Excellence as a Means, not an End

Two months ago a distinguished group of eleven educators from independent schools around New England spent three days on the Rivers campus sitting in on classes and interviewing students, teachers, and parents.  Their visit was part of the accreditation process for the New England Association of Schools and Colleges.  The group included the Head of Greenwich Academy, the Head of Milton Academy, and educators from Concord Academy, Hotchkiss, Thayer, and Brunswick Academy. Their final report confirmed what we already know  ̶  Rivers lives its mission.

I wanted to share three excerpts from the visiting committee report because I think they capture the essence of Rivers.

 “Rivers students exemplify the motto “Excellence with Humanity.” Witnessing the dynamics, the casual moments captured as one moves through the campus buildings, the committee saw the warmth of relationships and care and pride of the student body.  From doors held for those who walk behind, the smile and the pat on the back after a brave sixth grader shares herself with the school community, and the willingness to speak up and take a stab at a hard question in class, Rivers students show their embodiment of the values of the school.”

And from another section of the visiting committee report:

“Constituents articulate the mission of the school in deeply personal ways, indicating a strong buy-in to the core values of the school. Students readily articulate their investment in their experience, including ways they have grown in character.  Faculty members are committed to their mission as educators and role models and routinely go above and beyond the parameters of their job descriptions when it serves the interests of their students… the Rivers faculty have distinguished itself not only for professionalism, knowledge, and teaching skill, but also for a collaborative and humane spirit that pervades this school.

“Students and teachers alike spoke with a sense of belonging to a stimulating academic culture, one in which learning is championed even while students are pulled toward extracurricular specialization.  Rivers has not forgotten that the primary academic business of a school is the conversation between teacher and student… In addition to respect, there’s great affection on both sides, too.  Students lavished praise on their teachers.  And teachers did likewise.” 

And finally from another section of the report:

“Faculty feel supported, motivated, and encouraged to teach their passions and to pursue various teaching strategies.  Faculty at Rivers are happy and engaged; they exude a loyalty and admiration for their school, their colleagues, and their students.  Their love of Rives is palpable.”

These excerpts point so clearly to the reason Rivers exists… the why of the school and that is to help students live meaningful lives, lives filled with purpose.

The why of most independent schools is excellence. These schools teach students how to compete, how to win, how to work harder and smarter in this competitive world. For these schools, demonstrated excellence is an end. A graduate of a highly regarded school in the area once told me that he always felt that the question being asked of him while he was a student there was “What are you doing to enhance the reputation of the school?” 

Make no mistake, Rivers teaches students how to be successful, how to work hard, how to compete; we can point to lots of markers of success to demonstrate that excellence is a critical value. Seniors accepted to highly selective colleges, 5’s and 4’s on the AP exams, art and music prizes, athletic championships, awards in Robotics, Model UN, and Debate. We are proud of these achievements.

But these accomplishments are not why Rivers exists.  They are not what fundamentally inspire us to go the extra mile for our students.

Rivers exists for one simple reason  ̶  to help students live meaningful lives, now and in the future. At Rivers excellence is a means, not an end.  We don’t challenge our students for the sole purpose of demonstrating that we have excellence.  We challenge them so that they can learn about themselves, so that they can discover what they are good at, what they love, what they need to work on.  We challenge them so that they can discover who they are and who they want to be.  We challenge them so that they can live lives that matter.

And here’s the kicker. The best way to help students live meaningful lives is to make sure that teachers are living meaningful lives, to make sure that the reason our teachers got into this business in the first place  ̶  to make a positive difference in kids’ lives  ̶  never dies out, that their life purpose is not only valued but constantly nurtured. “Faculty at Rivers are happy and engaged.” That statement from the Visiting Accreditation Committee reflects the school’s belief that people should live meaningful lives. That is why Rivers exists.

 

Letter from Chair of Visiting Accreditation Committee

Last month a team of eleven outside educators from some of the top schools in New England (including three from ISL schools) spent three days on the Rivers’ campus - sitting in on classes, talking to students, teachers, administrators, trustees, alumni, and parents, examining programs, reading critical documents - all for the purpose of validating the self-study Rivers had completed the year before.  The committee left as “huge fans” of the school.  Below is the letter Molly King, the chair of the committee, wrote to the Rivers community, followed by the list of visiting committee members:

November 6, 2013      

Dear Rivers Community,

The past few days have been a remarkable example of who you are as a community. From the moment the Visiting Committee stepped on campus last Sunday, we were warmly welcomed by all---students, faculty, staff, trustees, administrators and parents. 

