed later though it is derived from my experiences at Hawken, which was bold and smart in its work to move the school forward both in improving the quality of what it delivered to its students and in positively impacting its place in Cleveland’s crowded school market.
During the meeting last week much of the conversation was less about what we envisioned for the future of our schools than HOW we might best move incrementally toward those strategic visions. We know more now about how students learn (and there is much discovery doubtlessly on the way); however, the HOW question looms before us and often paralyzes us. Because of the imposing presence of the HOW question, we risk continuing to operate in ways that fall short of what we might do to serve students better because we don’t know how to move from where we are to where we want to go. I offer the TWO, FIVE, TEN approach as an option for becoming assertive at the moment we might turn back from moving in a direction we believe has value.
Below I have copied a post I wrote in 2012. At St. George’s Independent School we used this approach to create our new 6 – 12 daily academic schedule. The new schedule has landed extraordinarily well (you can see the survey data HERE). In this post I have added some more detail to original in order to put a bit more flesh on the idea. I marked the new additions I made in bold.
TWO-FIVE-TEN: A Change Management Framework
TWO: “The Non-Negotiables”
I believe there is room for two priorities that are non-negotiable. These are the goals that, if not met, should result in abandoning or re-starting the process. For me, the TWO is an opportunity for leadership to create the all important frame for the process. I have used the TWO as synonymous with a CHARGE. Leadership should not in my opinion define more than the two, but the TWO allow leadership to provide the larger compass for the scope of the work
FIVE: “The Critical Ingredients”
There is room for five critical items. The hope is that all five will be largely intact at the end of the process; however, there has to be a recognition from the start that compromise and a kind of horse trading is likely. The FIVE create an opportunity for the larger community to impact the direction and purpose of the process without the possibility of high-jacking it to a role in conflict with the TWO. In this way there is clarity from the beginning that while the FIVE are hugely important, there is no doubt that they may have to undergo some compromise to get to the ends of the process described in the TWO.
TEN: “’The Wouldn’t it be Nice if’ Group”
These are the items that capture other hopes for the initiative. Getting all of them would be like hitting the lottery, getting six of ten would be good news. The TEN provide the community with the chance to dream about what would be ideal. A community conversation involving the TWO can also provide leadership with unique insight into what the school community values. Thus it is important to give this aspect of the conversation enough breathing room even though there is little chance the process will lead to a place that accomplishes everything on the TEN list.
Approaching a change initiative this way does several things:
Creates appropriate and manageable expectations for progress.
Prevents a business or school from overpromising and under-delivering.
Positions the people leading the conversation to maintain focus on what is most important. Nothing is more important than the TWO, nothing on the list of TEN should stand in the way of getting as much out of the FIVE as possible.
Provides a disciplined framework with some flexibility. While it is important to stick with TWO and FIVE, the TEN may indeed be a slightly shorter or longer list.
Gives the community affected by change a vitally important voice in that change without giving them a veto.
I set this down here knowing that the muddiness of an actual change process will confound this approach to some degree. Getting everything to fit neatly in this form will always be difficult; however, the exercise of pushing the conversation toward these guidelines will demand a kind of discipline that is lacking in many change processes. I believe schools have often confused an earnest approach with a disciplined one. An earnest approach is one in which we express our earnest desire to reach for a new and improved program or vision without providing any understandable system for getting there. In so doing we try to insert belief in the correctness of a direction where the labor of change management should be. With a disciplined approach, a school has a far greater likelihood of building a kind of consensus of understanding that empowers the eventual proposal for change. Done well such consensus will also accelerate the adoption of the change. The lesson I have learned through being a part of both successful and unsuccessful change processes includes this: having the right (or more accurately a thoughtfully appropriate) proposal doesn’t matter unless enough people believe in its validity. In order to make something really work to the advantage of the students we serve, many, many people (students, teachers, families) need to be invested from the beginning in achieving success.
I have written a great deal about aspects of change management in schools. I linked three examples that you may find relevant here:
The SGIS Board of Trustees met in the well-designed and appointed break-out room for their meeting late yesterday afternoon before joining well-over 125 guests who were there to celebrate the ribbon-cutting, eat some fantastic Gus’s Fried Chicken and tour the space. As that gathering ended around 8:00 p.m., members of SGIS’s Class of 2017 began arriving to enjoy a sleepover in the Bunkhouse. The event was fantastic–it is great to reach this point and turn to the exciting work to begin to make great use of the space. Below I have included the introductory video, my remarks, as well as Alton Stovall’s remarks from the ceremony. Alton is a member of the Class of 2017 who has played a vital role in helping us get to this point. Alton’s words brought the house down.
