I was interested to note how often in one moment someone called culture out as an intractable obstacle and in the next moment someone else called it the best tool we have in our toolbox. Strangely, I think they may have both been right.
While we shouldn’t neglect opportunities to learn from each other in education, we also must broaden our horizons in order to push our thinking beyond the parameters of our current conversations about curriculum and culture within our schools.
My premise, however, is this: in order to create sustainable models and to best serve our students, we must find ways to create dialogue between all areas of education—public, independent, and higher, and we must put it at the center of our efforts to create positive change.
I believe it is vital to know what a school should never touch in order to ensure viability for the decisions that they might make regarding change. In my experience the bigger the proposed change, the more important it is to have a crystal clear idea of what not to touch.
The St. George’s Independent School (SGIS) organizational model is unique, and often in my 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.
[vimeo 74943290 w=500 h=281]<p><a href=”https://vimeo.com/74943290″>Asheville School Project Connect Ross Peters 2013</a> from <a href=”https://vimeo.com/sobriquetstudio”>Sobriquet Studio</a> on <a href=”https://vimeo.com”>Vimeo</a>.</p>In 2013 I had the privilege of speaking at Asheville School’s Project Connect. For me, returning to this remarkable small boarding school was a homecoming as I taught at Asheville School for ten years and was the founding Chair […]