Growth

Septemebr 11, 2009

Learning from our mistakes is not automatic, but if we are willing to take a hard look at them, there is the opportunity for growth. The airline industry learned this in their efforts to reduce crashes attributable to pilot error.

From 1940 to 1990, no matter how much the airlines tried, they were unable to lower the percentage of crashes attributable to pilot error: 65%. However, beginning in the 1990’s, this percentage began to drop radically to its current rate of approximately 30%. In fact, the drive to the airport became much more dangerous than the flight on a commercial airline. What happened?

Essentially, it was the advent of the flight simulator, which allowed pilots—in a safe environment—to experience a wide range of in-flight troubles and to learn from their reactions. That is, according to Jonah Leherer, author of How We Decide, “Instead of memorizing lessons, a pilot can now train the emotional brain, preparing the parts of the cortex that will actually make the decision when up in the air,” (pg. 252). It was how pilots debriefed from their flight simulations that made as much a difference as the actual exercises themselves. Each decision was scrutinized from a variety of angles, even the good ones. This type of review is intellectually and emotionally draining, but highly productive.

At RDS, we have our own institutional annual debrief, and while not nearly as comprehensive as what pilots go through during flight-simulator training, our annual Parent Survey is thoroughly discussed, reflected upon, and learned from by all of our Department Heads.

Every spring for the past six years, we have asked parents and guardians to complete a Parent Survey about their experience at RDS. Over my time here, that information has been incredibly useful in making mid-course adjustments as well long-term improvements—sometimes in the areas of program and curriculum, other times in improving how we communicate what we already are doing. Like the data confronting airline pilots, the information isn’t always easy to read. In part, this is because besides the quantitative results, the Department Heads and I read each and every single comment a parent or guardian writes—usually twice. We first discuss the survey at our spring retreat, when we look for patterns, unexpected areas of concern, and communication issues. In August, we get together at a second retreat and create some goals for the year, in part based on the feedback gathered in the Parent Survey.

This year, in addition to our own internal work with the survey, we had an outside consultant analyze the data. Below are a few of the consultant’s key findings (based on 187 completed surveys by RDS families), and some of the resultant initiatives we have at the School for the 2009-2010 academic year. As you will see, some are directly related to the survey while others are not.

Key Findings

• Overall satisfaction with RDS is at 96%
• 94% of respondents feel RDS has a strong reputation and 90% enthusiastically recommend the School
• 90% or more of parents and guardians agree:
  • RDS has a ‘broad, engaging curriculum’
  • RDS attends to the ‘emotional needs of children’
  • RDS’s mission statement accurately reflects ‘the culture of the school’
  • RDS attends to the ‘developmental needs of children’
  • RDS does a good job of ‘exposing students to multicultural perspectives’
• 94% understand and support the need for fundraising at RDS

The findings show RDS in a strong position as an educational leader in the East Bay, and as always there are areas for improvement. One of the pieces that surfaced in the Parent Survey was the question of academic rigor. In reading these comments, it seemed as though there was an assumed “either/or.” Either the curriculum is rigorous, or it is developmental. The reality is that it can be and is “both/and.” I hope my letter in last week’s Friday Folder and some of what you are hearing at the Back to School Nights bring to life this connection of rigor and developmental education. In fact, they are inseparable. At the same time, we will work this year to better point out where and how the rigor occurs at RDS. It’s not always an easy dynamic to spot; for example, we know that rigor is not as simple as a seventh grader sitting at a desk with a pile of books next to her while she works into the wee hours of the night. That is usually just overwork, which more frequently leads to exhaustion rather than intellectual growth. Rigor is a much more complex phenomenon.

An example of rigor that comes to mind right away was middle school science teacher Lindsay Sandzik’s seventh-grade digestive project last year. She broke the students into groups of four. They were all responsible for memorizing the anatomy and function of the digestive system by rewriting the lyrics to a popular song. The students chose the song. In addition, they had to sing the song (some groups even chose to play instruments as well) and make a video to show to their classmates. This project required the intellectual effort of learning the digestive system, social cooperation in working together, taking risks through performance, and all the inherent ups and downs of filming and editing a successful video. And there was much more between the lines - if you remember anything about your seventh grade year, I need not say anymore! That was a project that exhibited rigor in multiple facets.

As we move forward into this year, we have reflected on the past in our planning: through the Parent Survey; conversations with faculty, staff, trustees, parents/guardians, and students; observations in and out of classrooms; and discussions with other schools. We have learned a great deal, which has led us to engage in three initiatives.

1. Teaching and Learning: Building on the work we have done with All Kinds of Minds, we are digging in deeper to what it takes to educate students successfully. Beginning with our summer reading, Why Don’t Students Like School?, and on into our in-service meeting with neurocognitive specialist Chuck Ahern, we began the year with an investigation of what needs to be in place cognitively for learning to occur. Learning Services Director, Toby Mickelson, and I are building on this by leading a year-long seminar for 14 teachers, helping them to make use of the relevant research and insight from neuroscience and psychology. We do so as a way to deepen our ability to work with a diverse group of learners in each class and grade level. That is, we aim to engage, prepare, and inspire each student at their highest level of ability on any given day.
2. Diversity: While 90% of families surveyed are satisfied with the level of multicultural exposure at RDS, we know that we must go further. We must deepen our understanding of and work with diversity. Beginning with the focus groups in the spring of 2008, our Diversity Plan is moving along and will be vetted with trustees, faculty/staff, and families this fall and finalized shortly thereafter. The purpose of this plan is to build diversity into the operational structure of RDS. The SEED group is in its third year with 13 active participants. They meet monthly as a group to study diversity and connection through shared readings, films, and dramatic performances. Our faculty and staff of color continue to meet once a month as an ongoing affinity group.
3. Green Council: Comprised of faculty, staff, parents, students, and trustees, this committee is already making inroads on school-wide environmental education and practice. From the creation of a strong recycling and composting program to our green Friday Folder, much is already in place—with more to come.

I share all this with you to let you know the key findings from the Parents Survey, as well as how we use this information. Further, I want you to know a bit more about the three initiatives we will be focusing on for the year. In sum, we are in great shape, and there are areas we continue to work on and move forward in. Or, as my dad used to tell me: “Self-satisfaction is a sure sign that your forward progress is about to stop.”

Have a great weekend.

Mike