Good evening and welcome! The ending of the video is where I will begin—with a thanks to David and Beth Skudder for starting the ball rolling that made this all happen. Not only did David bring Justin Miller from City Leadership and me together in September 2015 to begin to dream about what we might make happen together, but the Skudder’s also created the substantial funding that underpinned the recreation of the Bunkhouse space. The St. George’s Bunkhouse represents both their love for St. George’s and their earnest commitment to Memphis and Shelby County. PLEASE JOIN ME IN A ROUND OF APPLAUSE FOR DAVID AND BETH…
Just yesterday afternoon David, Justin and I met to reflect on the remarkable year that has led to this moment. What David had to say was wonderfully helpful and offers clear perspective on what we are trying to accomplish here. Here are a few of the things he said to us:
“If you want to be part of the community you have to step in, you have to be a presence.”
“Through St. George’s I’ve seen all the good that comes from kids learning to be helpful, learning to leave it better than you found it.”
“In order to make things better you have to get involved—one brick at a time, one good deed at a time.”
The St. George’s Bunkhouse gives our school largely unprecedented way to live toward the ideals David described. Imagine just a sliver of some of the possibilities for our students on each of our three other campuses:
Class gatherings like the one the Class of ’17 will have tonight and tomorrow morning here.
“Amplify Memphis”, a summer course studying the cultural richness and key issues of Memphis residing here during all or part of its three-week session next June.
Groups of students and faculty members using the space as a hub for service learning opportunities and for cultural experiences.
The number of great ideas for how to use the Bunkhouse will outpace our ability to follow-through on all of them. The conversation we have as a community about how to best use the space will be generative and rich.
Education is a gift that is not simply for the recipient alone. Our education as individuals exists only as we make meaning from it and as we are moved to action in the world as a result of it. With that in mind, the questions I have for all of us who have had the privilege of an education such as the one at St. George’s Independent School—the questions I believe are particularly apt on this day when we open the St. George’s Bunkhouse are these–
What will we make happen as a result of our access to the St. George’s Bunkhouse?
How can we use our footprint here to impact the world around us?
How can we continue to learn from people who have different backgrounds, different opinions?
How can what we already know lead us to want to learn more, understand more, impact more?
How can we make our education not simply about us? How can we use the St. George’s Bunkhouse in ways that help us better understand what it means to be a good neighbor?
And, importantly as well…how can the St. George’s Community use the Bunkhouse in ways that bring our own community closer together.
It is easy to limit the definition of neighbor to the people who live next door or across the street from us. However, the bold vision of St. George’s Independent School, and the St. George’s Bunkhouse, calls us to think of our neighbors far more broadly to include not only our school, but our city, our county, our state, our nation, and our world. As an independent school drawing from well-over fifty zip codes, we include people who might live far away from us as neighbors, and we include people with whom we might often disagree under the umbrella of our idea of neighbor. At St. George’s, we name our school’s effort to be a good neighbor, SG901. And the physical representation of that effort is the St. George’s Bunkhouse, which will serve as a hub for our community engagement.
Becoming educated inherently includes the demand that we learn not to see ourselves as living in a vacuum, but rather that we see ourselves as inextricably linked to one another. The St. George’s Bunkhouse, created in partnership with City Leadership and Serve901 is a powerful manifestation of that belief within our school.
I am particularly grateful for the roles each of the next speakers has played. Alton Stovall, member of the Class of 2017, who you will hear from next has been the key student leader in the process that has led us to today. Following Alton, John Carroll and Jeff Riddle will speak. Our school could not be more fortunate in its partners in this endeavor. I for one can’t wait to see what happens next.
Alton Stovall’s remarks:
Before a handsome butterfly emerges from its cocoon, it must first spend its days as a not-so appealing caterpillar. When I first stepped foot on this site, what I saw was a basement. A basement cluttered with boxes, worn-out equipment, and objects that made you question how they were useful before they were put into storage. Indeed it was a rough space, but it was a space with potential. And what was done with that potential and how that potential was maximized to the fullest extent is something I find truly amazing. This is not to say that getting there was not a long journey, because it certainly was. Nevertheless, I personally had my fair share of fun along the way. From choosing a perfect name, to timidly speaking to reporters about my experiences, to even picking a paint color for the walls…(by the way I will truly never understand how there can be so many options for one single color. I mean there’s white, but then there’s eggshell white and satin white and high gloss pearly porcelain white and anyway)… All of that is to say this- what we have the privilege of experiencing here tonight is a butterfly getting ready to spread its wings and fly away. Where it goes is up to us… and that’s the beauty of it all.
The possibilities of what we can accomplish with this space are endless from class retreats, to service projects, to simply a fun night in Memphis. God only knows the full extent of what we can do here, but I thank Him for what was already done here. I am thankful for having been involved in this project from the start, I am thankful for all of the amazing people I met along this journey, and, most importantly, I am thankful that this is not the end of the road. In fact it is just the beginning… the beginning of a movement against the grain of society. Where the world seems to be moving apart, tonight we are moving one step closer together. And just as this space now joins many other campuses to form one campus. We are on the road to joining many communities to make one community. The full extent to which we do that is up to not one of us, not some of us, but all us. In order to do that to the best of our abilities, we must too undergo our own transformations. So as we move forward, I ask of you, I plead of you, I charge you to get ready, spread your wings, and let’s fly.