Darryl J. Ford: Statement of Educational Philosophy

As part of the national search for a successor to Head of School Earl J. Ball, candidates were required to supply a statement of educational philosophy. The following is Darryl J. Ford's statement.

I believe that K - 12 grade schools need to be places that promote age-appropriate learning within each division while espousing other principles that remain constant throughout the entire institution. Specifically, Lower Schools need to be places where learning is exploratory in nature, hands-on, discovery-based, and fun. In the elementary years, teaching skills and content is equally as important as fostering an environment in which social skills are taught and students' self worth is affirmed. Like Lower School, Middle School education needs to be fun, yet discipline based with a rigorous curriculum that emphasizes skills and content while tending to the fragile nature of budding adolescents. In addition, good Middle Schools provide the space for teachers to "stop" the prescribed curriculum in order to take advantage of particular learning opportunities that arise in our world. Good Middle Schools also provide opportunities for students to try out new activities and to try on new skin as students work so hard to determine who they are, what they are becoming, and how they want to present themselves to the world. Upper Schools need to provide rigorous coursework for all students. In addition, good Upper School programs find ways to meet the particularistic learning needs of individual students as they solidify their own passions, areas of expertise, and desire to learn more. This means that each student finds a stage on which to act out their own Upper School play. For some, it is in fact a theater stage; for others, it is a science stage; and for still others, it may be an athletic stage. No matter what the content, good Upper Schools provide enough venues for students to shine in their area (or areas) of expertise.

In addition to these good aspects of schooling at each division, I believe there are many universal characteristics that should permeate the entire K - 12 grade school house. Schools need to be places in which students are well-known. In other words, every student within a school setting should be well-known to and by multiple faculty members. Calling a student by name, knowing her habits of learning, understanding her idiosyncrasies, and empathizing with her home-life are what make independent school teachers rise above some of their colleagues in other sectors of education. Furthermore, I believe that schools need to provide multiple opportunities for success for students. Programs need to be big enough and have enough breadth so that students can take part in a wide array of programs which foster content specific learning, skill development, confidence, and life-lessons. Having an educational program that promotes academics, athletics, and the arts is essential. In addition to students having multiple opportunities for success, a successful school also leaves space for students to "mess up" and fix their problems. Optimally, students learn to negotiate problems on their own. Crucial to this is an environment which promotes trust and safety and does not make fun of learners when they make mistakes. In order for students to learn to negotiate making their own way, good schools also set limits on the parents who always want to intervene to rescue their child.

Good schools are open to new ideas and new ways of teaching and learning. However, no matter how forward-thinking a leader and institution might be, it is equally as important for schools to have "anchors" in both their programs and people. It is essential for there to be people, events, and traditions, among other "anchors," for students to recognize as they move through their school years and for alumni to recognize when they visit campus years after graduation. Anchors provide points of reference and comparison. In addition, anchors provide crucial development office links which do turn into legacies that work to ensure a good school's future existence.

Particular characteristics at each division, universal characteristics throughout the K - 12th grade school house, and anchors which tie students, teachers, staff, and alums to each other, school events and traditions are what, in my view, make schools successful learning environments. In addition, I believe that schools need to embrace diversity (in all its forms) and undertake all diversity initiatives as activities worthy of their own merit but also as part of an aspect of global education. In other words, diversity work in schools needs to occur to help reconcile our own nation's diversity issues and to help our own students compete in a global society which becomes smaller each academic year. Lastly, all school undertakings need to occur in an environment in which respect is paramount. Teaching both easy issues and difficult ones, even when we hold differences of opinion, needs to occur in an environment of respect.

What makes for successful schools is not always easy or neat. Consequently, the components of my educational philosophy are many. I believe, though, that independent schools are up to the challenging task of raising the bar of what it takes to teach children to think deeply and differently about what they are learning, to think critically, to learn the life-lessons of the co-curriculums of schools, and to learn to respect others in the school house, our nation, and our world.