- Students: Your spirit is infectious. From tours, class discussions, practices and games, announcements, speeches and musical performances, all of us left Rivers not only in awe of your talents, but also of your connection to your school, to your teachers and to each other. You seek to make a positive difference and you do. Keep up the great work. 

- Faculty: We are mightily impressed. Your expertise in your subject areas is matched only by your total commitment to the wellbeing of your students. They notice. Every Visiting Committee member heard stories from students about what a difference you are making to their lives. Excellence with Humanity. Your motto. There it is. 

- Administration and Staff: Talk about a can-do attitude! You collaborate at every turn, whether it's making an event happen (like hosting us), covering for each other in a time of need without regard for self, supporting families in need or finding innovative solutions to challenges big and small, you are all in for Rivers. 

- Trustees, alumni and parents: From dinner together on Sunday night to meetings in Willis House, your thoughtful reflections upon and affection for Rivers were the signature aspects of our conversations. All of you go above and beyond to share your talents and your generosity with Rivers and particularly looking at the exponential increase in your engagement over the last fifteen years, there is much for which you should be proud.

And to Tom Olverson, who is probably tempted to delete any words of praise from us, please know how much the entire Visiting Committee respects your leadership and profound affection for Rivers---both of which have had a transformative effect on this wonderful school during your tenure. 

On behalf of all of us who have had the privilege of serving on the Rivers Visiting Committee, thank you to all and know that you have eleven huge fans sprinkled across the landscape of New England schools.

Warmly,

Molly King
Chair, NEASC Visiting Committee
Head of School, Greenwich Academy

NEASC Visiting Committee Members

Molly King, Chair
Head of School
Greenwich Academy
Greenwich, CT

Theodorick B. Bland, Assistant Chair

Head of School
Milton Academy
Milton, MA

William Clapp

Mathematics Department Chair
Berwick Academy
South Berwick, ME

J. Bradley Faus

Instructor in Art
The Hotchkiss School
Lakeville, CT

Heather Flewelling

Director of Multiculturalism & Community Development
Milton Academy
Milton, MA

Tucker Hastings

Junior Class Dean, French Teacher
Brunswick School
Greenwich, CT

Maureen Keleher

Latin Teacher
Thayer Academy
Braintree, MA

Jennifer Kenerson

Mathematics Teacher
Taft School
Watertown, CT

Mark McLaughlin

Associate Head of School
Providence Country Day School
East Providence, RI

David Rost

Dean of Students
Concord Academy
Concord, MA
 

Thomas Sullivan

Head of Upper School
Greenwich Academy
Greenwich, CT

Success v. Meaning

I was talking last week to a 2013 Rivers graduate who is doing a gap year before she attends an Ivy League college.  She spent two months in Tanzania, working in a clinic that delivers babies.  She actually delivered four babies herself.  Her experience was transforming.  She now realizes that she can make decisions about her life, that she does not have to follow a prescribed path that leads to “success.”  She may, indeed, end up being “successful” but not at the expense of finding meaning in her life.  We talked and rejoiced at her new-found discovery.
 

As I listened to her story and the epiphany she realized, I could not help but think about the purposes that different independent schools have.  Beyond those schools that have very specific missions like addressing learning issues, it seems to me that most schools fall into one of two categories.  There are those schools that will almost exclusively teach students how to attain success- success as it is traditionally defined- great job, lots of money, financial security.  This is their sole purpose- to teach students how to compete, how to win, how to work harder and smarter than the others.  For these schools, adolescence is a training ground, a sort of boot camp to prepare students for the inevitable struggle that lies before them.

There are a lot of New England prep schools and independent schools in major cities throughout the country that fall into this category.  They are littered with parents who see their child’s success as yet another emblem of their successful lives.  I’m not convinced that these schools chose this path, but saddled with a parent and alumni body that demand the markers of success, they have clearly drunk from the “excellence or else” kool-aid and cannot turn back.

