Gallimaufry

     I discovered the word gallimaufry a couple of weeks ago, and it has stuck with me. It means a jumble or confused medley; applied to food, it's a hash. At the same time, it sounds rather elegant (gal-uh-maw-free). So the word captures what I hope this post becomes. Every once in a while I publish a piece which is simply a bunch of seeds that have been buried in my mind, but they've never sprouted into full posts, let alone full ideas. So from this point on, things may become disjointed, even jarring in the lack of transition and development. Perhaps some bits may shine a bit.

The more I think and read about grading/grades, the more I'm convinced it impedes deeper learning in all sorts of ways ..... I've asked many people in various realms what they think effect of current political climate is on young people. Already really concerned, I found this piece from CNN "What the 'Trumpification' of the presidency means to Generation Z" quite disheartening ..... We're being myopic if we don't look beyond Trump and look at larger cultural issues of which he is just extreme symbol ..... I'm encouraged by all the attention the Mastery Transcript Consortium is receiving. I haven't studied in that closely, but I must ask: How is this different than what Ted Sizer and the Coalition of Essential Schools were advocating back in the 1980s? ..... So many schools now have a Picture of the Ideal Graduate. Wondering how many have a Picture of the Ideal Teacher ..... Speaking of which: What would be the three most important qualities of such? Which single one? ..... One of the things which goes against the idea of work-life balance is that, if we've found meaningful work, aren't we our genuine, passionate self in both? I know that's not really the idea, but I hope you get my gist. And if that's the case, we do better in both realms ..... The old saw claims that what gets valued, gets measured. In many cases, though, I think measuring removes potential value by limiting ..... I remain huge fan of Twitter, despite how toxic a forum it can become. But that's a human problem, not a technology problem ..... Wonder if most problems are really cultural rather than technical ..... Pre-k and K kids bopping in and out of school with oversized, nearly empty backpacks. No matter how many times I've seen it, I love it ..... Given the way handwriting was drilled into most of us as youngsters, why do we all have such distinctive, often messy, penmanship? That must be a metaphor for something ..... The idea of tattoos is growing on me, with greater appreciation for the art form. But I'm no closer to ever getting one, mainly because I can't decide what I would ..... Yesterday the rector at my church talked about the singularity in his sermon. I didn't have the heart to tell him how much closer we may be than the examples he presented ..... Aren't many of the reasons given for why schools must change actually reasons, if extended far enough, that school may not even need to exist? ..... Of course, people always will need something to do with their kids ..... I find it strange to be writing a post in this form when the past couple of months I keep feeling this strange tug to try writing a book.

Idealism vs Practicality

            One tension I feel acutely as a head of school is the constant need to balance my idealism and practicality. I know many other heads who feel the same. To be more specific, educational leaders maintain strong beliefs in what education can and should be as what many call one of the noblest professions. That last word, however, suggests the other side of the issue: that an independent school, while mission driven and non-profit, is a business. That is not to say a business cannot operate in high-minded fashion; indeed, I believe most independent schools do, and I know most people not in the upper administrative levels of education don’t think much about this part of their world. It is, though, a reality we must consider.

            The truly excellent and brave letter John Allman, head of Trinity School in Manhattan, sent to his community this summer resurrected this struggle for me. It was cited recently by the New York Times in an article on private schools and social justice. The letter reaches much further than that. I’d say it has much more to do with the commoditization of private education. One of John’s key points focuses on the loss which occurs when the relationship becomes more contract that covenant. When it does, we emphasize the transactions that occur, the products at the end, rather than the more ethereal aspects of the process. I’m oversimplifying John’s epistle, and I encourage you to read the entire piece. I imagine most school heads were nodding their heads vigorously while reading, wishing they had composed it. It sings with the voices of our highest angels.

            While this problem is not new, it has been exacerbated over the past couple of decades as our culture has become increasingly consumerist. Perhaps it is the emergence of the iCulture, with the ability to tailor more and more to our individual needs and satisfaction, the belief more and more should be personalized. Maybe it’s a heightened sense of competition. I’m not sure. But I know it’s pervasive.      

At the same time, I hope we in the independent school world also have looked at our role in the relationship. Complicity may be the right word. With our staggering annual tuition levels—in some markets well over $40,000—how could we not expect people to want a clear return on investment? What signal do the cathedral-like facilities send? What about bloated programs? It’s no wonder a hot topic right now is our economic sustainability

Thus, so many of us have engaged in marketed campaigns designed to differentiate us, to show the value-added.* For several years, first as a curriculum director and then as a head, I embarked on what I termed the quest for the golden metric(s). We all feel that pressure to prove our worth, to validate the cost. We take quite seriously that parents, as a friend of mine use to say, trust us with their two most precious possessions—their cash and their kids.

To accomplish that understandable goal, we do things such as publish matriculation and acceptance lists. We crow about high test scores and award winners. On a more micro level, we post honor rolls and confer all sorts of prizes. We use grades as carrots. We—and I readily admit my guilt as both school leader and teacher—do this because we feel we have to, like it or not.

We do so for very practical reasons. They are sometimes harsh realities. After all, we have to put food in our bellies. But what about nourishing our souls? The tension brews consternation about where any educator’s greatest idealism should aim: the impact on children. I worry that, along with other societal pressures, we’re stripping some of the joy from childhood.

*Whether they have succeeded or not is another question, particularly as to differentiation.