 
There are other independent schools, like Rivers, that teach a different value.  It’s true that that they want their students to strive for excellence; it’s true that they celebrate the excellence that their students achieve.  But the pursuit of excellence at these schools has a different, broader purpose- to find meaning in life.  It’s not that success and meaning are viewed as necessarily antithetical in these schools.  Rather, it’s just that the pursuit of a meaningful life has equal footing with the pursuit of a “successful” life.  At these schools excellence is not just an end; it is a means for finding a meaningful life, a life well-lived, to use Aristotle’s words.

Prospective parents ask me frequently how is Rivers different from the other independent schools in the Boston area.  In many respects it is very similar- similar programs, similar kinds of students, etc.  But its purpose is very different from that of many other schools.  At Rivers the pursuit of excellence is designed to strengthen a student’s character, not have him or her compete for the most prestigious jobs.  At Rivers the pursuit of excellence is designed to help students find meaning in life, not just the “good life.”  To help students find meaning, Rivers’ teachers and coaches know and value each student- not just the student taking four AP classes but also the one who demonstrates real leadership skills or a creative approach to solving problems.  The unique attributes of each of our students, we believe, are critical to their finding meaning in life, not just success.

Ready for the Real World

One of the key goals of our mission here at Rivers is to “prepare our students for leadership in a world that needs their talents, imagination, intellect, and compassion.” For the past seven years, Rivers has gone a step farther to prepare students for the future by arranging summer internships in local business and research institutions. These internships are specifically designed to enable Rivers students to be productive members at their respective workplaces, rather than observers as summer interns often are.

Rivers’ interns share their experiences with the rest of the community during the summer through Facebook posts and at symposia on campus throughout the fall. It is so impressive to hear what these students have accomplished at such a high level. How many high school students have been invited to present papers at national conferences? Last year, Rebecca Iafrati ’12 spoke to the American Heart Association about her research at Boston University Medical Center on the relationship between obesity and blood clots. The previous year, three interns -- Alex Post ’10, Aaron Behr ’11, and Charlie Harrison ’11 -- presented their summer research at Bruker Daltonics during a national chemistry and spectroscopy conference.

The summer internship program is just one of a number of initiatives at Rivers to make learning relevant to the 21st century – a time that requires students to think creatively and independently, and be an effective team player. Our interdisciplinary courses, leadership lab, and flipped classrooms all help give our students the skills and experiences they need to face their future with confidence.

Please click here to watch a video story about three of this summer’s science interns and what they gained from their experiences at Reactive Innovations and Bruker Daltonics.

Expressing Our "Life Force"

This summer, I had the opportunity to read Walter Isaacson’s biography of Steve Jobs. The story prompted me to think about Jobs and Apple, and the question "What makes an organization great?"

I've spent a lot of time throughout my career thinking about this question and reading books and articles about the essential ingredients that make up great organizations – leadership, technical expertise, collaboration, management techniques, marketing, strategic planning, and execution.

But the biography of Jobs gave me a new slant. I came to the conclusion that perhaps the most significant reason for an organization's greatness is the passion to bring an idea to life and the ability to find a means of expressing that idea.

Apple's greatness stemmed from Jobs' obsession with bringing the marriage of technology and humanity to life – the functionality and practical work of computers married to a belief in creativity, elegance, art, design, and experience – the human dimension so antithetical to technology before Jobs. He was committed to finding ways to express this idea.

In this regard, he had so much integrity that he demanded even the inside of the Mac be elegantly designed. This demand was the truest reflection of his passion for making incarnate his idea of the need to combine functionality and elegance in technology.

Yes, Jobs wanted to beat Microsoft and other competitors, but the genius of Apple did not arise from that desire. Rather, it came from this passion to birth an idea. It was Jobs the artist, not Jobs the businessman or computer expert, who was the essential element in Apple's greatness.

The great dancer and choreographer Martha Graham wrote a poem that captures this concept so perfectly, and I quote in part:

There is a vitality, a life force, an energy
A quickening
That is translated through you into action
And because there is only one of you
In all of time
This expression is unique.

And if you block it, it will never exist
Through any other medium,
And be lost.
The world will not have it.

During the past year at Rivers, we have spent a great deal of time reflecting on what Excellence with Humanity means to us. What are we most passionate about at Rivers? We’ve distilled our thoughts down to five attributes that we use to define Excellence with Humanity - five areas that illustrate the "life force" of this idea:

• Excellence: We’re committed to maintaining high standards in and out of the classroom. 
• Quality of Experience: It matters to us that our students are happy - that they gain a sense of self-efficacy and autonomy by facing the challenges we give them.
• Relationships: When we know and care about our students as multi-dimensional human beings, they will stretch for excellence and be willing to take risks. 
• Innovation: We’re continually looking for better ways to live our mission. 
• Character: We want to graduate great academicians, artists and athletes, but we also want to graduate great human beings.

At Rivers, Excellence with Humanity is OUR collective art - it is our creation and it demands that we seek its expression in the work we do.

This is the mission and the promise we are committed to at Rivers.

Setting High Standards and Pursuing Passions

As I read David Brooks' brilliant editorial, "The Creative Monopoly," I could not help but think of Rivers and its mission. For some people, I suspect, The Rivers School “motto,” "Excellence with Humanity," presents a bit of a dilemma. The initial thought may be that excellence requires constant struggle, a super-competitive mindset, and a focus on defeating those around you in order to win the prize. Brooks acknowledges the importance of a competitive spirit but, he argues, that spirit taken to the nth degree can also stifle creativity and squash the discovery of individual passion. He writes:

“…students have to jump through ever-more demanding, preassigned academic hoops. Instead of developing a passion for one subject, they're rewarded for becoming professional students, getting great grades across all subjects, regardless of their intrinsic interests… they move into a ranking system in which the most competitive college, program, and employment opportunity is deemed the best. There is a status funnel pointing to the most competitive colleges and banks and companies, regardless of their appropriateness… Competition has trumped value-creation. In this and other ways, the competitive arena undermines innovation.”

This certainly describes the prep school I attended. As students, we were taught to compete; school was a form of academic boot camp. Learning was not intended to be fun or social; the only satisfaction we might glean from the experience was the bond of having all survived each learning experience. We counted ourselves as tougher than others; creativity, imagination, and passion all took a back seat to learning how to compete.

Rivers is different. It's true that we teach our students how to compete. We challenge them with high standards and a rigorous program. But learning how to compete at Rivers shares the spotlight with discovering talents and igniting passions. We demand students use their imaginations in order to cultivate their creative spirit. This calibration – this balance between teaching students how to compete while also fostering their creative spirit, their humanity – is the Rivers Way. It is sometimes difficult to understand this balance because we often spend a great deal of time in the "competitive myopia" as Brooks calls it. That myopia undermines innovation; it also undermines true happiness – people using their talents and passions to make the world a better place.

Rivers' Approach to the Advanced Placement Program

There's a lot of controversy surrounding the College Board's Advanced Placement program. Teachers are frustrated by the constraints of the curriculum. Educators are concerned about teaching to the test and the resulting loss of intellectual curiosity. Students are overwhelmed by the rigor and content of the courses. And most notably, there is consternation that taking AP courses is a way to "game" the college admissions process – more AP courses on the transcript mean a more attractive application for the colleges. Combine this "gaming" with grade inflation in these and other classes, and a candidate can appear attractive to selective colleges even if his or her courses lack the appropriate rigor.

Like almost any human system, the Advanced Placement program can be abused. But this fact should not blind us to the merits of the program. At Rivers some of our most intellectually stimulating classes are AP courses. We tell the AP teachers to cover the curriculum but not "teach to the test." I can walk into an AP American History class and see students performing simulations or engaging in a debate. Calculus students work in pods and debate the process for solving a problem. When AP teachers are told to offer a rigorous, engaging course that covers the AP curriculum, the message is loud and clear – make students think, allow them to question, and above all, make sure the experience is of the highest intellectual quality. 

Finally, there is something to be said for seniors, especially, focusing on a culminating exam as a way to measure their performance for the year. I suspect our seniors spend little time preparing for these exams. They don't have to; they have been taught well throughout the year. The AP Exam is just the gravy. The fact that these students do so well on these exams without a lot of stress is a testament to their hard work throughout the year. Is it a little contrived – an exam after the students have been accepted to college? Of course. But contrived or not, the exams still have meaning to the students primarily because they have worked so hard together and with the teacher for the entire year to prepare for this moment. That Rivers students do so well on these exams is not reflective of our students mindlessly prepping for a test; it is, rather, a testament to the bonds within the classroom community that have developed during the year and the intellectual journey students and teacher have travelled together.